A psychological assessment should lead to highlight and identify child’s strengths and weaknesses and it should allow suggesting a suitable intervention. By detecting problems, an assessment can be used to assist school in planning the child’s program or in identifying his/her special needs. Frequently, the assessment of cognitive functions, such as attention, memory, reasoning, doesn’t reflect the complexity and the child’s global nature. Consequently, it’s necessary to evaluate further the cognitive and general profile by using other diagnostic tools, but this process is time consuming and it often needs a time more long than that you have available and more extended than that a family can invest in an assessment. IDS offer the opportunity to address and respond to these and other issues, due to their structure; in fact it is based on the combination of two scales: one aimed at the assessment of cognitive development and the other created in order to assess the overall development. Therefore IDS allow obtaining a detailed profile of the child's functioning, such as to orientate any further diagnostic and intervention program. This study describes the Italian adaptation of the IDS. IDS have been validated on 762 children (M= 371; F= 391) between the ages of 5 and 11 years, divided into 19 age groups. The IDS include two subscales: the Cognitive Development Scale, composed of 5 subtests and the General Development Scale, which evaluates 5 functional areas: Psycho- Motor Skills, Social and Emotional competence, Mathematics, the Language and the Motivation; all these areas were assessed by 12 subtest. The data analysis indicates adequate psychometric properties of IDS, showing good levels of validity and reliability. There was a significant relationship between the socio-emotional areas and cognitive skills. The IDS promote a structured evaluation of development and permit to create a complex profile of child’s ability/disability, in according with the indications of the DSM 5.

Evaluation of the global development in age-school children through the Intelligence and Development Scales (IDS): presentation of a European instrument / Rea, Monica; Ferri, Rosa; Casagrande, Maria. - In: MEDITERRANEAN JOURNAL OF CLINICAL PSYCHOLOGY. - ISSN 2282-1619. - ELETTRONICO. - SUPPL. 1A Vol.3 N.2:(2015), pp. 17-18. (Intervento presentato al convegno XVII Congresso Nazionale AIP della sezione di Psicologia clinica e dinamica tenutosi a Milazzo nel 25-27/09/2015) [dx.doi.org/10.6092/2282-1619%2F2015.1.1097].

Evaluation of the global development in age-school children through the Intelligence and Development Scales (IDS): presentation of a European instrument

REA, MONICA;FERRI, Rosa;CASAGRANDE, Maria
2015

Abstract

A psychological assessment should lead to highlight and identify child’s strengths and weaknesses and it should allow suggesting a suitable intervention. By detecting problems, an assessment can be used to assist school in planning the child’s program or in identifying his/her special needs. Frequently, the assessment of cognitive functions, such as attention, memory, reasoning, doesn’t reflect the complexity and the child’s global nature. Consequently, it’s necessary to evaluate further the cognitive and general profile by using other diagnostic tools, but this process is time consuming and it often needs a time more long than that you have available and more extended than that a family can invest in an assessment. IDS offer the opportunity to address and respond to these and other issues, due to their structure; in fact it is based on the combination of two scales: one aimed at the assessment of cognitive development and the other created in order to assess the overall development. Therefore IDS allow obtaining a detailed profile of the child's functioning, such as to orientate any further diagnostic and intervention program. This study describes the Italian adaptation of the IDS. IDS have been validated on 762 children (M= 371; F= 391) between the ages of 5 and 11 years, divided into 19 age groups. The IDS include two subscales: the Cognitive Development Scale, composed of 5 subtests and the General Development Scale, which evaluates 5 functional areas: Psycho- Motor Skills, Social and Emotional competence, Mathematics, the Language and the Motivation; all these areas were assessed by 12 subtest. The data analysis indicates adequate psychometric properties of IDS, showing good levels of validity and reliability. There was a significant relationship between the socio-emotional areas and cognitive skills. The IDS promote a structured evaluation of development and permit to create a complex profile of child’s ability/disability, in according with the indications of the DSM 5.
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Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/11573/802546
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