Do infant and early childhood tests predict intelligence quotients better than maternal characteristics?
The sensitivity, specificity, and predictive values of infant and early childhood testing for subsequent intelligence tests at 3 and 5 years of age were assessed and compared to the sensitivity, specificity, and predictive value of maternal education for the same. The study was based on prospective surveillance of a population of infants attending the Maternal and Child services in western Jerusalem. The sensitivity, specificity, and predictive value of the 9- and 24-month tests were low, thus leading to labeling of false positives and inadequate detection of those with developmental delay. Maternal education was shown to be the single best predictor for intellectual performance on the 3- and 5-year test in the above analysis, as well as in a multivariate model where the 9- and 24-month tests, maternal education, origin, birth order, and sex were introduced as independent variables. It is recommended to take a detailed history, listen to parents' complaints, and use developmental testing selectively for children suspected to have problems, and not to apply developmental tests as a routine for all children in well-child care.
Palti
H
H
Division of Maternal and Chilld Health and Adolescent Services, Hadassah, Jerusalem, Israel.
Adler
B
B
D002648:Child; D002657:Child Development; D002675:Child, Preschool; D004522:Educational Status; D005260:Female; D006801:Humans; D007223:Infant; D007360:Intelligence; D007361:Intelligence Tests; D007557:Israel; D008297:Male; D009035:Mothers; D011237:Predictive Value of Tests; D011446:Prospective Studies; D012680:Sensitivity and Specificity