IDA has concurrent validity and has been tested over time with early intervention professionals nationwide.
The Provence Profile is the instrument used in the developmental assessment phase of the IDA-2 Procedures. The Provence Profile and the IDA Procedures are largely inseparable, although the Provence Profile is distinguishable as the fourth phase of IDA-2 (though the use of the Provence Profile outside the process represented by the six IDA phases is not encouraged). To provide empirical data on the characteristics of the Provence Profile, the results of 100 children between birth and three years of age were analyzed and reported. The group consisted of 52 males, 37 females, and 11 children whose sex was not reported. The item scores for these children were taken from IDA records in a training center which collected the results of IDA assessments administered by practitioners at 23 service agencies.
Reliability and Validity
Studies have shown that the IDA is an effective, cost-efficient, valid and reliable assessment process that provides recommendations similar to those of more in-depth evaluations (Anastasiow, 1988, 1989). Reliability coefficients for the Provence domain scores are generally quite high, ranging from .90 to .96 for ages 1 to 18 months and .79 to .96 for ages 19-36 months. Inter-rater reliabilities range from .91 to .95 for seven of the eight domains and .81 for the remaining domain. Several studies have examined the content, construct, criterion-related and predictive validity of the IDA and Provence Profile.
Methods to evaluate the results obtained from the Infant-Toddler Developmental Assessment are described in the IDA-2 Administration Manual.
Scores that can be generated using the IDA-2 include percentage delay.
The eight developmental domains of the IDA-2 can be hand-scored.
Complete instructions are provided in the IDA-2 Administration Manual.
Research ArticlesThe Developmental Observation Checklist System and the Infant-Toddler Developmental Assessment: An Examination of their Relationship in Measuring Child Development