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Validez predictiva de pruebas cortas comúnmente usadas para medir el desarrollo infantil en estudios a gran escala

Author

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  • Rubio-Codina, Marta
  • Grantham-McGregor, Sally

Abstract

Existe un creciente compromiso a nivel mundial para llevar a cabo intervenciones en la primera infancia con el objetivo de promover el desarrollo de millones de niños en situación de desventaja en países de ingresos bajos y medios que no logran alcanzar su pleno potencial de desarrollo. No obstante, los progresos en esta área se ven obstaculizados por la falta de pruebas de desarrollo factibles de ser usadas a escala. Es por esto por lo que contar con este tipo de pruebas es una necesidad de carácter urgente. Si bien se suelen utilizar pruebas de tamizaje o pruebas de un solo dominio ("pruebas cortas") como alternativas, se desconoce su validez predictiva en estas circunstancias. En 2011, se inició un estudio longitudinal en Colombia en el que psicólogos administraron las Escalas Bayley de Desarrollo Infantil (Bayley-III) a 1311 niños y niñas de entre 6 y 42 meses, a quienes también se les administró de forma aleatoria una de dos baterías de pruebas cortas en condiciones similares a las de una encuesta. Este estudio informó sobre la validez concurrente de las pruebas cortas comparadas con el Bayley-III ("prueba de referencia"). En 2016, a 940 niños de esa muestra, quienes en ese entonces tenían entre 6 y 8 años, se les administraron pruebas para medir el CI (Coeficiente Intelectual mediante la Escala de Inteligencia de Wechsler para Niños, WISC-V) y el desempeño académico (aritmética, comprensión lectora y vocabulario). Se comparó la capacidad para predecir el CI y el desempeño académico en la infancia intermedia entre las pruebas cortas, los Indicadores de Cuidado Familiar (FCI, por sus siglas en inglés), la talla para la edad, la desnutrición crónica (talla para la edad de -2 DE por debajo de la mediana) y el Bayley-III. La validez predictiva aumentó con la edad en todas las pruebas, y las escalas de desarrollo cognitivo y de lenguaje presentaron los puntajes más altos en la mayoría de los casos. La capacidad predictiva de todas las pruebas fue negligible en niños de 6 a 18 meses. A partir de esta edad, si bien el Bayley-III tuvo la mayor validez predictiva, la Prueba de Tamizaje del Desarrollo de Denver demostró ser la prueba corta más factible y con mayor validez. Esta prueba podría utilizarse con un menor riesgo de pérdida de validez en comparación con el Bayley-III. Por otra parte, los Inventarios MacArthur-Bates del Desarrollo de Habilidades Comunicativas en niños de 19 a 30 meses, al igual que el FCI en menores de 31 meses, predijeron el CI y el desempeño académico tan bien como el Bayley-III. Por último, el FCI presentó una validez predictiva más alta que la talla para la edad y el indicador de desnutrición crónica, por lo que podría añadirse a este último para su uso como un indicador del desarrollo infantil a nivel poblacional.

Suggested Citation

  • Rubio-Codina, Marta & Grantham-McGregor, Sally, 2020. "Validez predictiva de pruebas cortas comúnmente usadas para medir el desarrollo infantil en estudios a gran escala," IDB Publications (Working Papers) 10868, Inter-American Development Bank.
    • Handle: RePEc:idb:brikps:10868
    DOI: http://dx.doi.org/10.18235/0002883
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    References listed on IDEAS

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    3. Lia C. H. Fernald & Elizabeth Prado & Patricia Kariger & Abbie Raikes, 2017. "A Toolkit for Measuring Early Childhood Development in Low and Middle-Income Countries," World Bank Publications - Books, The World Bank Group, number 29000.
    4. Michelle Fernandes & Alan Stein & Charles R Newton & Leila Cheikh-Ismail & Michael Kihara & Katharina Wulff & Enrique de León Quintana & Luis Aranzeta & Aureli Soria-Frisch & Javier Acedo & David Iban, 2014. "The INTERGROWTH-21st Project Neurodevelopment Package: A Novel Method for the Multi-Dimensional Assessment of Neurodevelopment in Pre-School Age Children," PLOS ONE, Public Library of Science, vol. 9(11), pages 1-34, November.
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    JEL classification:

    • I20 - Health, Education, and Welfare - - Education - - - General
    • I10 - Health, Education, and Welfare - - Health - - - General
    • I30 - Health, Education, and Welfare - - Welfare, Well-Being, and Poverty - - - General

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