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Linda Visser
Department of Education and Human Development, DIPF|Leibniz Institute for Research and Information in Education, 60323 Frankfurt am Main, Germany

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Short Biography

Linda Visser obtained her PhD at the department of Special Needs Education at the University of Groningen (the Netherlands) in 2014. She currently works as a postdoc at the department of Education and Development at the DIPF | Leibniz Institute for Research and Information in Education. Her main research interests are psychoeducational assessment, test fairness, and the comorbidity between specific learning disabilities and symptoms of psychopathology, including ADHD.

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Journal article
Published: 28 July 2021 in Sustainability
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Children with attention deficit hyperactivity disorder (ADHD) often exhibit comorbid specific learning disorders. In clinical samples, comorbidity in girls with ADHD tends to be more common than in boys with ADHD. However, this is not the case in studies of random samples. In this paper gender differences in the comorbidity of ADHD symptoms and learning disorders in reading, spelling and math are explored in a population-based sample of 2605 3rd and 4th graders (1304 girls) without symptoms of ADHD and 415 (141 girls) with symptoms of ADHD. Girls with ADHD symptoms had higher ratios of comorbid math disorders than boys with ADHD symptoms, but not with reading or spelling disorders. Math achievement was predicted by gender and by symptoms of inattention. Girls with ADHD symptoms and math disorders received the same amount of additional support from teachers or therapists as boys with ADHD symptoms and math disorders. Our results highlight the importance of exploring the increased comorbidity of specific learning disorders in children with ADHD symptoms and especially with math disorders in girls with ADHD symptoms. Implications for providing suitable interventions and preventing the accumulation of academic problems are discussed.

ACS Style

Julia Kerner Auch Koerner; Linda Visser; Josefine Rothe; Gerd Schulte-Körne; Marcus Hasselhorn. Gender Differences in the Comorbidity of ADHD Symptoms and Specific Learning Disorders in a Population-Based Sample. Sustainability 2021, 13, 8440 .

AMA Style

Julia Kerner Auch Koerner, Linda Visser, Josefine Rothe, Gerd Schulte-Körne, Marcus Hasselhorn. Gender Differences in the Comorbidity of ADHD Symptoms and Specific Learning Disorders in a Population-Based Sample. Sustainability. 2021; 13 (15):8440.

Chicago/Turabian Style

Julia Kerner Auch Koerner; Linda Visser; Josefine Rothe; Gerd Schulte-Körne; Marcus Hasselhorn. 2021. "Gender Differences in the Comorbidity of ADHD Symptoms and Specific Learning Disorders in a Population-Based Sample." Sustainability 13, no. 15: 8440.

Preprint content
Published: 23 February 2021
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We examined the factor structure of the intelligence and basic skills domains of the German and Dutch versions of an international test battery with 13 representative national standardizations (among others, Italian, Polish, U.K.)—the Intelligence and Development Scales–2 (IDS-2)—with confirmatory factor analyses (CFA) of the standardization samples. This included measurement invariance analyses across the Dutch and German versions and sex using multiple-group CFA, and across age using local structural equation modeling (LSEM). We tested several a priori theoretically (mostly following the Cattell–Horn–Carroll and verbal–perceptual–image rotation models) and empirically (with EFA) determined models and found a second-order model with six first-order factors best represented the Dutch IDS-2 structure. Five IDS-2 factors were confirmed, but Visual Processing and Abstract Reasoning and the intelligence and basic skills domains were not separable. This final model displayed full invariance across the Dutch and German versions and partial scalar invariance across sex, and it was largely invariant across ages 7 to 20 years. Thus, scores derived according to this final model will be comparable across these language versions, sex, and age. The strong general intelligence factor and weak broad ability factors suggest clinical interpretation should mainly be based on the full-scale IQ. We discuss the importance of testing multiple plausible models and adhering to a strict model selection procedure in CFA and implications for intelligence theory and clinical practice.

ACS Style

Silvia Grieder; Marieke Timmerman; Linda Visser; Selma Anne José Ruiter; Alexander Grob. Factor Structure of the Intelligence and Development Scales–2: Measurement Invariance Across the Dutch and German Versions, Sex, and Age. 2021, 1 .

AMA Style

Silvia Grieder, Marieke Timmerman, Linda Visser, Selma Anne José Ruiter, Alexander Grob. Factor Structure of the Intelligence and Development Scales–2: Measurement Invariance Across the Dutch and German Versions, Sex, and Age. . 2021; ():1.

