Child Development with the D-Score.
Children learn to walk, speak, and think at an astonishing pace. The D-score presents a unified framework that places children and their developmental milestones from different tools onto the same scale, enabling comparisons in child development across populations, groups and individuals.
Saved in:
: | |
---|---|
TeilnehmendeR: | |
Place / Publishing House: | Milton : : Taylor & Francis Group,, 2023. Ã2023. |
Year of Publication: | 2023 |
Edition: | 1st ed. |
Language: | English |
Online Access: | |
Physical Description: | 1 online resource (205 pages) |
Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
id |
50030883072 |
---|---|
ctrlnum |
(MiAaPQ)50030883072 (Au-PeEL)EBL30883072 |
collection |
bib_alma |
record_format |
marc |
spelling |
Buuren, Stef van. Child Development with the D-Score. 1st ed. Milton : Taylor & Francis Group, 2023. Ã2023. 1 online resource (205 pages) text txt rdacontent computer c rdamedia online resource cr rdacarrier Cover -- Half Title -- Title Page -- Copyright Page -- Table of Contents -- List of illustrations -- List of contributors -- Preface -- 1. Child development with the D-score: turning milestones into measurement -- 1.1 Introduction -- 1.1.1 First 1000 days -- 1.1.2 Relevance of child development -- 1.1.3 Stunting as proxy for child development -- 1.1.4 Measuring neurocognitive development -- 1.1.5 Why this chapter? -- 1.1.6 Intended audience -- 1.2 Short history -- 1.2.1 What is child development? -- 1.2.2 Theories of child development -- 1.2.3 Example of motor development -- 1.2.4 Typical questions asked in child development -- 1.3 Quantifying child development -- 1.3.1 Age-based measurement of development -- 1.3.2 Probability-based measurement -- 1.3.3 Score-based measurement of development -- 1.3.4 Unit-based measurement of development -- 1.3.5 A unified framework -- 1.3.6 Why unit-based measurement? -- 1.4 The D-score -- 1.4.1 The Dutch Development Instrument (DDI) -- 1.4.2 Probability of passing a milestone given age -- 1.4.3 Probability of passing a milestone given D-score -- 1.4.4 Relation between age and the D-score -- 1.4.5 Measurement model for the D-score -- 1.4.6 Item response functions -- 1.4.7 Engelhard criteria for invariant measurement -- 1.4.8 Why take the Rasch model? -- 1.5 Computation -- 1.5.1 Identify nature of the problem -- 1.5.2 Item parameter estimation -- 1.5.3 Estimation of the D-score -- 1.5.4 Age-conditional references -- 1.6 Evaluation -- 1.6.1 Item fit -- 1.6.2 Person fit -- 1.6.3 Differential item functioning (DIF) -- 1.6.4 Item information -- 1.6.5 Reliability -- 1.7 Validity -- 1.7.1 Internal validity -- 1.7.2 External validity -- 1.8 Precision -- 1.8.1 SMOCC design: Standard and additional milestones -- 1.8.2 D-score from short tests -- 1.8.3 Impact of short tests on predicting IQ -- 1.9 Three studies. 1.9.1 SMOCC study -- 1.9.2 POPS study -- 1.9.3 TOGO study -- 1.9.4 Conclusions -- 1.10 Next steps -- 1.10.1 Usefulness of D-score for monitoring child health -- 1.10.2 D-chart, a growth chart for child development -- 1.10.3 Opportunities for early intervention -- 1.10.4 D-score for international settings -- 1.10.5 D-score from existing instruments -- 1.10.6 Creating new instruments for D-score -- 1.11 Appendices -- A - Notation -- B - Technical information -- Data availability -- Underlying data -- Note -- References -- 2. Child development with the D-score: tuning instruments to unity -- 2.1 Introduction -- 2.1.1 Previous work on the D-score -- 2.1.2 What this volume is about -- 2.1.3 Relevance of the work -- 2.1.4 Why this chapter? -- 2.1.5 Intended audience -- 2.2 Data -- 2.2.1 Overview of cohorts and instruments -- 2.2.2 Cohort descriptions -- 2.2.3 Instruments -- 2.3 Comparability -- 2.3.1 Are instruments connected? -- 2.3.2 Bridging instruments by mapping items -- 2.3.3 Age profile of item mappings -- 2.4 Equate groups -- 2.4.1 What is an equate group? -- 2.4.2 Concurrent calibration -- 2.4.3 Strategy to form and test equate groups -- 2.4.4 Parameter estimation with equate groups -- 2.4.5 Common latent scale -- 2.4.6 Quantifying equate fit -- 2.4.7 Differential item functioning -- 2.5 Modelling equates -- 2.5.1 GCDG data: design and description -- 2.5.2 Modelling strategies -- 2.5.3 Impact of number of active equate groups -- 2.5.4 Age profiles of similar milestones -- 2.5.5 Quality of equate groups -- 2.5.6 Milestone selection -- 2.5.7 Other modelling actions -- 2.5.8 Item information -- 2.5.9 Final model -- 2.6 Comparing ability -- 2.6.1 Comparing child development across studies -- 2.6.2 Precision of the D-score -- 2.6.3 Domain coverage -- 2.7 Application I: tracking a Sustainable Development Goal. 2.7.1 Estimating SDG 4.2.1 indicator from existing data -- 2.7.2 Defining developmentally on track -- 2.7.3 Country-level estimations -- 2.7.4 Off-track development and stunted growth -- 2.8 Application II: who is on-track? -- 2.8.1 What determines who is developmentally on-track? -- 2.8.2 Factors that impact child development -- 2.9 Discussion -- 2.9.1 D-score from multiple instruments -- 2.9.2 Variability within and between cohorts -- 2.9.3 D-score for international comparisons -- 2.9.4 Better measurement -- 2.10 Appendices -- UNDERLYING DATA -- A - Abbreviations -- B - Notation -- Data availability -- Underlying data -- Acknowledgements -- Note -- References -- Index. Children learn to walk, speak, and think at an astonishing pace. The D-score presents a unified framework that places children and their developmental milestones from different tools onto the same scale, enabling comparisons in child development across populations, groups and individuals. Description based on publisher supplied metadata and other sources. Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2024. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries. Electronic books. Eekhout, Iris. Print version: Buuren, Stef van Child Development with the D-Score Milton : Taylor & Francis Group,c2023 9781032106335 ProQuest (Firm) https://ebookcentral.proquest.com/lib/oeawat/detail.action?docID=30883072 Click to View |
language |
English |
format |
eBook |
author |
Buuren, Stef van. |
spellingShingle |
Buuren, Stef van. Child Development with the D-Score. Cover -- Half Title -- Title Page -- Copyright Page -- Table of Contents -- List of illustrations -- List of contributors -- Preface -- 1. Child development with the D-score: turning milestones into measurement -- 1.1 Introduction -- 1.1.1 First 1000 days -- 1.1.2 Relevance of child development -- 1.1.3 Stunting as proxy for child development -- 1.1.4 Measuring neurocognitive development -- 1.1.5 Why this chapter? -- 1.1.6 Intended audience -- 1.2 Short history -- 1.2.1 What is child development? -- 1.2.2 Theories of child development -- 1.2.3 Example of motor development -- 1.2.4 Typical questions asked in child development -- 1.3 Quantifying child development -- 1.3.1 Age-based measurement of development -- 1.3.2 Probability-based measurement -- 1.3.3 Score-based measurement of development -- 1.3.4 Unit-based measurement of development -- 1.3.5 A unified framework -- 1.3.6 Why unit-based measurement? -- 1.4 The D-score -- 1.4.1 The Dutch Development Instrument (DDI) -- 1.4.2 Probability of passing a milestone given age -- 1.4.3 Probability of passing a milestone given D-score -- 1.4.4 Relation between age and the D-score -- 1.4.5 Measurement model for the D-score -- 1.4.6 Item response functions -- 1.4.7 Engelhard criteria for invariant measurement -- 1.4.8 Why take the Rasch model? -- 1.5 Computation -- 1.5.1 Identify nature of the problem -- 1.5.2 Item parameter estimation -- 1.5.3 Estimation of the D-score -- 1.5.4 Age-conditional references -- 1.6 Evaluation -- 1.6.1 Item fit -- 1.6.2 Person fit -- 1.6.3 Differential item functioning (DIF) -- 1.6.4 Item information -- 1.6.5 Reliability -- 1.7 Validity -- 1.7.1 Internal validity -- 1.7.2 External validity -- 1.8 Precision -- 1.8.1 SMOCC design: Standard and additional milestones -- 1.8.2 D-score from short tests -- 1.8.3 Impact of short tests on predicting IQ -- 1.9 Three studies. 