PEDS (Parents Evaluation of Developmental Status) Students Name Institutional Affiliation Professor Course Date Introduction • Name of assessment tool: Parents Evaluation of Developmental Status (PEDS) • Creator/Validation: Developed by Frances Page Glascoe • Widely used tool in developmental assessment • Focuses on children from infancy to 8 years old • Aims to identify and address developmental concerns Purpose and importance • Comprehensive evaluation of developmental and behavioral milestones • Early identification of potential developmental issues • Facilitates collaboration between professionals and caregivers • Empowers informed decision-making for interventions • Improves overall developmental outcomes for children Target population • It encompasses children from infancy to 8 years old • Designed for use by pediatricians, healthcare providers, educators, and caregivers • Tailored for diverse cultural and linguistic backgrounds • Promotes effective communication between professionals and families • Inclusive approach to developmental assessment Psychometric properties • Demonstrates high levels of reliability and validity • Rigorous testing and validation procedures • Supported by extensive empirical research • Proven effectiveness in clinical and research settings • Yields consistent and accurate assessment outcomes Topics covered • Spans social-emotional, cognitive, motor, and self-help domains • Covers specific sub-topics like language and motor skills • Offers holistic insight into a child’s developmental progress • Enables targeted interventions for specific areas • Provides a comprehensive understanding of the child’s abilities Administration and qualified users • Questionnaire-based administration by caregivers/parents • Applicable for use by healthcare professionals, educators, and trained personnel • Facilitates easy integration into routine assessments • Enhances communication between caregivers and professionals • Empowers caregivers’ involvement in developmental tracking Scoring and interpretation • Scoring system based on caregivers’ responses • Specific thresholds for identifying potential concerns • Empowers professionals with actionable insights • Enhances early detection and targeted intervention • Aids in fostering child development and well-being References • Glascoe, F. P. (2003). Parents’ evaluation of developmental status: how well do parents’ concerns identify children with behavioral and emotional problems?. Clinical pediatrics, 42(2), 133-138. • Woolfenden, S., Eapen, V., Williams, K., Hayen, A., Spencer, N., & Kemp, L. (2014). A systematic review of the prevalence of parental concerns measured by the Parents’ Evaluation of Developmental Status (PEDS) indicating developmental risk. BMC pediatrics, 14, 1-13. • Glascoe, F. P. (1998). Collaborating with parents: Using Parents’ Evaluation of Developmental Status to detect and address developmental and behavioral problems. Ellsworth & Vandermeer Press. • Coghlan, D., Kiing, J. S. H., & Wake, M. (2003). Parents’ Evaluation of Developmental Status in the Australian day‐care setting: Developmental concerns of parents and carers. Journal of paediatrics and child health, 39(1), 49-54. • Kiing, J. S., Low, P. S., Chan, Y. H., & Neihart, M. (2012). Interpreting Parents’ concerns about their Children’s development with the parents evaluation of developmental status: culture matters. Journal of Developmental & Behavioral Pediatrics, 33(2), 179-183. • Theeranate, K., & Chuengchitraks, S. (2005). Parent’s Evaluation of Developmental Status (PEDS) detects developmental problems compared to Denver II. Journal of the Medical Association of Thailand= Chotmaihet Thangphaet, 88, S188-92. • Pritchard, M. A., Colditz, P. B., Beller, E. M., & Queensland Optimising Preterm Infant Outcomes Group. (2005). Parents’ evaluation of developmental status in children born with a birthweight of 1250 g or less. Journal of paediatrics and child health, 41(4), 191-196.
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