psych

The scoring procedures are very clear as shown by the figure.

Typical developmental age equivalents have been included to enhance the clinical use of Griffiths III. The normative scores of Griffiths III are the scaled scores, developmental quotients, percentile scores, and stanines. The chart above shows the interrelationships of the normative scoring of Griffiths III.

Technical Evaluation

Griffiths III is a norm-referenced test that can be used from birth to six years

Subgroup norms: The major descriptive indicators that are utilized in the selection and categorization of children include gender, age, geographic location, urban-rural and socio-economic status

There is a norm group for the test. Griffiths III is a norm-referenced test that can be used from birth to six years. The test was revised and standardized using continuous norming, which uses a smaller sample size than some other methods as each child’s data is used across more than one month for analysis. In Griffiths III item numbers across subscales and across years vary in number so scores derived from scaled scores must be used.

Regarding the selection of the norm group, testing children whose normative scores fall partially or wholly below the floor of Griffiths III requires one to convert scaled scores on each subscale individually. If all subscale scaled scores are 1 or 0, Griffiths III is used as a structure for reporting based on items passed. When some of the scaled scores fall within the normative boundaries of Griffiths III (i.e. scaled scores of 1 and above), the profile histogram for the scaled scores is completed on the analysis sheet. Then, there is the quantification of the level described by standard deviation that the scaled score falls below the mean for typically developing children.

Regarding the subgroup norms, for the final standardization sample identified by Green et al. (2020), there was the creation of a strategy to accommodate an incessant norming solution. The major descriptive indicators that are utilized in the selection and categorization of children include gender, age, geographic location, urban-rural and socio-economic status.

Technical Evaluation

Reliability of the test is high and was determined by reviewing pertinent literature regarding its use

The test offers a play-oriented and child-friendly way of assessing the development of children from birth to six years of age

The test is the result of a comprehensive re-standardization of the Griffiths Mental Development Scales (GMDS), which is regarded as a benchmark for child development assessment

The estimate of the test’s reliability is considered to be very high. Reliability of the test was determined by reviewing pertinent literature regarding its use.

The Griffiths-III test is a representation of the gains made in developmental assessment over the years and is grounded in the latest research and theory, in addition to the best practices of the past. The test offers a play-oriented and child-friendly way of assessing the development of children from birth to six years of age. The test is the result of a comprehensive re-standardization of the Griffiths Mental Development Scales (GMDS), which is regarded as a benchmark for child development assessment. ARICD is responsible for the standardization of the Griffiths III test, which was completed in 2015 through the use of a representative sample from Ireland and the UK.

Regarding the evidence for the validity of the test, Green et al. (2020) state that “the inclusion of practitioners in all parts of a scale revision is unusual and is likely to add to the test's validity.” Practitioners reiterated the significance for formal assessment of social and emotional development and also a reduction as much as possible of scoring relying on behavior which was reported rather than observed. However, Green et al. (2020) fail to identify the test’s standard error of measurement and the relevant confidence intervals.

Test Reviews

Strengths:

Phased development process involving practitioner input

Questionnaire results offer insight or the planning of educational and clinical programs

Weaknesses:

Two vague questions that were unclear to majority of participants

Sample size was smack, and may affect the test’s generalizability

Regarding strengths, for starters, the phased development process of the test was the period in Phase 1 that was used to explain the thoughts of practitioners regarding what should be included in the Griffiths Scales. An effective analysis was facilitated by the exploratory qualitative descriptive technique with regard to the non-quantified attitudes and opinions of child development specialists. More so, it was a good base for the phases that followed. It is also crucial to acknowledge that the questionnaire sent to both previous and current users of the test offered insight that the core development team made during the subsequent phases. In turn, this was crucial for the planning of educational and clinical programs.

Regarding weaknesses, there is the design of the questionnaire, which Green et al (2020) point out to two questions, which were not well comprehended by the majority of the participants and subsequently left unanswered. Also, the questionnaire failed to facilitate an avenue for clarification to allow participants to comment on any unclear or vague questions. Another weakness is the failure of the test to accommodate input from practitioners that are relatively busy in their professional fields. Finally, there is the aspect of the questionnaire sample size, which may have significantly impacted generalizability and the limited availability of time from expert technical support. The test performed well when researchers or test users, other than the test developer used it (Green et al., 2020). Among items scored sufficiently often, 88% of all administrations were reliable (Green et al., 2020).

Conclusion

The Griffiths III test measures five avenues of learning based on the following scales: loco-motor, personal-social, hearing and speech, eye and hand coordination, and performance

The results of the test are essential in getting insight into the developmental status of a child aged 6 years or below and initiating relevant interventions if necessary

However, the test can only be done by an individual who possesses a user registration certificate from ARICD

This presentation has critiqued and reviewed the Griffiths III psychological test while appraising the six major phases involved in revising the test.

Also, the presentation has appraised the importance of having a guidance plan, which entails test practitioner input. T

The Griffiths III test measures five avenues of learning based on the following scales: loco-motor, personal-social, hearing and speech, eye and hand coordination, and performance.

The test not only helps carry out normed comparison against a population that is standardized but also forecasts the developmental profile of a child for unique learning avenues. It has been deduced that although the test has a few weaknesses, it is fairly reliable and has a high level of validity.

The results of the test are essential in getting insight into the developmental status of a child aged 6 years or below and initiating relevant interventions if necessary.

However, the test can only be done by an individual who possesses a user registration certificate from ARICD.

References

ARICD. (2021). About the Griffiths scales. Association for Research in Infant & Child Development. https://www.aricd.ac.uk/about-the-griffiths-scales/

Ferreira‐Vasques, A. T., Santos, C. F., & Lamônica, D. A. C. (2019). Transcultural adaptation process of the Griffiths‐III Mental Development Scale. Child Care, Health, and Development, 45(3), 403-408.

Green, E. M., Stroud, L., Marx, C., & Cronje, J. (2020). Child development assessment: Practitioner input in the revision for Griffiths III. Child Care Health Development, 46, 682-691.

Gregoire, J. (2018). ITC guidelines for translating and adapting tests. International Journal of Testing, 18(2), 101-134.