Search

This study presents the performance of 4th and 6th grade students in the Task of Spelling Words and Pseudowords (TEPP). It was analyzed validity evidence based on the relationship with criteria (correlation with age, and comparison of groups by year of schooling and gender), as well as convergent validity through correlations among TEPP with the Balanced Dictation instrument and the Child Neuropsychological Assessment Instrument NEUPSILIN-Inf. In addition, it is presented normative data for students of 4th and 6th grades of Elementary School. It included 181 students from public schools, being 55.8% girls, with aged between 9 and 12 years old. Higher scores were identified for older and more educated students; in addition higher scores were found for girls in some TEPP measures, reinforcing the criterion validity of the instrument. The TEPP instrument has been related to spelling, attention, memory, executive functions, language and arithmetic skills, showing evidence of convergent validity. The normative data of TEPP are presented, considering the two school years of the participants, contributing to the professionals who use this instrument in clinical practice and also in the educational setting. [ABSTRACT FROM AUTHOR]

The Dyadic Parent-Child Interaction Coding System, fourth edition (DPICS IV) is a behavioral observation measure used to assess parent-child interactions. The purpose of this study was threefold: (1) to examine the psychometric properties of the DPICS IV in a clinically referred Taiwanese sample of children aged 3-11 and their caregivers, (2) to provide normative data for this population, and (3) to examine normative age differences. A total of 104 Taiwanese clinically referred caregiver-child dyads completed the pre-treatment assessment for Parent-Child Interaction Therapy. Parent-report measures completed by the caregivers, as well as the DPICS IV observational data, were used for analysis. The DPICS IV had good inter-observer reliability and adequate discriminant, convergent and divergent validity for some DPICS IV indicators, including negative talk in child-led play and child compliance in parent-led play and clean-up. Differences were noted in parent-child interactions assessed by the DPICS IV based on the child’s age. The results of this study highlight good psychometrics for the DPICS IV in a clinically referred Taiwanese sample, and its established normative data can provide performance reference on the DPICS IV for this population. Future studies are needed to examine the test-retest reliability and predictive validity of the DPICS IV and to establish its normative data and psychometric properties with a non-referred Taiwanese sample. [ABSTRACT FROM AUTHOR]