Agreement Between Bayley-III Measurements and WISC-IV Measurements in Typically Developing Children
- Resource Type
- Authors
- Fredrik Serenius; Ulrika Ådén; Karin Källén; Karin Stjernqvist; Johanna Månsson
- Source
- Journal of Psychoeducational Assessment. 37:603-616
- Subject
- Preschool child
School age child
Intelligence quotient
05 social sciences
050401 social sciences methods
050301 education
Predictor variables
Child development
Education
Clinical Psychology
Typically developing
Bayley iii
0504 sociology
Psychology
0503 education
General Psychology
Wechsler Intelligence Scale for Children
Clinical psychology
- Language
- ISSN
- 1557-5144
0734-2829
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—Third Edition (Bayley-III) and then at 6.5 years with the Wechsler Intelligence Scale for Children—Fourth 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.