Battelle Developmental Inventory - 2nd Edition

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Battelle Developmental Inventory - 2 Jeffery Graham PSY7610/Test And Measurements June 15, 2012 Dr. Steven Schneider Abstract Table of Contents Abstract…………………………………………………………………………………………....3 Introduction………………………………………………………………………………………..5 Article Summaries………………………………………………………………………………...7 Evaluation of BDI-2………………………………………………………………………………9 Conclusion……………………………………………………………………………...………..12 References………………………………………………………………………………………..14 Abstract The Battelle Developmental Inventory – 2nd Edition (BDI-2) is psychoeducational testing instrument used in special education to assess developmental disorders in infants and young children. This paper looks into how the validity, reliability and norms for the BDI-2 were originally developed.…show more content…
Classical test theory looks at the true score, observed score and error and examines how they relate to determine how reliable a test is. Multiple studies have proven that the BDI-2 is reliable method of assessing developmental disorders in infancy and early childhood (Hogan & Brooke, 2007). Article Summaries Snyder et al. (1993) studied the psychometric integrity of the BDI-2 to demonstrate the importance of reliability and validity. They tested 78 infants with severe disabilities living in an urban environment every year for over 5 years. The study sample included 45 males and 33 females, with 27 being white and the other 51 children labeled as non-white. The fact that the all the subjects for this study were severely handicapped was significant in that the normative sample for the BDI-2 was 2500 children without disabilities from 30 states, stratified across age, sex, ethnicity, geographic location and SES (Newborg et al., 2005). Snyder et al., (1993) found some contradictory information from that of authors of the BDI-2. The authors of the BDI-2 claim that there are five major developmental domains that can be tested and that each domain can stand alone (Newborg et al., 2005). However, Snyder et al (1993) identified only 3 developmental domains and found that the domains did not stand alone and there was a high correlation between “subdomains of social role, conceptual development, personal responsibility, self-concept,

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