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Relevant bibliographies by topics / Children Psychometrics

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Academic literature on the topic 'Children Psychometrics'

Author: Grafiati

Published: 4 June 2021

Last updated: 10 February 2022

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Journal articles on the topic "Children Psychometrics"

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Cumba-Avilés, Eduardo. "Systematic Review on the Use of the Children’s Depression Inventory-2 Among Hispanics." Hispanic Journal of Behavioral Sciences 42, no. 2 (April 29, 2020): 191–214. http://dx.doi.org/10.1177/0739986320915170.

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We systematically reviewed studies reporting the use of the Children’s Depression Inventory-2 (CDI-2) in samples with at least 30 children and significant Hispanics enrollment (≥14.5% of the sample and at least 20 Hispanics completing the scale). We grouped studies by form (short or full-length) and language used, developmental stage, report of psychometric data (particularly for Hispanics), and other characteristics. From 252 full-texts revised, 22 met selection criteria. Six reported psychometric data for Hispanics, either for the English full-length (α = .86–.92) and short form (α = .76–.81) or for the Spanish short form (α = .69–.80). Criterion-related validity was supported via correlation/regression or comparing group means, but not using another depression self-report scale. Current knowledge on the CDI-2 psychometrics among Hispanics is mostly based on studies with the English-language version. No study has reported the psychometrics of the full-length Spanish-language CDI-2 with Hispanics.

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Saoji, Nikita, Julie Baran, Cynthia A. Gerhardt, Kathryn Vannatta, David Rotter, Jeanette M. Trauth, and Robert B. Noll. "The Psychometrics of the Children’s Depression Inventory When Used With Children Who Are Chronically Ill and Matched Community Comparison Peers." Journal of Psychoeducational Assessment 37, no. 5 (May 18, 2018): 566–77. http://dx.doi.org/10.1177/0734282918774963.

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The Children’s Depression Inventory (CDI) is used to screen for depression in children aged 7 years to 16 years. The purpose of this study is to examine the psychometrics of the CDI in a sample of children who are chronically ill ( N = 350) and in a sample of matched community comparison peers ( N = 357), and determine if the psychometrics of the scale are similar in both groups. Data were aggregated from previous reports examining social and emotional functioning of children with six chronic diseases and matched comparisons. The CDI was completed in the homes of all participants. No significant differences between groups on CDI scores, distributions, reliability, or validity were observed. Findings suggest that the psychometrics of the CDI are similar for children with chronic diseases compared with typically developing children. The CDI may be an effective screening tool for use with children who have chronic health conditions.

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Piasta, Shayne B., Kristin S. Farley, MS, Beth M. Phillips, Jason L. Anthony, and Ryan P. Bowles. "Assessment of Young Children’s Letter-Sound Knowledge: Initial Validity Evidence for Letter-Sound Short Forms." Assessment for Effective Intervention 43, no. 4 (October 31, 2017): 249–55. http://dx.doi.org/10.1177/1534508417737514.

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The Letter-Sound Short Forms (LSSFs) were designed to meet criteria for effective progress monitoring tools by exhibiting strong psychometrics, offering multiple equivalent forms, and being brief and easy to administer and score. The present study expands available psychometric information for the LSSFs by providing an initial examination of their validity in assessing young children’s emerging letter-sound knowledge. In a sample of 998 preschool-aged children, the LSSFs were sensitive to change over time, showed strong concurrent validity with established letter-sound knowledge and related emergent literacy measures, and demonstrated predictive validity with emergent literacy measures. The LSSFs also predicted kindergarten readiness scores available for a subsample of children. These findings have implications for using the LSSFs to monitor children’s alphabet knowledge acquisition and to support differentiated early alphabet instruction.

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Persch, Andrew, Christina Case, Stefanie Bodison, Karen Harpster, Scott Tomchek, and Alison Lane. "Psychometrics and Clinical Utility of Sensory Processing Assessments for Children." American Journal of Occupational Therapy 71, no. 4_Supplement_1 (July 1, 2017): 7111500034p1. http://dx.doi.org/10.5014/ajot.2017.71s1-po3070.

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Patriarca, Guadalupe, Emily Ricketts, Melissa Milbert, Laura Trubnick, Erika Forbes, Jennifer Silk, Cecile Ladouceur, et al. "0756 Focal Interview of Sleep (FIOS) for Children: Preliminary Psychometrics." Sleep 42, Supplement_1 (April 2019): A304. http://dx.doi.org/10.1093/sleep/zsz067.754.

