S6 Appendix: Validation of Child Development Measures - PLOS
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S6 Appendix: Validation of Child Development Measures - PLOS
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S6 Appendix: Validation of Child Development Measures Tables A and B present basic validation tests for the measures of cognitive, language, school readiness, executive functioning, and behavioural development. For all measures scored using IRT/GRM we estimated the reliability of each measure for each child, i.e. the proportion of variance in the observed score that is due to variance in the true underlying construct that instrument is measuring. This is equal to:
where is the estimated standard error on our prediction of from the empirical Bayes procedure. In tables A and B we report the mean reliability across the sample. We also assessed the validity of our measures by assessing how they correlate with each other (Tables C) and with previous measures of child development—namely the Bayley-III two years earlier, with age, and with socio-economic characteristics (Tables A and B). Except concept formation (Woodcock-Munoz Cognitive 5), all other measures of language, school readiness, executive functioning had estimated reliabilities of at least 0.7, for scores constructed using IRT/GRM. They also correlated with each other, age, lagged measures of child development (Bayley-III scores), wealth and maternal education in the expected direction. Woodcock-Munoz Cognitive 5 has a very low estimated reliability of 0.371 and displays low correlation with relevant variables. This is due to the majority of children (73%) not scoring enough in the first five questions to proceed to later items so there is little information available. On the basis of this very low estimated reliability, and inconsistent correlations with other measures and socio-economic variables, we exclude this measure from the analysis. All subscales of the SDQ and the CBQ correlate highly significantly (p