Chicago/Turabian Style

Silvia Grieder; Marieke Timmerman; Linda Visser; Selma Anne José Ruiter; Alexander Grob. 2021. "Factor Structure of the Intelligence and Development Scales–2: Measurement Invariance Across the Dutch and German Versions, Sex, and Age." , no. : 1.

Research article
Published: 02 July 2020 in International Journal of Disability, Development and Education
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Developmental Coordination Disorder (DCD) and Attention Deficit Hyperactivity Disorder (ADHD) often co-occur and are associated with specific learning difficulties. Robust prevalence estimations do not yet exist. We studied how symptoms of DCD and/or ADHD are related to difficulties in reading, writing, and mathematics. Using the data from a large online study with a sample of 3,170 3rd and 4th grade children in Germany, including parent-reported DCD- and ADHD symptoms, we followed two approaches. In the categorical approach, we divided the children into groups with and without DCD and/or ADHD on the basis of cut-offs. The results showed that children without DCD/ADHD have fewer difficulties in all learning domains. Children with only DCD showed less learning difficulties than children with ADHD and the comorbid group. In the continuous approach, we performed a latent profile analysis on the basis of symptoms of fine and gross motor problems, inattention, hyperactivity, impulsivity, and intelligence. This yielded four disability profiles of children with (1) no DCD- or ADHD-symptoms, (2) clinical ADHD-scores and above-average DCD, (3) above-average DCD and inattention, and (4) above-average ADHD. Profiles 2 and 3 appeared related to the lowest learning achievement. Theoretical implications are discussed.

ACS Style

Linda Visser; Johanna Röschinger; Katja Barck; Gerhard Büttner; Marcus Hasselhorn. Learning Difficulties in Children with Symptoms of DCD And/or ADHD: Analyses from a Categorical and a Continuous Approach. International Journal of Disability, Development and Education 2020, 1 -17.

AMA Style

Linda Visser, Johanna Röschinger, Katja Barck, Gerhard Büttner, Marcus Hasselhorn. Learning Difficulties in Children with Symptoms of DCD And/or ADHD: Analyses from a Categorical and a Continuous Approach. International Journal of Disability, Development and Education. 2020; ():1-17.

Chicago/Turabian Style

Linda Visser; Johanna Röschinger; Katja Barck; Gerhard Büttner; Marcus Hasselhorn. 2020. "Learning Difficulties in Children with Symptoms of DCD And/or ADHD: Analyses from a Categorical and a Continuous Approach." International Journal of Disability, Development and Education , no. : 1-17.

Erratum
Published: 19 June 2020 in Research in Developmental Disabilities
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ACS Style

Linda Visser; Janosch Linkersdörfer; Josefine Rothe; Ruth Görgen; Marcus Hasselhorn; Gerd Schulte-Körne. Corrigendum to ‘The role of ADHD symptoms in the relationship between academic achievement and psychopathological symptoms’ Research in Developmental Disabilities 97 (2020) 103552. Research in Developmental Disabilities 2020, 103, 103691 .

AMA Style

Linda Visser, Janosch Linkersdörfer, Josefine Rothe, Ruth Görgen, Marcus Hasselhorn, Gerd Schulte-Körne. Corrigendum to ‘The role of ADHD symptoms in the relationship between academic achievement and psychopathological symptoms’ Research in Developmental Disabilities 97 (2020) 103552. Research in Developmental Disabilities. 2020; 103 ():103691.

Chicago/Turabian Style

Linda Visser; Janosch Linkersdörfer; Josefine Rothe; Ruth Görgen; Marcus Hasselhorn; Gerd Schulte-Körne. 2020. "Corrigendum to ‘The role of ADHD symptoms in the relationship between academic achievement and psychopathological symptoms’ Research in Developmental Disabilities 97 (2020) 103552." Research in Developmental Disabilities 103, no. : 103691.