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Howlett, Melissa, and Jill Chorney. "The MRI Self-Efficacy Scale for Children: Development and Preliminary Psychometrics." Journal of Pediatric Psychology 45, no. 7 (July 6, 2020): 736–48. http://dx.doi.org/10.1093/jpepsy/jsaa045.

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Abstract Objective Magnetic resonance imaging (MRI) is a common procedure that can be distressing for children. Although not yet studied in the context of pediatric medical procedures, self-efficacy may be a good predictor of procedural stress and a clinically feasible target for behavioral intervention. The objectives of this study were to develop the MRI Self-Efficacy Scale for Children (MRI-SEC) and assess the preliminary psychometric properties. Methods Development of the MRI-SEC was informed by literature searches and feedback from healthcare providers. Twenty child–parent dyads naïve to MRI and 10 child–parent dyads with MRI experience completed the MRI-SEC to assess the comprehensibility and ease of use, and to inform item and scale refinement. The final version includes four practice items and 12 items directly assessing MRI self-efficacy. To evaluate the psychometric properties, 127 children (ages 6–12) and parents naïve to MRI completed the MRI-SEC, and a series of measures to assess construct validity. To evaluate test–retest reliability 27 children completed the MRI-SEC a second time. Results The MRI-SEC demonstrated acceptable internal consistency, test–retest reliability, and convergent validity. Conclusion Development of the MRI-SEC provides an opportunity to better understand the role of self-efficacy as a predictor of procedural stress and cooperation with MRI, informing reliable prediction of children who may benefit from additional support for MRI and the development of tailored behavioral interventions.

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Jenkinson, Josephine C. "Diagnosis of Developmental Disability: Psychometrics, Behaviour, and Etiology." Behaviour Change 14, no. 2 (June 1997): 60–72. http://dx.doi.org/10.1017/s0813483900003545.

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Diagnosis of developmental disability lacks precision, partly because of differences in definitions of the concept, but largely because of problems specific to the use of psychometric measures with children who have a developmental disability. These problems arise from inadequate evidence of reliability for psychometric measures at extremes of the normal distribution, from lack of comparability between different tests and between different editions of tests, and from practical considerations in the assessment of people with various disabilities. Adaptive behaviour assessment has been introduced to supplement intelligence testing, but lack of a clear conceptualisation of this concept and doubts about the appropriateness of United States norms for Australian children add to the difficulties of interpreting results of standardised scales. Systematic assessment of behavioural problems needs to be incorporated into diagnostic procedures. This paper argues that improvements in the accuracy of diagnosis are unlikely to come from further technical advances in psychometric assessment, and suggests that diagnosis in the future should take into account new technologies which link etiology to specific behavioural patterns to supplement existing procedures.

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Ferdowshi, Nafiza, and Niger Sultana. "Determining initial psychometric properties of parenting sense of competence scale in the context of Bangladesh." Dhaka University Journal of Biological Sciences 28, no. 2 (June 30, 2019): 211–18. http://dx.doi.org/10.3329/dujbs.v28i2.46507.

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The purposes of the present study were to translate the Parenting Sense of Competence (PSOC) scale and to determine its initial psychometric properties. Three hundred mothers were selected as participants from Dhaka city who have children aged 6 to 10 years. Collected data were analyzed to determine psychometrics by using Cronbach alpha, Spearman-Brown’s split-half and exploratory factor analysis. Results showed that internal consistencies were: Cronbach α = 0.663 and split-half reliability r = 0.636. As both internal consistencies value were quite similar that would make PSOC scale’s reliability more supportive. Initially validity was conducted on pilot basis by measuring content validity and construct validity (r = 0.628, p < 0.01). Study limitations and further implications were also discussed. Dhaka Univ. J. Biol. Sci. 28(2): 211-218, 2019 (July)

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Nonis, Bernat-Noël Tiffon. "Doble filicidio por suicidio ampliado (frustrado) de un sujeto afecto de depresión mayor psicótico y trastorno de la personalidad dependiente." South Florida Journal of Development 2, no. 4 (August 30, 2021): 5519–30. http://dx.doi.org/10.46932/sfjdv2n4-042.

