German Institute for International Educational Research (DIPF) and Centre for Research on Individual Development and Adaptive Education for Children at Risk (IDeA), Schloßstraße 29, 60486, Frankfurt am Main, Germany.
University of Groningen, Faculty of Behavioural and Social Sciences, Department of Special Needs Education and Youth Care, Grote Rozenstraat 38, 9712 TJ Groningen, The Netherlands.
Res Dev Disabil. 2017 Dec;71:109-119. doi: 10.1016/j.ridd.2017.09.022. Epub 2017 Oct 13.
The "difference or delay paradigm" focuses on the question of whether children with developmental disabilities (DD) develop in a way that is only delayed, compared to typically developing children, or also qualitatively different. The current study aimed to examine whether qualitative differences exist in cognitive development of young children with and without DD on the basis of item scores on the Dutch Bayley-III Cognition scale. Differential item functioning was identified for 15 of the 91 items. The presence of DD was related to a higher number of Guttman errors, hinting at more deviation in the order of skill development. An interaction between group (i.e., with or without DD) and developmental quotient appeared to predict the number of Guttman errors. DD was related to a higher number of Guttman errors for the whole range of developmental quotients; children with DD with a small developmental quotient had the highest number. Combined, the results mean that qualitative differences in development are not to be excluded, especially in cases of severe developmental disabilities. When using the Bayley-III in daily practice, the possibility needs to be taken into account that the instruments' assumption of a fixed order in skill development does not hold.
“差异或延迟范式”关注的问题是，与正常发育的儿童相比，发育障碍（DD）儿童的发展是否只是延迟，还是在质上也不同。本研究旨在根据荷兰贝利-III 认知量表的项目分数，检验有和没有 DD 的幼儿在认知发展方面是否存在质的差异。在 91 个项目中有 15 个项目存在项目功能差异。DD 的存在与更多的古特曼错误有关，这表明在技能发展的顺序上有更多的偏差。组间（即有或没有 DD）和发展商数之间的相互作用似乎可以预测古特曼错误的数量。DD 与整个发展商数范围内的古特曼错误数量呈正相关；发展商数较小的 DD 儿童古特曼错误数量最高。总的来说，研究结果表明，发展的质的差异不能排除，尤其是在严重发育障碍的情况下。在日常实践中使用贝利-III 时，需要考虑到该工具假设技能发展具有固定顺序的假设可能不成立。
