ERIC Number: ED356599
Record Type: Non-Journal
Publication Date: 1990
Reference Count: N/A
Child Development Inventory Assessment of Children's Development, Symptoms, and Behavior Problems.
Ireton, Harold R.
The Child Development Inventory (CDI), a restandardized version of the Minnesota Child Development Inventory, is completed by parents to measure the developmental progress of their children ages 15 months to 6 years or children judged to be functioning in that age range. It measures present development in eight areas: social, self-help, gross motor, fine motor, expressive language, language comprehension, letters, and numbers. It also measures parents' concerns about the child's vision and hearing, health, and growth as well as development. It includes items to measure various behavior and emotional problems of young children, and an index of overall development. The CDI was standardized on a sample of 568 children ages 1-6 from South Saint Paul, Minnesota, a 95% white working class community. The CDI's validity was determined by examining results for norm group children at younger and older ages, by comparing their CDI results to psychological test results, and by examining CDI results for children with developmental and other problems. Data indicate that parents' CDI reports correlate with children's age, with children's achievement of reading and math skills in kindergarten, and with placement in early childhood special education. For children with chronic illnesses, the CDI results suggest relationships between their health problems and their development and adjustment. An appendix contains descriptions of child development inventories related to the CDI. (Contains 15 references.) (JDD)
Descriptors: Age Differences, Behavior Problems, Behavior Rating Scales, Child Development, Chronic Illness, Developmental Disabilities, Developmental Stages, Early Childhood Education, Emotional Problems, Evaluation Methods, Handicap Identification, Parent Participation, Rating Scales, Standardized Tests, Test Validity, Young Children
Publication Type: Reports - Evaluative
Education Level: N/A
Authoring Institution: N/A