Original research article
Published: 28 April 2020 in Frontiers in Psychiatry
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Children with reading and/or spelling disorders have increased rates of behavioral and emotional problems and combinations of these. Some studies also find increased rates of attention-deficit/hyperactivity disorder (ADHD), conduct disorder, anxiety disorder, and depression. However, the comorbidities of, e.g., arithmetic disorders with ADHD, anxiety disorder, and depression have been addressed only rarely. The current study explored the probability of children with specific learning disorders (SLD) in reading, spelling, and/or arithmetic to also have anxiety disorder, depression, ADHD, and/or conduct disorder. The sample consisted of 3,014 German children from grades 3 and 4 (mean age 9;9 years) who completed tests assessing reading, spelling as well as arithmetic achievement and intelligence via a web-based application. Psychopathology was assessed using questionnaires filled in by the parents. In children with a SLD we found high rates of anxiety disorder (21%), depression (28%), ADHD (28%), and conduct disorder (22%). Children with SLD in multiple learning domains had a higher risk for psychopathology and had a broader spectrum of psychopathology than children with an isolated SLD. The results highlight the importance of screening for and diagnosing psychiatric comorbidities in children with SLD.

ACS Style

Linda Visser; Julia Kalmar; Janosch Linkersdörfer; Ruth Görgen; Josefine Rothe; Marcus Hasselhorn; Gerd Schulte-Körne. Comorbidities Between Specific Learning Disorders and Psychopathology in Elementary School Children in Germany. Frontiers in Psychiatry 2020, 11, 1 .

AMA Style

Linda Visser, Julia Kalmar, Janosch Linkersdörfer, Ruth Görgen, Josefine Rothe, Marcus Hasselhorn, Gerd Schulte-Körne. Comorbidities Between Specific Learning Disorders and Psychopathology in Elementary School Children in Germany. Frontiers in Psychiatry. 2020; 11 ():1.

Chicago/Turabian Style

Linda Visser; Julia Kalmar; Janosch Linkersdörfer; Ruth Görgen; Josefine Rothe; Marcus Hasselhorn; Gerd Schulte-Körne. 2020. "Comorbidities Between Specific Learning Disorders and Psychopathology in Elementary School Children in Germany." Frontiers in Psychiatry 11, no. : 1.

Artikelen
Published: 01 February 2020 in Kind en adolescent
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Is de IDS‑2 een instrument waarmee integratief diagnostisch onderzoek gedaan kan worden? Dat is de vraag die we in dit artikel willen beantwoorden. Dat doen we door een bespreking van het theoretische model dat onderliggend is aan de IDS‑2, het Cattell-Horn-Carroll-model, en de resultaten van onderzoek naar het gebruik van de IDS‑2 bij verschillende klinische groepen. De IDS‑2 is een instrument voor kinderen en jongeren van 5–20 jaar en omvat de domeinen Intelligentie, Executief functioneren en Ontwikkeling. De resultaten van de klinische studies ondersteunen het onderliggende theoretische model en de differentiële validiteit van de IDS‑2. De IDS‑2 kan daarmee worden beschouwd als een waardevol instrument in de uitvoering van integratieve diagnostiek.

ACS Style

Selma A. J. Ruiter; Linda Visser; Marieke E. Timmerman. Integratieve diagnostiek met de Intelligence and Development Scales-2 (IDS-2). Kind en adolescent 2020, 41, 4 -30.

AMA Style

Selma A. J. Ruiter, Linda Visser, Marieke E. Timmerman. Integratieve diagnostiek met de Intelligence and Development Scales-2 (IDS-2). Kind en adolescent. 2020; 41 (1):4-30.

Chicago/Turabian Style

Selma A. J. Ruiter; Linda Visser; Marieke E. Timmerman. 2020. "Integratieve diagnostiek met de Intelligence and Development Scales-2 (IDS-2)." Kind en adolescent 41, no. 1: 4-30.

Journal article
Published: 26 December 2019 in Research in Developmental Disabilities
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Previous research results suggest that ADHD symptoms explain the relationship between specific learning disability and externalising psychopathology and between math disability and anxiety, but not between reading disability and anxiety. For depression, previous results are mixed. The current study aims to clarify this role of ADHD symptoms in the relationship between various areas of academic achievement (reading, writing, and math skills) and psychopathological symptoms (anxiety, depression, and conduct disorder). We used linear regressions based on data from a general population sample (N = 3014) collected using online assessment of 3rd and 4th grade students in Germany, which included measures of academic achievement and parent-reported psychopathological symptoms. ADHD symptoms completely account for the relationship between reading/writing achievement and anxiety and between writing/math achievement and conduct problems. The negative relationship between academic achievement and depression was strongest for children with average or high ADHD symptom scores. ADHD symptoms play an important role in explaining the relationship between academic achievement and psychopathological symptoms in elementary school children. The nature and size of this role depend on the exact constructs under study. We discuss implications for the support of children with learning problems, ADHD, and/or psychopathological problems.

