Center for Health Policy, Duke Global Health Institute, Duke University, Durham, NC 27705, USA.
AIDS Behav. 2012 Feb;16(2):480-90. doi: 10.1007/s10461-011-9940-z.
Assessment of children's learning and performance in low and middle income countries has been critiqued as lacking a gold standard, an appropriate norm reference group, and demonstrated applicability of assessment tasks to the context. This study was designed to examine the performance of three nonverbal and one adapted verbal measure of children's problem solving, memory, motivation, and attention across five culturally diverse sites. The goal was to evaluate the tests as indicators of individual differences affected by life events and care circumstances for vulnerable children. We conclude that the measures can be successfully employed with fidelity in non-standard settings in LMICs, and are associated with child age and educational experience across the settings. The tests can be useful in evaluating variability in vulnerable child outcomes.
对中低收入国家儿童的学习和表现进行评估，一直被批评为缺乏金标准、适当的规范参照群体，以及评估任务在该背景下的适用性。本研究旨在检验三种非言语和一种适应言语的儿童解决问题、记忆、动机和注意力的测量方法在五个文化多样的地点的表现。其目的是评估这些测试作为受生活事件和弱势儿童照顾环境影响的个体差异的指标。我们的结论是，这些措施可以在中低收入国家的非标准环境中成功地、忠实地使用，并且与儿童的年龄和在各个环境中的教育经验有关。这些测试在评估弱势儿童结果的变异性方面可能是有用的。
