%0 Journal Article
%T Agreement Between Bayley
%A Fredrik Serenius
%A Johanna M£¿nsson
%A Karin K£¿ll¨¦n
%A Karin Stjernqvist
%A Ulrika £¿d¨¦n
%J Journal of Psychoeducational Assessment
%@ 1557-5144
%D 2019
%R 10.1177/0734282918781431
%X The study aim was to explore the relationship between a developmental assessment at preschool age and an intelligence quotient (IQ) assessment at school age. One hundred sixty-two children were assessed at 2.5 years with the Bayley Scales of Infant and Toddler Development¡ªThird Edition (Bayley-III) and then at 6.5 years with the Wechsler Intelligence Scale for Children¡ªFourth Edition (WISC-IV). The Bayley-III Cognitive Index score was the Bayley entity that showed the highest correlation with WISC-IV Full-Scale IQ (FSIQ; r = .41). There was a significant difference between the individual WISC-IV FSIQ and the Bayley-III Cognitive Index scores. Analyses showed an average difference of £¿4 units and 95% limits of agreement of £¿18.5 to 26.4 units. A multivariate model identified the Bayley-III Cognitive Index score as the most important predictor for FSIQ and General Ability Index (GAI), respectively, in comparison with demographic factors. The model explained 24% of the total FSIQ variation and 26% of the GAI variation. It was concluded that the Bayley-III measurement was an insufficient predictor of later IQ
%K developmental assessment
%K Wechsler tests
%K intelligence/cognition
%K assessment
%K preschool
%K participants
%K scale development/testing
%K measurement
%U https://journals.sagepub.com/doi/full/10.1177/0734282918781431