ACS Style

Linda Visser; Janosch Linkersdörfer; Marcus Hasselhorn. The role of ADHD symptoms in the relationship between academic achievement and psychopathological symptoms. Research in Developmental Disabilities 2019, 97, 103552 .

AMA Style

Linda Visser, Janosch Linkersdörfer, Marcus Hasselhorn. The role of ADHD symptoms in the relationship between academic achievement and psychopathological symptoms. Research in Developmental Disabilities. 2019; 97 ():103552.

Chicago/Turabian Style

Linda Visser; Janosch Linkersdörfer; Marcus Hasselhorn. 2019. "The role of ADHD symptoms in the relationship between academic achievement and psychopathological symptoms." Research in Developmental Disabilities 97, no. : 103552.

Journal article
Published: 10 December 2019 in Child Abuse & Neglect
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Findings on whether immigrant students suffer from higher levels of peer victimization have been inconsistent, perhaps due to a blend of measures for personal and ethnic peer victimization. In this study, we investigated personal and ethnic peer victimization using latent profile analyses. The profiles were related to various predictor and outcome variables. The sample consisted of N = 4367 German elementary school students attending grades 3 and 4. The students responded to eight items addressing personal peer victimization and one item addressing ethnic peer victimization. The findings indicated a three-profile solution. In Profile 1, students experienced a combination of personal and ethnic peer victimization; Profile 2 contained students without any victimization experiences; in Profile 3, students experienced personal peer victimization only. Relative to native German-speaking students, non-native German-speaking students had a higher chance to be classified in Profile 1 compared to Profiles 2 and 3. Both profiles of peer victimization (i.e., Profiles 1 and 3) were associated with negative outcomes including higher levels of different types of anxiety and depression, and lower levels of self-esteem and peer self-concept. Student subgroups of different patterns of peer victimization were found, whereby ethnic peer victimization was blended with personal peer victimization in one subgroup, and personal peer victimization was experienced in a pure form in another subgroup. The two victimization subgroups did not differ with regard to outcomes, but were differentially predicted by students’ native language.

ACS Style

A. Katrin Arens; Linda Visser. Personal peer victimization and ethnic peer victimization: Findings on their co-occurrence, predictors, and outcomes from a latent profile analysis. Child Abuse & Neglect 2019, 99, 104250 .

AMA Style

A. Katrin Arens, Linda Visser. Personal peer victimization and ethnic peer victimization: Findings on their co-occurrence, predictors, and outcomes from a latent profile analysis. Child Abuse & Neglect. 2019; 99 ():104250.

Chicago/Turabian Style

A. Katrin Arens; Linda Visser. 2019. "Personal peer victimization and ethnic peer victimization: Findings on their co-occurrence, predictors, and outcomes from a latent profile analysis." Child Abuse & Neglect 99, no. : 104250.

Journal article
Published: 01 January 2019 in Lernen und Lernstörungen
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Zusammenfassung. Es wird eine Übersicht über die Forschung zu Komorbiditäten von spezifischen Lernstörungen (SLS) und psychischen Auffälligkeiten gegeben. Eine Literatursuche erbrachte 1100 Artikel, von denen nach explizierten Kriterien 170 für die weiteren Analysen ausgewählt wurden. Ausgeschlossen wurden u.a. Artikel zu nonverbalen Lernstörungen, Buchrezensionen, Einleitungen zu Sonderheften sowie Fallstudien. Die Ergebnisse der Literaturrecherche zeigen, dass die Forschung sich zum großen Teil auf nicht näher spezifizierte Lernstörungen und Lesestörungen bezieht. In Bezug auf Komorbiditäten sind ADHS und sozial-emotionale Probleme die am häufigsten untersuchten Themen. Kinder mit SLS zeigen eine erhöhte Neigung zu externalisierenden und internalisierenden Auffälligkeiten, die jedoch unterhalb eines klinisch relevanten Niveaus liegt. ADHS scheint die am häufigsten auftretende Komorbidität bei Lese- und Rechtschreibstörung zu sein. Das Verhältnis von SLS zu psychischen Auffälligkeiten wird teilweise durch eine mangelnde Effizienz der Funktion des Arbeitsgedächtnisses und Aufmerksamkeitsstörung mediiert. Weiterer Forschungsbedarf besteht insbesondere zur Frage nach Komorbiditäten bei Rechenstörungen. Metaanalysen für den Bereich des Zusammenhangs von SLS und externalisierende Auffälligkeiten stehen noch aus.

