A Pediatric Perspective of Developmental Screening in 1993
Abstract
EditorialA Pediatric Perspective of Developmental Screening in 1993 SAGE Publications, Inc.1993DOI: 10.1177/000992289303200403 Patrick H. Casey M.D. Pediatrics/C.A.R.E., Arkansas Children's Hospital, 800 Marshall Street, Little Rock, AR 72202 Mark Swanson M.D. Department of Pediatrics, University of Arkansas for Medical Sciences, Little Rock, Arkansas Address correspondence to: Patrick Casey, M.D., Pediatrics/C.A.R.E., Arkansas Children's Hospital, 800 Marshall Street, Little Rock, AR 72202 Introduction he long-recognized need t for routine developmental assessment of preschool children is becoming even more important, now that new federal regulations have spurred states to develop early intervention programs. The use of Developmental Screening Instruments (DSIs) alone has not proven to be satisfactory. Severe disabilities in infants are usually recognized early, but learning deficits are often not discovered until children are in school. But how is a pediatric clinician to choose in the burgeoning world of DSIs, most of which are reviewed negatively by nonpedi- atric scientists? A new validation study of a relatively less well-known DSI, the Developmental Profile-II (DP-11) / is published in this issue of Clinical Pediatrics. The DP-II consists of questionnaires for five scales - Physical, Self-help, Social, Academic, and Communication - to be completed by parent- or teacher-report.2 Like studies of other DSIs,3°4