the griffiths scales: validation for portuguese population – a pilot study carlota themudo...
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THE GRIFFITHS SCALES:VALIDATION FOR
PORTUGUESE POPULATION – A PILOT STUDY
Carlota Themudo Ferreira, Inês Carvalhão, Inês Pessoa e Costa, Iolanda Gil, Patrícia Borges, Solange Fernandes & Manuela Veríssimo
ARICD 14th International Scientific Meeting
Authors• Carlota Themudo Ferreira (Griffiths Tutor, Instituto Científico
de Formação e Investigação, FAPPC, Portugal);• Inês Carvalhão (Griffiths Tutor, Centro de Reabilitação de
Paralisia Cerebral Calouste Gulbenkian, Lisboa, Portugal);• Inês Pessoa e Costa (UIPCDE e CECF, ISPA-IU, Portugal);• Iolanda Gil (Griffiths Tutor, Centro de Reabilitação de Paralisia
Cerebral Calouste Gulbenkian, Lisboa, Portugal);• Patrícia Borges (UIPCDE e CECF, ISPA-IU, Portugal);• Solange Fernandes (Griffiths Tutor, Centro Hospitalar Oeste
Norte, Caldas da Rainha, Portugal);• Manuela Veríssimo (UIPCDE e CECF, ISPA-IU, Portugal).
Introduction
• The 1st Griffiths course in Portugal, directed by Psychologist Dr. Michael Huntley, was held in 1988;
• The first portuguese tutors were recognized in 1991 by ARICD;• The first portuguese edition of the 0-2 Scale (Revision 1996)
was published in 2007 and the 2-8 Scale (Revision 2006) in 2008. The translation and adaptation of the application norms was made by the Portuguese Tutors in collaboration with CEGOC, responsible for editing;
• The Griffiths Scales are frequently used in Portugal to assess the child development;
Aim of the Study• In the conclusions of the study “Griffiths profiles in a group of
premature children with PVL – a comparative study” (2010), was raised the need to validate the british norms in a portuguese sample .
• The passed year, the Portuguese Tutors and a research team from ISPA-Instituto Universitário started a project whose aim was to validate the GMDS-ER to the portuguese population.
• This study presents the results of a portuguese sample that will allow, comparing the scores of british stantardization, to validate the appropriateness of the original tables in the clinical assessment of portuguese children.
Methodology
Procedure:
• All children were assessed with the Griffiths Scales at their schools;
• A report of the results was sent to the parents and, if allowed, to the schools;
• The statistical results were based on the raw scores;
Methodology
Sample
Group Age Groups ♀ ♂ Total1 24-35.9 14 11 252 36-47.9 22 23 453 48-59.9 15 15 304 60-71.9 16 22 385 72-83.9 14 6 206 84-96 7 8 15
Total 88 85 N=173
Group Characterization
Mean RangeAge 55,5 24-96 (months)
Birthweight 3212 2500-4600 (Kg)
Mother’s Age* 35 16-47 (years)
Father’s Age* 38 23-59 (years)
Mother’s Education 14 2-21 (school years)
Father’s Education 14 3-21 (school years)
*Parent’s age at the time of the study
Results - Raw Scores
British Sample Portuguese Sample tSS N M SD N M SD
A
1026
69.8 21.80
173
65.8 21.73 0.027*B 70.2 20.60 68.6 18.49 0.292C 73.1 22.40 71.2 23.89 0.328D 68.2 23.90 60.6 23.07 0.000*E 63.7 16.00 64.9 23.48 0.513F 72.0 23.80 64.4 24.00 0.000*
General 69.5 20.60 66.0 21.61 0.042*
Means and Standard Deviations from the british and portuguese samples: total scores
*p<.05
A B C D E F General 0
10
20
30
40
50
60
70
80
90
100
British Sample N=1026Portuguese Sample N=173
Results - Raw ScoresMeans from the british and portuguese samples: total scores
Comparison between the british and portuguese sample: Significative Differences found in age groups
British Sample Portuguese Sample t
SS N M SD N M SD
Group 1
24-35.9
D141
31.9 5.0325
29.4 5.14 0.028*
E 39.0 6.26 32.5 7.22 0.000*
D E 0
10
20
30
40
50
60
70
80
90
100
British Sample N=141Portuguese Sample N=25
*p<.05
British Sample Portuguese Sample tSS N M SD N M SD
Group 2
36-47.9
B176
52.0 7.9045
57.9 8.07 0.000*
D 46.3 5.93 42.4 6.86 0.001*
B D 0
10
20
30
40
50
60
70
80
90
100
British Sample N=176 Portuguese Sample N=45
*p<.05
British Sample Portuguese Sample t
SS N M SD N M SD
Group 3
48-59.9
A
178
61.2 9.83
30
71.2 12.99 0.000*
B 64.7 8.87 68.8 10.34 0.042*
C 67.4 10.25 77.0 14.04 0.000*
G 63.4 6.76 68.2 11.29 0.025*
*p<.05
A B C G 0
10
20
30
40
50
60
70
80
90
100
British Sample N=178Portuguese Sample N=30
British Sample Portuguese Sample t
SS N M SD N M SD
Group 4
60-71.9
C
179
84.0 10.12
38
87.6 7.67 0.015*
D 80.7 9.51 75.1 10.57 0.003*
E 71.1 8.37 79.5 12.20 0.000*
F 83.7 10.39 79.2 11.83 0.028*
C D E F 0
10
20
30
40
50
60
70
80
90
100
British Sample N=179Portuguese Sample N=38
*p<.05
British Sample Portuguese Sample t
SS N M SD N M SD
Group 5
72-83.9C 196 92.1 5.67 20 94.7 4.01 0.009*
*p<.05
C 0
10
20
30
40
50
60
70
80
90
100
British Sample N=196Portuguese Sample N=20
British Sample Portuguese Sample t
SS N M SD N M SD
Group 6
84-86
C
166
95.9 4.18
15
98.4 1.35 0.000*
E 79.4 8.97 97.9 3.42 0.000*
G 92.0 3.52 96.1 2.15 0.000*
C E G 0
10
20
30
40
50
60
70
80
90
100
British Sample N=196Portuguese Sample N=15
*p<.05
Conclusions• As observed in previous researches done in Portugal with other
scales that assess cognitive areas (WISC III e WPPSI III), in the present study we also had lower results when comparing the portuguese and the british total samples.
• Looking at the subscales in the different age groups:o Good results in the subscales B and C can reflect the cultural and
pedagogical aspects most valued in portuguese pre-school: autonomy and communicative interaction;
o The lower results shown in the subscales D (specially in the graphomotor skills) and F (specially in the conceptual formation) may be explained by the fact that kindergarten acquisitons, such as concepts, phonetics, graphics, etc. only begin to be worked out at the age of 5.
Study Limitations and Future Research
• The sample was chosen for convenience, was restricted to an urban area (Lisbon) and mostly to a medium/high sociocultural level.
• The results points out the importance of continuing in this path, using a larger and more representative sample of the population at national level
• This pilot study makes us think about the importance of standardizing the GMDS in the portuguese population.