ACS Style

Linda Visser; Gerhard Büttner; Marcus Hasselhorn. Komorbidität spezifischer Lernstörungen und psychischer Auffälligkeiten: ein Literaturüberblick. Lernen und Lernstörungen 2019, 8, 7 -20.

AMA Style

Linda Visser, Gerhard Büttner, Marcus Hasselhorn. Komorbidität spezifischer Lernstörungen und psychischer Auffälligkeiten: ein Literaturüberblick. Lernen und Lernstörungen. 2019; 8 (1):7-20.

Chicago/Turabian Style

Linda Visser; Gerhard Büttner; Marcus Hasselhorn. 2019. "Komorbidität spezifischer Lernstörungen und psychischer Auffälligkeiten: ein Literaturüberblick." Lernen und Lernstörungen 8, no. 1: 7-20.

Comparative study
Published: 01 December 2017 in Research in Developmental Disabilities
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The "difference or delay paradigm" focuses on the question of whether children with developmental disabilities (DD) develop in a way that is only delayed, compared to typically developing children, or also qualitatively different. The current study aimed to examine whether qualitative differences exist in cognitive development of young children with and without DD on the basis of item scores on the Dutch Bayley-III Cognition scale. Differential item functioning was identified for 15 of the 91 items. The presence of DD was related to a higher number of Guttman errors, hinting at more deviation in the order of skill development. An interaction between group (i.e., with or without DD) and developmental quotient appeared to predict the number of Guttman errors. DD was related to a higher number of Guttman errors for the whole range of developmental quotients; children with DD with a small developmental quotient had the highest number. Combined, the results mean that qualitative differences in development are not to be excluded, especially in cases of severe developmental disabilities. When using the Bayley-III in daily practice, the possibility needs to be taken into account that the instruments' assumption of a fixed order in skill development does not hold.

ACS Style

Linda Visser; Carla Vlaskamp; Cornelius Emde; Selma A.J. Ruiter; Marieke E. Timmerman. Difference or delay? A comparison of Bayley-III Cognition item scores of young children with and without developmental disabilities. Research in Developmental Disabilities 2017, 71, 109 -119.

AMA Style

Linda Visser, Carla Vlaskamp, Cornelius Emde, Selma A.J. Ruiter, Marieke E. Timmerman. Difference or delay? A comparison of Bayley-III Cognition item scores of young children with and without developmental disabilities. Research in Developmental Disabilities. 2017; 71 ():109-119.

Chicago/Turabian Style

Linda Visser; Carla Vlaskamp; Cornelius Emde; Selma A.J. Ruiter; Marieke E. Timmerman. 2017. "Difference or delay? A comparison of Bayley-III Cognition item scores of young children with and without developmental disabilities." Research in Developmental Disabilities 71, no. : 109-119.

Journal article
Published: 01 January 2017 in Cogent Psychology
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ACS Style

A.A.J. van der Putten; R.D. Dijkstra; J.J. Huls; Linda Visser. Assessment of temperament in children with profound intellectual and multiple disabilities. A pilot study into the role of motor disabilities in instruments to measure temperament. Cogent Psychology 2017, 4, 1 .

AMA Style

A.A.J. van der Putten, R.D. Dijkstra, J.J. Huls, Linda Visser. Assessment of temperament in children with profound intellectual and multiple disabilities. A pilot study into the role of motor disabilities in instruments to measure temperament. Cogent Psychology. 2017; 4 (1):1.

Chicago/Turabian Style

A.A.J. van der Putten; R.D. Dijkstra; J.J. Huls; Linda Visser. 2017. "Assessment of temperament in children with profound intellectual and multiple disabilities. A pilot study into the role of motor disabilities in instruments to measure temperament." Cogent Psychology 4, no. 1: 1.

Journal article
Published: 01 January 2017 in Cogent Psychology
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ACS Style

Linda Visser; B.F. van der Meulen. Editorial. Cogent Psychology 2017, 4, 1 .

AMA Style

Linda Visser, B.F. van der Meulen. Editorial. Cogent Psychology. 2017; 4 (1):1.

Chicago/Turabian Style

Linda Visser; B.F. van der Meulen. 2017. "Editorial." Cogent Psychology 4, no. 1: 1.

