Reliability and Validity Evidence for the Hawaii Early Learning Profile, Birth-3 Years
This study provides preliminary evidence for reliability and validity of the Hawaii Early Learning Profile Strands 0-3 (HELP Strands 0-3), an assessment instrument for young children. First, the degree of interobserver agreement for a sample of representative HELP items was examined; results indicat...
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| Veröffentlicht in: | Journal of early intervention 2019-03, Vol.41 (1), p.62-83 |
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| container_title | Journal of early intervention |
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| creator | Li, Zijia Gooden, Caroline Toland, Michael D. |
| description | This study provides preliminary evidence for reliability and validity of the Hawaii Early Learning Profile Strands 0-3 (HELP Strands 0-3), an assessment instrument for young children. First, the degree of interobserver agreement for a sample of representative HELP items was examined; results indicated that HELP scoring was dependable and consistent across 82 providers. Second, content validity was evaluated by having 12 early childhood experts align HELP items with their related strands (i.e., specific developmental areas) and rank the developmental order of items within each strand. The experts agreed with the HELP item-to-strand alignment and with the developmental order of items. Finally, convergent and discriminant validity evidence was provided by correlating HELP domain scores with Battelle Developmental Inventory–Second Edition (BDI-2) domain scores. Evidence for convergent validity was found between similar domains; discriminant validity was evidenced by low correlations between unrelated domains of HELP and BDI-2. |
| doi_str_mv | 10.1177/1053815118810235 |
| format | Article |
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First, the degree of interobserver agreement for a sample of representative HELP items was examined; results indicated that HELP scoring was dependable and consistent across 82 providers. Second, content validity was evaluated by having 12 early childhood experts align HELP items with their related strands (i.e., specific developmental areas) and rank the developmental order of items within each strand. The experts agreed with the HELP item-to-strand alignment and with the developmental order of items. Finally, convergent and discriminant validity evidence was provided by correlating HELP domain scores with Battelle Developmental Inventory–Second Edition (BDI-2) domain scores. Evidence for convergent validity was found between similar domains; discriminant validity was evidenced by low correlations between unrelated domains of HELP and BDI-2.</description><identifier>ISSN: 1053-8151</identifier><identifier>EISSN: 2154-3992</identifier><identifier>DOI: 10.1177/1053815118810235</identifier><language>eng</language><publisher>Los Angeles, CA: SAGE Publications</publisher><subject>Child Development ; Cognitive Processes ; Content Validity ; Criterion Referenced Tests ; Curriculum Based Assessment ; Early Childhood Education ; Education ; Educational Research ; Interrater Reliability ; Language Skills ; Measures (Individuals) ; Posture ; Problem solving ; Profiles ; Psychometrics ; Psychomotor Skills ; Quantitative psychology ; Scores ; Self help ; Standardized Tests ; Studies ; Test Reliability ; Test Validity ; Toddlers ; Validity ; Young Children</subject><ispartof>Journal of early intervention, 2019-03, Vol.41 (1), p.62-83</ispartof><rights>2018 SAGE Publications</rights><lds50>peer_reviewed</lds50><oa>free_for_read</oa><woscitedreferencessubscribed>false</woscitedreferencessubscribed><cites>FETCH-LOGICAL-c326t-7e562cb2447cb7610bdd6cc61767b45bcd74de93e6885d6241eaa1692f4531703</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://journals.sagepub.com/doi/pdf/10.1177/1053815118810235$$EPDF$$P50$$Gsage$$H</linktopdf><linktohtml>$$Uhttps://journals.sagepub.com/doi/10.1177/1053815118810235$$EHTML$$P50$$Gsage$$H</linktohtml><link.rule.ids>315,781,785,21821,27926,27927,43623,43624</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ1203678$$DView record in ERIC$$Hfree_for_read</backlink></links><search><creatorcontrib>Li, Zijia</creatorcontrib><creatorcontrib>Gooden, Caroline</creatorcontrib><creatorcontrib>Toland, Michael D.</creatorcontrib><title>Reliability and Validity Evidence for the Hawaii Early Learning Profile, Birth-3 Years</title><title>Journal of early intervention</title><description>This study provides preliminary evidence for reliability and validity of the Hawaii Early Learning Profile Strands 0-3 (HELP Strands 0-3), an assessment instrument for young children. First, the degree of interobserver agreement for a sample of representative HELP items was examined; results indicated that HELP scoring was dependable and consistent across 82 providers. Second, content validity was evaluated by having 12 early childhood experts align HELP items with their related strands (i.e., specific developmental areas) and rank the developmental order of items within each strand. The experts agreed with the HELP item-to-strand alignment and with the developmental order of items. Finally, convergent and discriminant validity evidence was provided by correlating HELP domain scores with Battelle Developmental Inventory–Second Edition (BDI-2) domain scores. Evidence for convergent validity was found between similar domains; discriminant validity was evidenced by low correlations between unrelated domains of HELP and BDI-2.