title: [Social pediatric screening of developmental status for school entry (SOPESS): validity in the cognitive domain].
abstract: The newly developed social paediatric screening of developmental status for school entry (SOPESS) comprises assessments in visuomotor coordination, selective attention, precursors of number and set comprehension as well as visual cognition and reasoning. In various validation studies, these domains are correlated to coextensive scales of well-established psychometric instruments. In addition, a preliminary evaluation of screener performance in terms of sensitivity, specificity and predictive capability is given. The SOPESS features high specificity and results in reliable true negative findings. In the intended field of application, a mild proneness to false positive findings is tolerable, and may also be attributed to a limited reliability of the criteria instuments in the lower ranges of performance.
authors.affiliation: Zentrum für Klinische Psychologie und Rehabilitation der Universität Bremen, Bremen. waldmann@samson.fi re.uni-bremen.de
authors.forename: H-C
authors.initials: HC
authors.lastname: Waldmann
authors.forename: M
authors.initials: M
authors.lastname: Oldenhage
authors.forename: F
authors.initials: F
authors.lastname: Petermann
authors.forename: M
authors.initials: M
authors.lastname: Daseking
mesh_terms: D002648:Child; D002658:Developmental Disabilities / Q000175:diagnosis*; D005858:Germany / Q000453:epidemiology; D006801:Humans; D007859:Learning Disabilities / Q000175:diagnosis* / Q000453:epidemiology*; D008403:Mass Screening / Q000592:standards*; D010372:Pediatrics / Q000592:standards*; D017410:Practice Guidelines as Topic; D012570:School Admission Criteria