Adaptation of a developmental test to accommodate young children with low vision

• Autor(a) principal: Ferreira, Viviana
• Data de Publicação: 2017
• Outros Autores: Albuquerque, Cristina P.
• Tipo de documento: Artigo
• Idioma: eng
• Título da fonte: Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
• Texto Completo: http://hdl.handle.net/10316/46958; https://doi.org/10.1177/0145482x1711100202

Introduction: This study analyzed the effects of accommodations for children with low vision in the Griffiths Mental Development Scales – Extended Revised (GMDS-ER). Methods: The sample comprised 25 children with low vision and a chronological age between 28 and 76 months. There were two assessment moments: in the first the Griffiths Scales were administered according to the procedures described in the Manual; about two to four weeks later, a second assessment was performed with the same instrument, but now adapted for low vision. Results: The results indicated that there were some favorable differences in the use of item accommodations for children with low vision, including statistically significant improvements of scores in subscales A. Locomotor, C. Language, and E. Performance, as well as in the Full Scale. All children, except one, increased their Full Scale score; in the subscales, the number of children that increased their scores varied. The combination of different types of accommodations (materials, administration conditions, and success criteria) generated the best results. Still, many children increased their scores only with accommodations to materials (e.g., enhancement of contours; greater visual contrast). Discussion: The results demonstrated the importance of adapting developmental standardized tests for children with low vision. Future studies should increase sample size and control variables related to type of visual impairment. Implications for Practitioners: Test developers and test users should consider accommodations for young children with low vision. This way developmental level could be described more precisely and intervention could be better adjusted to the abilities of each child. Furthermore, a more accurate developmental assessment of effective child competencies and difficulties may be useful in terms of eligibility criteria for special education services.