开发商(DQ),最常与婴儿或学龄前儿童一起使用,是儿童在各种社会心理能力中成熟的成长的数值指标。
通常,这些领域包括个人社会发展,注意力跨度,表现力和接受语言,视觉感知技能,精细和总体运动技能以及主动性和独立性,以及认知发展,解决问题和记忆的各个方面。DQ不应被视为常数,而应视为简化的索引,反映了经验的变化,互动模式和随着时间的流逝,并总结了其得出的更详细的域特定信息。与智能商(IQ)不同,DQ是一个比率统计量,反映了孩子与在真实社会环境中记录的标准有关的总体发展。相比之下,智商是基于个人在高度控制的测试条件下对人为任务的统计比较以及给定年龄段的规范数据的统计比较。
在临床和教育工作中,可能需要构建孩子行为的准确,细粒度的概况,沟通和智力发展,以便为儿童学习需求进行总体评估,进行诊断,计划干预计划或确定所需的资源。使用直接观察,基于游戏的评估或解决问题的任务,可以使用从研究文献中得出的标准和年龄参考点来构建详细的发展概况。
There is an extensive body of work—more detailed in early infancy—documenting the age at which most children achieve milestones in development, such as following an adult’s line of gaze, crawling, reaching and grasping objects, and manipulating tools to perform tasks such as cutting or threading, as well as the appearance of speech sounds and word combinations in spoken language, moving on to more complex cognitive functions involving recall or reasoning. Age equivalent scores for each domain may be converted to ratios or quotients, for example, to derive a social or language DQ. The simplest procedure to calculate an overall general DQ is to divide the subject’s summated developmental age (DA) across domains by the chronological age (CA) and multiply by 100 (DQ = DA/CA × 100).
在某些特殊情况下,开发概况和DQ非常有用。例如,一些被诊断出患有自闭症谱系障碍(ASD)或相关沟通和学习困难的儿童表现出不平衡的概况,对社交和其他刺激的特质反应模式或不遵守正式测试。实际上,从考虑此类行为证据的考虑来诊断ASD。Materials such as the Psycho-Educational Profile–Revised (PEP-R) (Schopler et al., 1990) provide a flexible, non–time constrained framework for an examiner to observe, evaluate, and record responses in order to depict a child’s relative strengths in areas relevant to ASD, to plan intervention and monitor progress over time. A DQ derived from this or other informal assessment frameworks allows children’s individual developmental trajectories to be plotted over time in order to probe the impact of intervention strategies and avoids some of the pitfalls of standardized intelligence testing for atypical groups. (See Webster et al., 2003, for an illustration of this research methodology.)
参考:
- Allyn&(n.d.)。探索儿童发展。从...获得http://www.abacon.com/fabes/pages/timeline.html
- Schopler,E.,Reichler,R.J.,Bashford,A.,Lansing,M.D。,&Marcus,L.M。(1990)。心理教育概况 - 修订(PEP-R)。德克萨斯州奥斯汀:专业。
- Webster,A,Feiler,A。,&Webster,V。(2003)。早期强化家庭干预和有效性证据:西南自闭症的教训早期儿童发展和护理,,,,173(4;特殊自闭症问题),第383–398页。