Journal article
Published: 01 June 2016 in Research in Developmental Disabilities
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It is generally agreed that cognitive and language development are dependent on the emergence of motor skills. As the literature on this issue concerning children with developmental disabilities is scarce, we examined the interrelationships between motor, cognitive, and language development in children with intellectual and developmental disabilities (IDD) and compared them to those in children without IDD. In addition, we investigated whether these relationships differ between children with different levels of cognitive delay. Seventy-seven children with IDD (calendar age between 1;0 and 9;10 years; mean developmental age: 1;8 years) and 130 typically developing children (calendar age between 0;3 and 3;6 years; mean developmental age: 1;10 years) were tested with the Dutch Bayley Scales of Infant and Toddler Development, Third Edition, which assesses development across three domains using five subscales: fine motor development, gross motor development (motor), cognition (cognitive), receptive communication, and expressive communication (language). Results showed that correlations between the motor, cognitive, and language domains were strong, namely .61 to .94 in children with IDD and weak to strong, namely .24 to .56 in children without IDD. Furthermore, the correlations showed a tendency to increase with the severity of IDD. It can be concluded that both fine and gross motor development are more strongly associated with cognition, and consequently language, in children with IDD than in children without IDD. The findings of this study emphasize the importance of early interventions that boost both motor and cognitive development, and suggest that such interventions will also enhance language development.

ACS Style

Suzanne Houwen; Linda Visser; Annette van der Putten; Carla Vlaskamp. The interrelationships between motor, cognitive, and language development in children with and without intellectual and developmental disabilities. Research in Developmental Disabilities 2016, 53-54, 19 -31.

AMA Style

Suzanne Houwen, Linda Visser, Annette van der Putten, Carla Vlaskamp. The interrelationships between motor, cognitive, and language development in children with and without intellectual and developmental disabilities. Research in Developmental Disabilities. 2016; 53-54 ():19-31.

Chicago/Turabian Style

Suzanne Houwen; Linda Visser; Annette van der Putten; Carla Vlaskamp. 2016. "The interrelationships between motor, cognitive, and language development in children with and without intellectual and developmental disabilities." Research in Developmental Disabilities 53-54, no. : 19-31.

Journal article
Published: 01 January 2015 in Research in Developmental Disabilities
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Recently, the authors have developed the Bayley-III-NL Low Verbal for developmental assessment of children with language impairment. The Low Verbal version consists of an accommodated cognition scale, and non-accommodated communication and motor scales. The purpose of the study was to evaluate the validity and added value of the Bayley-III-NL Low Verbal for children with a language impairment, in relation to the standard Bayley-III-NL for children without impairment. We administered the Bayley-III Low Verbal to 69 children with language impairment, and the standard Bayley-III-NL to 1132 children without impairments. We used an evaluation form for test administrators and interviews with developmental psychologists to evaluate the suitability of the Low Verbal version for the target group. We analyzed the test results using nonparametric item response theory (IRT) to investigate whether test results can be reasonably compared across the two groups. The results of the IRT analyses support the validity of the Bayley-III-NL Low Verbal: the test items do not suffer from differential item functioning (DIF) across the two groups, and thus measure the ability levels of interest in the same way. The results of the evaluation form and interviews confirm that the Bayley-III-NL Low Verbal has added value for testing children with a language impairment, especially for children up to 36 months old. It is also suitable for children with general developmental delay. We conclude that the Bayley-III-NL Low Verbal can validly assess the cognitive, language, and motor development of young children with a language impairment and is the preferred instrument for this target group.

ACS Style

Linda Visser; Selma A.J. Ruiter; Bieuwe F. Van Der Meulen; Wied A.J.J.M. Ruijssenaars; Marieke E. Timmerman. Low verbal assessment with the Bayley-III. Research in Developmental Disabilities 2015, 36, 230 -243.

AMA Style

Linda Visser, Selma A.J. Ruiter, Bieuwe F. Van Der Meulen, Wied A.J.J.M. Ruijssenaars, Marieke E. Timmerman. Low verbal assessment with the Bayley-III. Research in Developmental Disabilities. 2015; 36 ():230-243.

Chicago/Turabian Style

Linda Visser; Selma A.J. Ruiter; Bieuwe F. Van Der Meulen; Wied A.J.J.M. Ruijssenaars; Marieke E. Timmerman. 2015. "Low verbal assessment with the Bayley-III." Research in Developmental Disabilities 36, no. : 230-243.

