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Standardisation of the Parent Report of Children's Abilities–Revised (PARCA-R) : a norm-referenced assessment of cognitive and language development at age 2 years
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Johnson, Samantha, Bountziouka, Vasiliki, Brocklehurst, Peter, Linsell, Louise, Marlow, Neil, Wolke, Dieter and Manktelow, Bradley N. (2019) Standardisation of the Parent Report of Children's Abilities–Revised (PARCA-R) : a norm-referenced assessment of cognitive and language development at age 2 years. The Lancet Child & Adolescent Health, 3 (10). pp. 705-712. doi:10.1016/S2352-4642(19)30189-0
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WRAP-Standardisation-Parent-Report-Children's-Abilities–Revised-(PARCA-R)-Wolke-2019.pdf - Accepted Version - Requires a PDF viewer. Available under License Creative Commons Attribution Non-commercial No Derivatives 4.0. Download (676Kb) | Preview |
Official URL: http://dx.doi.org/10.1016/S2352-4642(19)30189-0
Abstract
Background
The Parent Report of Children's Abilities–Revised (PARCA-R) can be used to identify preterm born children at risk for developmental delay at age 24 months. However, standardised scores for assessing all children in the general population and quantifying development relative to the norm are unavailable, thus limiting the use of the questionnaire. We aimed to develop scores that are standardised by age and sex for the PARCA-R to assess children's cognitive and language development at age 24–27 months.
Methods
Anonymised data from PARCA-R questionnaires that were completed by parents of 2-year-old children in three previous studies were obtained to form a standardisation sample that was representative of the UK general population. Anonymised data were obtained from three further studies to assess the external validity and clinical validity of the standardised scores. We used the lambda-mu-sigma (lambda for skewness, mu for median, sigma for the coefficient of variation) method to develop scores that are standardised by age and sex for three scales (non-verbal cognitive development, language development, and total parent report composite [PRC]) for children in four 1-month age bands, spanning age 23·5–27·5 months.
Findings
We included 6402 children (mean age 25 months and 1 day [range 23 months and 16 days to 27 months and 15 days]) in the standardisation sample and 709 (mean age 24 months and 19 days [23 months and 16 days to 27 months and 15 days]) to test the external validity and 1456 (mean age 24 months and 8·5 days [23 months and 16 days to 27 months and 15 days]) to test the clinical validity of the standardised scores. For all PARCA-R scales, mean standardised scores approximated 100 (SD 15) in both sexes and all age groups. These scores were independent of socioeconomic status. Standardised scores were close to 100 (15) in the external validation sample, showing the validity of the scores. Standardised scores for the total PRC scale for children born very preterm (<32 weeks' gestation) were 0·47 SD lower on average than the normative mean, and for children with neonatal sepsis were 0·73 SD lower on average than the normative mean. These scores were equivalent to a standardised score of 93 (95% CI 91–94) for children born very preterm and 89 (88–91) for children with neonatal sepsis, thus showing clinical validity.
Interpretation
The PARCA-R provides a norm-referenced, standardised assessment of cognitive and language development at 24–27 months of age. The questionnaire is available non-commercially in English with translations available in 14 other languages, thus providing clinicians and researchers with a cost-effective tool for assessing development and identifying children with delay.
| Item Type: | Journal Article | ||||||||
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| Subjects: | B Philosophy. Psychology. Religion > BF Psychology L Education > LB Theory and practice of education L Education > LB Theory and practice of education > LB1501 Primary Education P Language and Literature > P Philology. Linguistics |
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| Divisions: | Faculty of Medicine > Warwick Medical School > Health Sciences Faculty of Medicine > Warwick Medical School > Health Sciences > Mental Health and Wellbeing Faculty of Science > Psychology Faculty of Medicine > Warwick Medical School |
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| Library of Congress Subject Headings (LCSH): | Constructivism (Education) , Children -- Language , Communicative competence in children , Cognition in children, Language acquisition, Human information processing in children | ||||||||
| Journal or Publication Title: | The Lancet Child & Adolescent Health | ||||||||
| Publisher: | Elsevier | ||||||||
| ISSN: | 23524642 | ||||||||
| Official Date: | 1 October 2019 | ||||||||
| Dates: |
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| Volume: | 3 | ||||||||
| Number: | 10 | ||||||||
| Page Range: | pp. 705-712 | ||||||||
| DOI: | 10.1016/S2352-4642(19)30189-0 | ||||||||
| Status: | Peer Reviewed | ||||||||
| Publication Status: | Published | ||||||||
| Access rights to Published version: | Restricted or Subscription Access | ||||||||
| RIOXX Funder/Project Grant: |
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