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Se ilustra un caso de suicido ampliado frustrado, en el que la perpetradora no logra consumar su propio suicidio, pero habiendo perpetrado el asesinato de sus propios 2 hijos a causa del sufrimiento de su trastorno depresivo mayor grave con sintomatología psicótica y rasgos de personalidad dependientes de la personalidad. Se ilustra el caso con las pruebas psicométricas administradas y se analiza la psicometría forense del caso. A case of frustrated extended suicide is illustrated, in which the perpetrator fails to consummate her own suicide, but having perpetrated the murder of her own 2 children because of the suffering of her major depressive disorder with psychotic symptomatology and personality-dependent personality traits. The case is illustrated with the psychometric tests administered and the forensic psychometrics of the case are analyzed.

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Lee, Jeenkyoung, and Jaerim Lee. ""Psychometrics of a Korean intergenerational psychological ambivalence scale for young adult children"." Journal of Family Relations 23, no. 3 (October 31, 2018): 105–30. http://dx.doi.org/10.21321/jfr.23.3.105.

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Dissertations / Theses on the topic "Children Psychometrics"

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Saldana, Lisa. "Children's reactions to participation in assessment procedures : the reactions to procedures measure (RPM) /." free to MU campus, to others for purchase, 2003. http://wwwlib.umi.com/cr/mo/fullcit?p3102328.

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Stein, Nathan Robert. "An integration of statistical approaches to help understand coalition effectiveness /." View online ; access limited to URI, 2008. http://0-digitalcommons.uri.edu.helin.uri.edu/dissertations/AAI3328732.

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Rocha-Decker, Mariana Sandra. "The development and validation of the Proactive assessment of social skills for preschool children /." view abstract or download file of text, 2004. http://wwwlib.umi.com/cr/uoregon/fullcit?p3147833.

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Thesis (Ph. D.)--University of Oregon, 2004.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 158-172). Also available for download via the World Wide Web; free to University of Oregon users.

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Yabsley, Susan Anne. "The reflection of patterns of attachment in infancy in narratives of preschool children." Thesis, University College London (University of London), 1999. http://discovery.ucl.ac.uk/1318014/.

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This series of studies reports on the prospective and concurrent relation of attachment to a narrative based assessment of the five year old child's internal world. It relies on the exploration of a relatively new research measure designed to explore the internal world of the young child. No published studies have yet investigated the validity of this measure in relation to thoroughly tested measures of attachment patterns in infants and parents. Additionally, this study will investigate the independent contributions of mother and father. The first two chapters review the literature and introduce the instruments to be used. The initial chapter examines the theoretical points of view regarding the internal world and mental representations from the perspective of psychoanalytic, cognitive and attachment theory. It then discusses the move to a level of representation in attachment research that has made the current study possible. Chapter Two considers the history of the technique of doll play as a research tool and examines the scant research that has been published using the MacArthur Story Stem Battery. Chapter Three responds to a need for psychometric information regarding the MacArthur Story Stem Battery and the corresponding MacArthur Narrative Coding System by reporting on the construction of reliable and valid factors/scales. Subsequent chapters present these scales associations to demographic variables collected before the birth and during the infancy of the target children. Later chapters report on the longitudinal and concurrent associations between the scales with categories of infant-parent, child-parent and parental representations of attachment security and with parental assessments of child problem behaviours utilizing the reliable and validated Child Behaviour Checklist (CBCL). In addition, an attempt is made to construct theoretical profiles of secure and insecure children's responses to the story stem battery and to apply these profiles to the four groups of attachment patterns in the sample. The discussion focuses upon the creation of psychometrically valid scales relevant to important aspects of the child's internal world. It also concentrates upon discussing the confirmed and unconfirmed results of the application of these scales to this low-risk, non-clinical sample of the London Parent-Child Project.

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Ornelas, Claudia. "Development of the video suggestibility scale for children spanish-language version /." To access this resource online via ProQuest Dissertations and Theses @ UTEP, 2009. http://0-proquest.umi.com.lib.utep.edu/login?COPT=REJTPTU0YmImSU5UPTAmVkVSPTI=&clientId=2515.