Journal article
Published: 01 January 2015 in Journal of Cognitive Education and Psychology
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This article describes the results of a pilot study into the newly developed dynamic version of the Bayley-III Cognition scale. We explored the responses of children to the dynamic version (n = 57) and the companion task behavior questionnaire (n = 93) using administrations among children with developmental disabilities. Furthermore, we studied the added clinical value compared to the standard Bayley-III using expert interviews with 6 educational psychologists. Results showed that there is clear variability in the responses of children to the help-steps that belong to the dynamic procedure and in the score difference between the pretest and posttest. The educational psychologists indicated that the dynamic procedure clearly has added value for specific groups of children, such as children in the preliminary stage of school placement and children from socially disadvantaged families. The task behavior questionnaire was evaluated positively by most educational psychologists. We conclude that the dynamic procedure provides added value for the developmental assessment of children with developmental disabilities. We finish with suggestions for future research into the dynamic Bayley-III.

ACS Style

Linda Visser; Selma A. J. Ruiter; Bieuwe F. Van Der Meulen; A. J. J. M. Ruijssenaars Wied; Marieke E. Timmerman; Wied A. J. J. M. Ruijssenaars. Dynamic Assessment With the Bayley-III Among Young Children With Developmental Disabilities. Journal of Cognitive Education and Psychology 2015, 14, 126 -142.

AMA Style

Linda Visser, Selma A. J. Ruiter, Bieuwe F. Van Der Meulen, A. J. J. M. Ruijssenaars Wied, Marieke E. Timmerman, Wied A. J. J. M. Ruijssenaars. Dynamic Assessment With the Bayley-III Among Young Children With Developmental Disabilities. Journal of Cognitive Education and Psychology. 2015; 14 (1):126-142.

Chicago/Turabian Style

Linda Visser; Selma A. J. Ruiter; Bieuwe F. Van Der Meulen; A. J. J. M. Ruijssenaars Wied; Marieke E. Timmerman; Wied A. J. J. M. Ruijssenaars. 2015. "Dynamic Assessment With the Bayley-III Among Young Children With Developmental Disabilities." Journal of Cognitive Education and Psychology 14, no. 1: 126-142.

Journal article
Published: 01 January 2014 in Journal of Cognitive Education and Psychology
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ACS Style

Linda Visser. The Bayley-III-NL Special Needs Addition: A Suitable Developmental Assessment Instrument For Young Children With Special Needs. Journal of Cognitive Education and Psychology 2014, 13, 443 -444.

AMA Style

Linda Visser. The Bayley-III-NL Special Needs Addition: A Suitable Developmental Assessment Instrument For Young Children With Special Needs. Journal of Cognitive Education and Psychology. 2014; 13 (3):443-444.

Chicago/Turabian Style

Linda Visser. 2014. "The Bayley-III-NL Special Needs Addition: A Suitable Developmental Assessment Instrument For Young Children With Special Needs." Journal of Cognitive Education and Psychology 13, no. 3: 443-444.

Comparative study
Published: 01 January 2014 in Pediatric Physical Therapy
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This study assessed the validity and usefulness of the Bayley Scales of Infant and Toddler Development, Third Edition (Bayley-III) Low Motor/Vision accommodated version. Accommodations are adaptations to minimize impairment bias, without altering what the test measures. Of the items, 66% have Low Motor accommodations like enlarged materials; 62% have Low Vision accommodations. Using a within-subject design, we tested 19 children with the accommodated and standard Bayley-III, in a randomly counterbalanced order. The children had motor and/or visual impairment and a chronological age between 22 and 90 months. The test administrators completed an evaluation form. A subgroup of children benefited from the accommodations; 2 children obtained a large raw score difference. Test administrators considered the accommodations as practical, and advantageous for most children. The Low Motor/Vision accommodated version seems to validly assess the development of this population. Future, larger-scale research should study whether the accommodations improve the construct validity of the Bayley-III.

ACS Style

Linda Visser; Selma A.J. Ruiter; Bieuwe F. Van Der Meulen; Wied A.J.J.M. Ruijssenaars; Marieke E. Timmerman. Accommodating the Bayley-III for Motor and/or Visual Impairment. Pediatric Physical Therapy 2014, 26, 57 -67.

AMA Style

Linda Visser, Selma A.J. Ruiter, Bieuwe F. Van Der Meulen, Wied A.J.J.M. Ruijssenaars, Marieke E. Timmerman. Accommodating the Bayley-III for Motor and/or Visual Impairment. Pediatric Physical Therapy. 2014; 26 (1):57-67.