1.9.1 SMOCC study -- 1.9.2 POPS study -- 1.9.3 TOGO study -- 1.9.4 Conclusions -- 1.10 Next steps -- 1.10.1 Usefulness of D-score for monitoring child health -- 1.10.2 D-chart, a growth chart for child development -- 1.10.3 Opportunities for early intervention -- 1.10.4 D-score for international settings -- 1.10.5 D-score from existing instruments -- 1.10.6 Creating new instruments for D-score -- 1.11 Appendices -- A - Notation -- B - Technical information -- Data availability -- Underlying data -- Note -- References -- 2. Child development with the D-score: tuning instruments to unity -- 2.1 Introduction -- 2.1.1 Previous work on the D-score -- 2.1.2 What this volume is about -- 2.1.3 Relevance of the work -- 2.1.4 Why this chapter? -- 2.1.5 Intended audience -- 2.2 Data -- 2.2.1 Overview of cohorts and instruments -- 2.2.2 Cohort descriptions -- 2.2.3 Instruments -- 2.3 Comparability -- 2.3.1 Are instruments connected? -- 2.3.2 Bridging instruments by mapping items -- 2.3.3 Age profile of item mappings -- 2.4 Equate groups -- 2.4.1 What is an equate group? -- 2.4.2 Concurrent calibration -- 2.4.3 Strategy to form and test equate groups -- 2.4.4 Parameter estimation with equate groups -- 2.4.5 Common latent scale -- 2.4.6 Quantifying equate fit -- 2.4.7 Differential item functioning -- 2.5 Modelling equates -- 2.5.1 GCDG data: design and description -- 2.5.2 Modelling strategies -- 2.5.3 Impact of number of active equate groups -- 2.5.4 Age profiles of similar milestones -- 2.5.5 Quality of equate groups -- 2.5.6 Milestone selection -- 2.5.7 Other modelling actions -- 2.5.8 Item information -- 2.5.9 Final model -- 2.6 Comparing ability -- 2.6.1 Comparing child development across studies -- 2.6.2 Precision of the D-score -- 2.6.3 Domain coverage -- 2.7 Application I: tracking a Sustainable Development Goal. 2.7.1 Estimating SDG 4.2.1 indicator from existing data -- 2.7.2 Defining developmentally on track -- 2.7.3 Country-level estimations -- 2.7.4 Off-track development and stunted growth -- 2.8 Application II: who is on-track? -- 2.8.1 What determines who is developmentally on-track? -- 2.8.2 Factors that impact child development -- 2.9 Discussion -- 2.9.1 D-score from multiple instruments -- 2.9.2 Variability within and between cohorts -- 2.9.3 D-score for international comparisons -- 2.9.4 Better measurement -- 2.10 Appendices -- UNDERLYING DATA -- A - Abbreviations -- B - Notation -- Data availability -- Underlying data -- Acknowledgements -- Note -- References -- Index. |
author_facet |
Buuren, Stef van. Eekhout, Iris. |
author_variant |
s v b sv svb |
author2 |
Eekhout, Iris. |
author2_variant |
i e ie |
author2_role |
TeilnehmendeR |
author_sort |
Buuren, Stef van. |
title |
Child Development with the D-Score. |
title_full |
Child Development with the D-Score. |
title_fullStr |
Child Development with the D-Score. |
title_full_unstemmed |
Child Development with the D-Score. |
title_auth |
Child Development with the D-Score. |
title_new |
Child Development with the D-Score. |
title_sort |
child development with the d-score. |
publisher |
Taylor & Francis Group, |
publishDate |
2023 |
physical |
1 online resource (205 pages) |
edition |
1st ed. |
contents |
Cover -- Half Title -- Title Page -- Copyright Page -- Table of Contents -- List of illustrations -- List of contributors -- Preface -- 1. Child development with the D-score: turning milestones into measurement -- 1.1 Introduction -- 1.1.1 First 1000 days -- 1.1.2 Relevance of child development -- 1.1.3 Stunting as proxy for child development -- 1.1.4 Measuring neurocognitive development -- 1.1.5 Why this chapter? -- 1.1.6 Intended audience -- 1.2 Short history -- 1.2.1 What is child development? -- 1.2.2 Theories of child development -- 1.2.3 Example of motor development -- 1.2.4 Typical questions asked in child development -- 1.3 Quantifying child development -- 1.3.1 Age-based measurement of development -- 1.3.2 Probability-based measurement -- 1.3.3 Score-based measurement of development -- 1.3.4 Unit-based measurement of development -- 1.3.5 A unified framework -- 1.3.6 Why unit-based measurement? -- 1.4 The D-score -- 1.4.1 The Dutch Development Instrument (DDI) -- 1.4.2 Probability of passing a milestone given age -- 1.4.3 Probability of passing a milestone given D-score -- 1.4.4 Relation between age and the D-score -- 1.4.5 Measurement model for the D-score -- 1.4.6 Item response functions -- 1.4.7 Engelhard criteria for invariant measurement -- 1.4.8 Why take the Rasch model? -- 1.5 Computation -- 1.5.1 Identify nature of the problem -- 1.5.2 Item parameter estimation -- 1.5.3 Estimation of the D-score -- 1.5.4 Age-conditional references -- 1.6 Evaluation -- 1.6.1 Item fit -- 1.6.2 Person fit -- 1.6.3 Differential item functioning (DIF) -- 1.6.4 Item information -- 1.6.5 Reliability -- 1.7 Validity -- 1.7.1 Internal validity -- 1.7.2 External validity -- 1.8 Precision -- 1.8.1 SMOCC design: Standard and additional milestones -- 1.8.2 D-score from short tests -- 1.8.3 Impact of short tests on predicting IQ -- 1.9 Three studies. 