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Howard, Amanda Roberta. "An evaluation of the psychometric properties of the Beech Brook Attachment Disorder Checklist." [Fort Worth, Tex.] : Texas Christian University, 2009. http://etd.tcu.edu/etdfiles/available/etd-10152009-085718/unrestricted/Howard.pdf.

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Salib, Sherif. "Psychometric properties of the gross motor function classification system for children with cerebral palsy : validity, reliability and prognostic value." Thesis, McGill University, 2003. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=80871.

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The objective of this thesis was to evaluate the construct validity, the inter-rater reliability and the prognostic potential of the Gross Motor Function Classification System (GMFCS). The analysis was carried out in a cohort of 111 children with cerebral palsy who participated in the HBO Study for children with cerebral palsy; a randomized multicentre clinical trial. Construct validity was examined by correlating the results from the GMFCS with that of the Gross Motor Function Measure (GMFM), the Pediatric Evaluation of Disability Inventory (PEDI) and the JEBSEN test of hand function. The inter-rater reliability of the GMFCS was explored by comparing the GMFCS values calculated by one therapist, using the HBO Study pre-trial patient charts, with those of another physical therapist who was blinded to the initial scores done earlier on the same records, and who was well-versed in the GMFCS. The prognostic properties of the GMFCS were examined by comparing, within each of the GMFCS levels, the mean change over time, for the GMFM, the PEDI, and the JEBSEN.

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Klaus, Nicole. "A psychometric evaluation of two measures of expressed emotion in caregivers of children with mood disorders." Columbus, Ohio : Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1145913694.

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Nixon, Jodi L. "Cognitive performance in TBI children: : examining the relationship between lesion volume and psychometric testing results." Virtual Press, 2001. http://liblink.bsu.edu/uhtbin/catkey/1213152.

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The relationship between lesion volume in children with traumatic brain injury (TBI) and IQ scores was investigated in this study. Participants included eight children between the ages of 8-12 years with primarily right hemisphere TBIs and 16 normals who were matched based on age and gender. Archival data employing the Wechsler Intelligence Scale for Children - III (WISC-III) scores was the source of Verbal IQ (VIQ), Performance IQ (PIQ), and Full Scale IQ (FSIQ) scores. Severity of injury was determined using the Glasgow Coma Scale (GCS) which was contained in the same archival database. Lesion volume was determined utilizing National Institute of Health (NIH) Image (Version 1.76) and magnetic resonance imaging scans of the injured children. The area of the lesion was outlined, using the freehand line tool, on successive slices, summed, and multiplied by the corresponding acquisition slice gap to obtain a measure of total volume. Results indicated that lesion volume does not explain a significant portion of the variance associated with TBI. Severely injured children had lower IQs than children with mild or no injury. Additionally, children with right hemisphere injuries had significantly lower VIQ, PIQ, and FSIQ scores than normals. Qualitative analyses revealed that lesion volume appears to be related to the change in IQ scores during recovery. Typically, children with larger lesions (e.g., more severe injury) had greater functional losses and had greater gains to make; therefore, they demonstrated greater changes in IQ score as compared to less severely injured children. Predicting the area of deficit based upon lesion location yielded results congruent with chance. Results appear to reinforce the complexity of TBI; no single piece of data explains a significant portion of the variance associated with this phenomenon. Future research should strive toExamine and control for the numerous factors associated with TBI (e.g., age, lesion location, lesion volume, premorbid abilities, parental education, GCS score, gender, use of standard test battery, and many others) within a single study. Efforts to provide optimal treatment and recovery of TBI patients could be informed by such research.
Department of Counseling Psychology and Guidance Services

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Massicotte, Yannick. "Reliability and validity of parentteacher rating of hyperactivity in children with ADHD using actigraphic measurements as an objective method." Thesis, McGill University, 2000. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=33474.

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Parent and teacher ratings of hyperactivity are compared with an objective measure of activity level (actigraphy) for 19 ADHD children and 18 control subjects. All subjects wore the actigraph during a full day diagnostic assessment. Mean actigraph scores were calculated for the structured (including time during the Continuous Performance Test (CPT)) and unstructured element of the assessment. The structured, unstructured and CPT settings were significantly differentiated for the sample as whole by actigraphic measures. However no significant difference in activity level was found when we compared the subgroups (Controls, medicated ADHD, non-medicated ADHD). Parent ratings were not correlated with actigraphic measures in any setting. Teacher ratings on the Hyperactivity Index were significantly correlated with activity during the structured and unstructured setting for the whole sample and the ADHD subjects. These data indicate that teacher ratings of hyperactivity are more reliable than parent ratings on identical items when one is interested in gross motor activity. Issues concerning the situational relevance of rating scales and applications of actigraphic technology are discussed.