Chicago/Turabian Style

Linda Visser; Selma A.J. Ruiter; Bieuwe F. Van Der Meulen; Wied A.J.J.M. Ruijssenaars; Marieke E. Timmerman. 2014. "Accommodating the Bayley-III for Motor and/or Visual Impairment." Pediatric Physical Therapy 26, no. 1: 57-67.

Comparative study
Published: 01 November 2013 in Research in Developmental Disabilities
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The aim of the present study was to examine the validity of the Bayley-III Low Motor/Vision version, and its suitability for children with motor and/or visual impairment(s). This version contains accommodated items, that is, adaptations to minimize impairment bias, without altering what the test measures. We hypothesized that the accommodations would not affect the item scores of children without impairment, and that children with impairment(s) would benefit from the accommodations. We tested 41 children without impairment and 63 children with impairment with both the standard Bayley-III and the Low Motor/Vision versions, in randomly counterbalanced order. The test administrators filled in an evaluation form. Results showed that the accommodations did not affect the test scores of children without impairment and did improve the test scores of children with impairment on the Cognition scale, while no improvement was found for the other scales. The test administrators indicated that the vast majority of the children with impairment had been able to show their abilities on the test and that the accommodations were beneficial in 29 out of these 52 cases. For some children, the accommodated instrument appeared to be unsuitable because the impairment was too severe. The conclusion is that the accommodations improve the validity of the Bayley-III when used with children with mild to moderate motor and/or visual impairment, especially with regard to the Cognition scale.

ACS Style

Linda Visser; Selma A.J. Ruiter; Bieuwe F. Van der Meulen; Wied A.J.J.M. Ruijssenaars; Marieke E. Timmerman. Validity and suitability of the Bayley-III Low Motor/Vision version: A comparative study among young children with and without motor and/or visual impairments. Research in Developmental Disabilities 2013, 34, 3736 -3745.

AMA Style

Linda Visser, Selma A.J. Ruiter, Bieuwe F. Van der Meulen, Wied A.J.J.M. Ruijssenaars, Marieke E. Timmerman. Validity and suitability of the Bayley-III Low Motor/Vision version: A comparative study among young children with and without motor and/or visual impairments. Research in Developmental Disabilities. 2013; 34 (11):3736-3745.

Chicago/Turabian Style

Linda Visser; Selma A.J. Ruiter; Bieuwe F. Van der Meulen; Wied A.J.J.M. Ruijssenaars; Marieke E. Timmerman. 2013. "Validity and suitability of the Bayley-III Low Motor/Vision version: A comparative study among young children with and without motor and/or visual impairments." Research in Developmental Disabilities 34, no. 11: 3736-3745.

Review
Published: 01 January 2012 in Journal of Cognitive Education and Psychology
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This article provides a review of contemporary instruments for the developmental assessment of children aged 0–4 years and their applicability for children with special needs. The issues involved in the developmental assessment of children with special needs are discussed, and, on the basis of these issues, various instruments are then evaluated.Method:A literature search was carried out for articles about or using standardized developmental assessment instruments for children aged 0–4 years.Results:Eighteen instruments were found, of which 2 were nonverbal and 2 were designed for motor-impaired children. The instruments varied in terms of their suitability for children with special needs.Conclusion:The range of instruments is limited, especially for children younger than 2 years of age. Instruments for children with motor or hearing/language impairments are available, but their psychometric properties need to be researched and improved. For children with a visual impairment, no appropriate instrument is currently available.

ACS Style

Linda Visser; Selma A. J. Ruiter; Bieuwe F. Van Der Meulen; Wied A. J. J. M. Ruijssenaars; Marieke E. Timmerman. A Review of Standardized Developmental Assessment Instruments for Young Children and Their Applicability for Children With Special Needs. Journal of Cognitive Education and Psychology 2012, 11, 102 -127.

AMA Style

Linda Visser, Selma A. J. Ruiter, Bieuwe F. Van Der Meulen, Wied A. J. J. M. Ruijssenaars, Marieke E. Timmerman. A Review of Standardized Developmental Assessment Instruments for Young Children and Their Applicability for Children With Special Needs. Journal of Cognitive Education and Psychology. 2012; 11 (2):102-127.

Chicago/Turabian Style

Linda Visser; Selma A. J. Ruiter; Bieuwe F. Van Der Meulen; Wied A. J. J. M. Ruijssenaars; Marieke E. Timmerman. 2012. "A Review of Standardized Developmental Assessment Instruments for Young Children and Their Applicability for Children With Special Needs." Journal of Cognitive Education and Psychology 11, no. 2: 102-127.