Annex A: Technical Notes
The following outlines how the indicators and measures which are based
on NLSCY scales, presented in Chapter 4 “Monitoring the Well-Being
of Canada’s Young Children”, were operationalized for the
purpose of this report.
Measurement of Motor and Social Development
The NLSCY incorporates a scale consisting of a set of 15 questions that
measure dimensions of the motor and social development of young children
from birth through 3 years of age. Within this scale, the questions used
to capture motor and social development are age sensitive. These questions
are answered by the person most knowledgeable about the child and reflect
a parental assessment of the child’s motor and social development,
not a professional diagnosis.
The results of these questions are combined into a standardized scale
in which the average score for the population is set at 100 with a standard
deviation of 15. This standardized score takes account of the child’s
age and allows for comparisons of scores to be made across age groups.
Based on the score, children scoring between 85 and 115
points are considered to have average development. Children scoring below
85 display symptoms of delayed development, while those scoring
above 115 show evidence of advanced development.
Measurements of Behaviour
This report discusses four measures of behaviour from the NLSCY: emotional
problem–anxiety, hyperactivity, physical aggression–conduct
problem and personal–social behaviour. For each behaviour, a set
of questions is used and the answers combined into a scale to give a more
valid representation of the different types of behaviour. These questions
are answered by the person most knowledgeable about the child, reflecting
a parental assessment of the child’s behaviours, not a professional
diagnosis. Examples of the types of behaviours captured for each measure
follow:
Emotional Problem–Anxiety is characterized by feelings
of anxiety/nervousness or depression (i.e. child cries a lot, is sad or
unhappy).
Hyperactivity is characterized by restlessness, fidgeting, lack
of concentration and inability to wait for his or her turn.
Physical Aggression–Conduct Problem is identified if the
child gets into fights, is threatening or physically aggressive.
Personal-–Social Behaviour is identified by how the baby
interacts with him/herself, with strangers, with the parent, and with
objects such as toys.
To identify the presence of behavioural problems, thresholds (or cut-off
points) were identified for each of the behaviours. These thresholds were
established by taking the scale score that is closest to the
90th percentile for each of the individual scales. The data presented
in Chapter 4 represent the proportion of children who do not exhibit signs
of problems for each of the individual behaviours.
Measurement of Language and Receptive Vocabulary
The Peabody Picture and Vocabulary Test – Revised (PPVT-R) is a
direct assessment tool intended to measure receptive or hearing vocabulary
in children 4 and 5 years of age. The interviewer administers the test
directly to the child in either English or French once the child’s
parents have given consent.
Based on the results of the test, a standardized score is developed, in
which the average score for the population is set at 100 with a standard
deviation of 15. This standardized score takes account of the child’s
age and allows for comparisons of scores to be made across age groups.
Based on the standardized score, children who score between 85
and 115 are considered to have average verbal development. Children
scoring below 85 display signs of delayed verbal development,
while those scoring above 115 show evidence of advanced
verbal development.
Measurements of Family and Community
This report discusses five family- and community-related measures that
are based on NLSCY scales: parental depression, family functioning, positive
parenting, neighbourhood cohesion and neighbourhood safety. For each,
a set of questions is used and the answers combined into a scale. These
questions are answered by the person most knowledgeable about the child,
reflecting a parental assessment, not a clinical diagnosis. Examples of
the types of items captured for each measure follow:
Parental Depression is characterized by a poor appetite, an
inability to shake off the blues and/or concentrate, feelings of depression
and restless sleep.
Family Functioning is characterized by ability to solve problems,
effective communication and supporting family members.
Positive Parenting is identified by the level of interaction
parents have with their child (or children), such as praising a child
and playing games with a child.
Neighbourhood Cohesion reflects the respondents’ perceptions
of their neighbours and the extent to which there is a sense of cohesion.
Neighbourhood Safety is characterized by the level of safety
associated with such activities as walking alone after dark and children
playing outside.
To identify the presence of problems in each of these measures, thresholds
(or cut-off points) were identified by taking the scale score that is
closest to the 90th percentile for each of the individual scales.
The data presented in Chapter 4 represent the proportion of children living
in families exhibiting positive aspects for each of these measures.
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