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Books on the topic "Children Psychometrics"

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J, Brice Patrick, and Love Barbara G, eds. When your child needs testing: What parents, teachers, and other helpers need to know about psychological testing. New York: Crossroad, 1992.

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D, Oster Gerald, and Butnik Steven M, eds. Understanding psychological testing in children: A guide for health professionals. New York: Plenum Medical Book Co., 1986.

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Santi, Anna-Maria. Psychometric characteristics of children placed in gifted versus nongifted classes. Sudbury, Ont: Laurentian University, Department of Child and Development Studies, 1987.

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Burke, Stephanie. Self-concept evaluation in children: A psychometric examination of a variety of techniques. [S.l: The Author], 1986.

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Veltman, Marijcke Wilmptje Maria. The evaluation of school based psychometric, behavioural, and projective drawing techniques for the identification of maltreated children. Birmingham: University of Birmingham, 2001.

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Paul, Cobb, and Glasersfeld Ernst von, eds. Construction of arithmetical meanings and strategies. New York: Springer-Verlag, 1988.

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Practitioner's guide to developmental and psychological testing. New York: Plenum Medical, 1994.

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Gabel, Stewart. Understanding Psychological Testing in Children: A Guide For Health Professionals. Springer, 2013.

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Hersen, Michel, and David Reitman. Handbook of Psychological Assessment, Case Conceptualization, and Treatment, Volume 2: Children and Adolescents. Wiley & Sons, Incorporated, John, 2008.

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Hersen, Michel, and David Reitman. Handbook of Psychological Assessment, Case Conceptualization, and Treatment, Volume 2: Children and Adolescents. Wiley & Sons, Incorporated, John, 2007.

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Book chapters on the topic "Children Psychometrics"

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Cirlugea, Olga, and William T. O’Donohue. "Review of Psychometrics of Forensic Interview Protocols with Children." In Forensic Interviews Regarding Child Sexual Abuse, 237–55. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-21097-1_13.

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Lippman, Laura H., Kristin Anderson Moore, Lina Guzman, Renee Ryberg, Hugh McIntosh, Manica F. Ramos, Salma Caal, Adam Carle, and Megan Kuhfeld. "Pilot Study and Psychometric Analyses." In Flourishing Children, 45–105. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-017-8607-2_3.

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Edelbrock, Craig. "Psychometric Research on Children and Adolescents." In Issues in Diagnostic Research, 219–40. Boston, MA: Springer US, 1987. http://dx.doi.org/10.1007/978-1-4684-1265-9_9.

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Nicoll, Neil. "Psychometric assessment of childhood development." In Assessment and Diagnosis of Neurodevelopmental Disorders in Young Children, 89–103. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003169925-8.

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Hatzakis, A., A. Kokkevi, C. Maravelias, K. Katsouyanni, F. Salaminios, A. Kalandidi, A. Koutselinis, C. Stefanis, and D. Trichopoulos. "Psychometric Intelligence Deficits in Lead-exposed Children." In Lead Exposure and Child Development, 211–23. Dordrecht: Springer Netherlands, 1989. http://dx.doi.org/10.1007/978-94-009-0847-5_9.

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Parks, Susan L. "Psychometric Instruments Available for the Assessment of Autistic Children." In Diagnosis and Assessment in Autism, 123–36. Boston, MA: Springer US, 1988. http://dx.doi.org/10.1007/978-1-4899-0792-9_9.

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Davis, E., and E. Waters. "Children with Cerebral Palsy, Psychometric Analysis and Quality of Life." In Handbook of Disease Burdens and Quality of Life Measures, 3657–70. New York, NY: Springer New York, 2010. http://dx.doi.org/10.1007/978-0-387-78665-0_212.

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Schreiber, H., G. Stolz-Born, J. Born, J. Rothmeier, A. W. Kornhuber, and H. H. Kornhuber. "Evoked Brain Potentials and Psychometric Data in Children at Risk for Schizophrenia." In From Neuron to Action, 489–94. Berlin, Heidelberg: Springer Berlin Heidelberg, 1990. http://dx.doi.org/10.1007/978-3-662-02601-4_58.