</description><subject>Child Development</subject><subject>Cognitive Processes</subject><subject>Content Validity</subject><subject>Criterion Referenced Tests</subject><subject>Curriculum Based Assessment</subject><subject>Early Childhood Education</subject><subject>Education</subject><subject>Educational Research</subject><subject>Interrater Reliability</subject><subject>Language Skills</subject><subject>Measures (Individuals)</subject><subject>Posture</subject><subject>Problem solving</subject><subject>Profiles</subject><subject>Psychometrics</subject><subject>Psychomotor Skills</subject><subject>Quantitative psychology</subject><subject>Scores</subject><subject>Self help</subject><subject>Standardized Tests</subject><subject>Studies</subject><subject>Test Reliability</subject><subject>Test Validity</subject><subject>Toddlers</subject><subject>Validity</subject><subject>Young Children</subject><issn>1053-8151</issn><issn>2154-3992</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2019</creationdate><recordtype>article</recordtype><recordid>eNp1kFFLwzAUhYMoOKfvvggBX63mJk3SPuqoThkoogOfSpqkW0ZtZ9JN9u9tqSgIPl0u3znnXg5Cp0AuAaS8AsJZAhwgSYBQxvfQiAKPI5amdB-Nehz1_BAdhbAihNEYkhGaP9vKqcJVrt1hVRs8V5Uz_ZJtnbG1trhsPG6XFk_Vp3IOZ8pXOzyzyteuXuAn35Sushf4xvl2GTH81pFwjA5KVQV78j3H6PU2e5lMo9nj3f3kehZpRkUbScsF1QWNY6kLKYAUxgitBUghi5gX2sjY2JRZkSTciO5lqxSIlJYxZyAJG6PzIXftm4-NDW2-aja-7k7mtOPAABjrVGRQad-E4G2Zr717V36XA8n79vK_7XWWs8FivdM_8uwBKGFCJh2PBh7Uwv4e_TfvC0Oddgg</recordid><startdate>201903</startdate><enddate>201903</enddate><creator>Li, Zijia</creator><creator>Gooden, Caroline</creator><creator>Toland, Michael D.</creator><general>SAGE Publications</general><general>SAGE PUBLICATIONS, INC</general><scope>7SW</scope><scope>BJH</scope><scope>BNH</scope><scope>BNI</scope><scope>BNJ</scope><scope>BNO</scope><scope>ERI</scope><scope>PET</scope><scope>REK</scope><scope>WWN</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>4T-</scope><scope>K9.</scope><scope>NAPCQ</scope></search><sort><creationdate>201903</creationdate><title>Reliability and Validity Evidence for the Hawaii Early Learning Profile, Birth-3 Years</title><author>Li, Zijia ; Gooden, Caroline ; Toland, Michael D.</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c326t-7e562cb2447cb7610bdd6cc61767b45bcd74de93e6885d6241eaa1692f4531703</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2019</creationdate><topic>Child Development</topic><topic>Cognitive Processes</topic><topic>Content Validity</topic><topic>Criterion Referenced Tests</topic><topic>Curriculum Based Assessment</topic><topic>Early Childhood Education</topic><topic>Education</topic><topic>Educational Research</topic><topic>Interrater Reliability</topic><topic>Language Skills</topic><topic>Measures (Individuals)</topic><topic>Posture</topic><topic>Problem solving</topic><topic>Profiles</topic><topic>Psychometrics</topic><topic>Psychomotor Skills</topic><topic>Quantitative psychology</topic><topic>Scores</topic><topic>Self help</topic><topic>Standardized Tests</topic><topic>Studies</topic><topic>Test Reliability</topic><topic>Test Validity</topic><topic>Toddlers</topic><topic>Validity</topic><topic>Young Children</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Li, Zijia</creatorcontrib><creatorcontrib>Gooden, Caroline</creatorcontrib><creatorcontrib>Toland, Michael D.</creatorcontrib><collection>ERIC</collection><collection>ERIC (Ovid)</collection><collection>ERIC</collection><collection>ERIC</collection><collection>ERIC (Legacy Platform)</collection><collection>ERIC( SilverPlatter )</collection><collection>ERIC</collection><collection>ERIC PlusText (Legacy Platform)</collection><collection>Education Resources Information Center (ERIC)</collection><collection>ERIC</collection><collection>CrossRef</collection><collection>Docstoc</collection><collection>ProQuest Health & Medical Complete (Alumni)</collection><collection>Nursing & Allied Health Premium</collection><jtitle>Journal of early intervention</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Li, Zijia</au><au>Gooden, Caroline</au><au>Toland, Michael D.</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ1203678</ericid><atitle>Reliability and Validity Evidence for the Hawaii Early Learning Profile, Birth-3 Years</atitle><jtitle>Journal of early intervention</jtitle><date>2019-03</date><risdate>2019</risdate><volume>41</volume><issue>1</issue><spage>62</spage><epage>83</epage><pages>62-83</pages><issn>1053-8151</issn><eissn>2154-3992</eissn><abstract>This study provides preliminary evidence for reliability and validity of the Hawaii Early Learning Profile Strands 0-3 (HELP Strands 0-3), an assessment instrument for young children. First, the degree of interobserver agreement for a sample of representative HELP items was examined; results indicated that HELP scoring was dependable and consistent across 82 providers. Second, content validity was evaluated by having 12 early childhood experts align HELP items with their related strands (i.e., specific developmental areas) and rank the developmental order of items within each strand. The experts agreed with the HELP item-to-strand alignment and with the developmental order of items. Finally, convergent and discriminant validity evidence was provided by correlating HELP domain scores with Battelle Developmental Inventory–Second Edition (BDI-2) domain scores. Evidence for convergent validity was found between similar domains; discriminant validity was evidenced by low correlations between unrelated domains of HELP and BDI-2.</abstract><cop>Los Angeles, CA</cop><pub>SAGE Publications</pub><doi>10.1177/1053815118810235</doi><tpages>22</tpages><oa>free_for_read</oa></addata></record> |
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| subjects | Child Development Cognitive Processes Content Validity Criterion Referenced Tests Curriculum Based Assessment Early Childhood Education Education Educational Research Interrater Reliability Language Skills Measures (Individuals) Posture Problem solving Profiles Psychometrics Psychomotor Skills Quantitative psychology Scores Self help Standardized Tests Studies Test Reliability Test Validity Toddlers Validity Young Children |
| title | Reliability and Validity Evidence for the Hawaii Early Learning Profile, Birth-3 Years |
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