1Contact: mliz@psico.edu.

uy

This study was carried out thanks to a PhD scholarship from the Graduate Academic Committee and the Funds for Projects aimed at Social Inclusion from the Sectorial Commission for Scientific Research (UdelaR).

CONVERGENT VALIDITY BETWEEN THE SCHOOL

READINESS-CHILD DEVELOPMENT INVENTORY AND THE
ISSBD 2024
NATIONAL GUIDE FOR DEVELOPMENTAL SURVEILLANCE
Early detection of developmental delays among applied in healthcare centers, and the School
young children is crucial to foster timely Readiness-Child Development Inventory (INDI)
interventions. Uruguay has two large-scale administered in public preschools. Both offer
systematic assessments for the early detection developmental profiles, but the extent in which
of developmental risk profiles: the National these profiles converge is unknown.
Guide for Developmental Surveillance (GNVD)

CONVERGENT OBJECTIVE:
To explore the
convergent

VALIDITY
Liz-Otero, Maite1, Pérez-Roca, Mercedes & Vásquez-Echeverría, Alejandro
validity between
INDI and GNVD
outcomes

METHOD: Sample:
308 children; 4 & 5-year-old
INDI [1] : M_age = 62,6(5,9) months
Girls Boys
RESULTS
 Uruguayan school readiness screening test for teachers
 Culturally-designed and validated for Uruguay CORRELATIONS
 Public policy since 2018 (Preschool years 3-4-5)
 Norm-reference results
GNVD [2] :
GNVD

 Uruguayan developmental screening test for pediatricians

 Culturally-designed and validated for Uruguay
 Public policy since 2018 (0 – 6 years of age) INTEROBSERVER AGREEMENT
 Criterion-reference results
Conceptual agreement:

DISCUSSION RISK/NO-RISK CONCORDANCE

 Significant and consistent agreement in the absence of risk.
 Concordance regarding risk substantially higher than prevalence of
severe developmental risks [3, 4].
 Group of children with apparently less evident risk indicators:
literature suggests complementing health evaluation with that of
school readiness, with a higher sensitivity for developmental
difficulties in populations at moderate risk [5, 6].
 Good potential for integration of public policies .
References: [1] Vásquez-Echeverría, A. (Ed.) (2022). El Inventario de Desarrollo Infantil y la evaluación sistemática del desarrollo en contextos
educativos. Teoría, creación e implementación. Universidad de la República, Uruguay; [2] MSP (2018). Guía Nacional para la Vigilancia del Desarrollo del
Niño y de la Niña menores a 5 años. Versión 2. [3] Chen, H. J., et al. (2020). Prevalence of preschool children developmental disabilities in northeastern
Taiwan-Screening with Taipei City Developmental Screening Checklist for Preschoolers, 2nd Version. Journal of the Formosan Medical Association,
119(7), 1174-1179. [4] Olusanya, B. O., et al. (2022). Global and regional prevalence of disabilities among children and adolescents: Analysis of findings
from global health databases. Frontiers in Public Health, 10, 3276. [5] Lipkin, P. H., et al. (2020). Promoting optimal development: identifying infants
and young children with developmental disorders through developmental surveillance and screening. Pediatrics, 145(1). [6] Marks, K. P. (2020). AAP
developmental surveillance and screening algorithm is improved but further discussion needed about 24 months and 4 years. Pediatrics, 145(6).