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Thomas, Gary. "5. Analysts and theorists." In Education: A Very Short Introduction, 69–90. Oxford University Press, 2021. http://dx.doi.org/10.1093/actrade/9780198859086.003.0005.

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‘Analysis and theorists’ studies how changes in the style of school — in the ways that teachers teach — came from a new genre of observers and analysts: the social scientists. Psychologists exerted their influence on education through their ideas about the ways children learn. Theirs is a child-centred view of education. An interesting branch of education philosophy is psychometrics, or the measurement of human abilities, which proved to have a profound influence on how education would develop. Meanwhile, sociologists have looked at gender, race, class, and disability to examine how and why school maintains or even exaggerates differences between children, how it creates stigma, or how it incorrectly identifies as ‘problems’ children from certain backgrounds.

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"Using the Dimensions of Mastery Questionnaire (DMQ) to Assess Mastery Motivation of English- and Chinese-Speaking Children: Psychometrics and Implications for Self-Regulation." In Handbook of Self-Regulatory Processes in Development, 313–43. Psychology Press, 2013. http://dx.doi.org/10.4324/9780203080719-25.

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Conference papers on the topic "Children Psychometrics"

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Figueira, Ana Paula Couceiro, Sofia Campos, and Célia Ribeiro. ""THE IMPORTANCE OF UNDERSTANDING METAPHORS WORKING WITH FIGURATIVE LANGUAGE: SOME TOOLS"." In International Psychological Applications Conference and Trends. inScience Press, 2021. http://dx.doi.org/10.36315/2021inpact090.

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"We present two versions of assessment/intervention tools for metaphors awareness or their comprehension: the TCM, Metaphor Comprehension Test, for children aged 9 to 14, or elementary school (Portugal), and the junior TCM, for children aged 4 to 6 years, or preschool age. They are versions/adaptations for European Portuguese of existing tools in Italian. The authors of the Italian versions are professors at the University of Sapienza, Rome, Italy, with internationally recognized work, presenting the original versions with good psychometric qualities. At the moment, the two instruments are already adapted for Portuguese, in the process of being applied in order to obtain the normative data and their validation. We expect, similar to what happens with the Italian versions, to obtain valid tools, with triple instrumentality: psychometric assessment and dynamic assessment and intervention resource, for various stages of development."

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Magomedova, A. N., and E. A. YAkubova. "Psychometric approaches to the study of level and structural characteristics of intelligence in children." In General question of world science. "Science of Russia", 2019. http://dx.doi.org/10.18411/gq-30-11-2019-22.

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Duarte, Vannessa de J. "Artificial Neural Network techniques to distinguish children with Fetal Alcohol Spectrum Disorder from psychometric data." In 2020 39th International Conference of the Chilean Computer Science Society (SCCC). IEEE, 2020. http://dx.doi.org/10.1109/sccc51225.2020.9281147.

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Risnawaty, Widya, Agustina, and Denrich Suryadi. "Psychometric Properties of Beach Center Family Quality of Life Scale for Indonesian Families’ Children Without Disabilities." In The 2nd Tarumanagara International Conference on the Applications of Social Sciences and Humanities (TICASH 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201209.164.

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Zhu, Zhuo-Hong, Fei Huang, Wen-Zhong Wang, Jian-Xin Zhang, Yang Ji, and Kui Zhang. "The Psychometric Properties of Children's Impact of Event Scale Administered via Mobile Phone." In 2009 3rd International Conference on Bioinformatics and Biomedical Engineering (iCBBE). IEEE, 2009. http://dx.doi.org/10.1109/icbbe.2009.5163647.

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Singer, Timothy, Bienvenue Ntihinyurwa, Emanuel Mugabo, Thaina Ndyzeye, Ange Mughoza, and Saraswati Kache. "Development, Psychometric Validation, and Feasibility of the Gitwe Developmental Delay Screening Tool (gddst), a Low-tech, Culturally Contextualized Tool to Assess Developmental Milestones of Children under-5 in Rural Rwanda." In Selection of Abstracts From NCE 2016. American Academy of Pediatrics, 2018. http://dx.doi.org/10.1542/peds.141.1_meetingabstract.459.

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