1.9.1 SMOCC study -- 1.9.2 POPS study -- 1.9.3 TOGO study -- 1.9.4 Conclusions -- 1.10 Next steps -- 1.10.1 Usefulness of D-score for monitoring child health -- 1.10.2 D-chart, a growth chart for child development -- 1.10.3 Opportunities for early intervention -- 1.10.4 D-score for international settings -- 1.10.5 D-score from existing instruments -- 1.10.6 Creating new instruments for D-score -- 1.11 Appendices -- A - Notation -- B - Technical information -- Data availability -- Underlying data -- Note -- References -- 2. Child development with the D-score: tuning instruments to unity -- 2.1 Introduction -- 2.1.1 Previous work on the D-score -- 2.1.2 What this volume is about -- 2.1.3 Relevance of the work -- 2.1.4 Why this chapter? -- 2.1.5 Intended audience -- 2.2 Data -- 2.2.1 Overview of cohorts and instruments -- 2.2.2 Cohort descriptions -- 2.2.3 Instruments -- 2.3 Comparability -- 2.3.1 Are instruments connected? -- 2.3.2 Bridging instruments by mapping items -- 2.3.3 Age profile of item mappings -- 2.4 Equate groups -- 2.4.1 What is an equate group? -- 2.4.2 Concurrent calibration -- 2.4.3 Strategy to form and test equate groups -- 2.4.4 Parameter estimation with equate groups -- 2.4.5 Common latent scale -- 2.4.6 Quantifying equate fit -- 2.4.7 Differential item functioning -- 2.5 Modelling equates -- 2.5.1 GCDG data: design and description -- 2.5.2 Modelling strategies -- 2.5.3 Impact of number of active equate groups -- 2.5.4 Age profiles of similar milestones -- 2.5.5 Quality of equate groups -- 2.5.6 Milestone selection -- 2.5.7 Other modelling actions -- 2.5.8 Item information -- 2.5.9 Final model -- 2.6 Comparing ability -- 2.6.1 Comparing child development across studies -- 2.6.2 Precision of the D-score -- 2.6.3 Domain coverage -- 2.7 Application I: tracking a Sustainable Development Goal. 2.7.1 Estimating SDG 4.2.1 indicator from existing data -- 2.7.2 Defining developmentally on track -- 2.7.3 Country-level estimations -- 2.7.4 Off-track development and stunted growth -- 2.8 Application II: who is on-track? -- 2.8.1 What determines who is developmentally on-track? -- 2.8.2 Factors that impact child development -- 2.9 Discussion -- 2.9.1 D-score from multiple instruments -- 2.9.2 Variability within and between cohorts -- 2.9.3 D-score for international comparisons -- 2.9.4 Better measurement -- 2.10 Appendices -- UNDERLYING DATA -- A - Abbreviations -- B - Notation -- Data availability -- Underlying data -- Acknowledgements -- Note -- References -- Index. |
isbn |
9781000805727 9781032106335 |
genre |
Electronic books. |
genre_facet |
Electronic books. |
url |
https://ebookcentral.proquest.com/lib/oeawat/detail.action?docID=30883072 |
illustrated |
Not Illustrated |
dewey-hundreds |
300 - Social sciences |
dewey-tens |
300 - Social sciences, sociology & anthropology |
dewey-ones |
305 - Social groups |
dewey-full |
305.231015118 |
dewey-sort |
3305.231015118 |
dewey-raw |
305.231015118 |
dewey-search |
305.231015118 |
work_keys_str_mv |
AT buurenstefvan childdevelopmentwiththedscore AT eekhoutiris childdevelopmentwiththedscore |
status_str |
n |
ids_txt_mv |
(MiAaPQ)50030883072 (Au-PeEL)EBL30883072 |
carrierType_str_mv |
cr |
is_hierarchy_title |
Child Development with the D-Score. |
author2_original_writing_str_mv |
noLinkedField |
marc_error |
Info : Unimarc and ISO-8859-1 translations identical, choosing ISO-8859-1. --- [ 856 : z ] |
_version_ |
1792331073855684608 |
fullrecord |
<?xml version="1.0" encoding="UTF-8"?><collection xmlns="http://www.loc.gov/MARC21/slim"><record><leader>06163nam a22004093i 4500</leader><controlfield tag="001">50030883072</controlfield><controlfield tag="003">MiAaPQ</controlfield><controlfield tag="005">20240229073851.0</controlfield><controlfield tag="006">m o d | </controlfield><controlfield tag="007">cr cnu||||||||</controlfield><controlfield tag="008">240229s2023 xx o ||||0 eng d</controlfield><datafield tag="020" ind1=" " ind2=" "><subfield code="a">9781000805727</subfield><subfield code="q">(electronic bk.)</subfield></datafield><datafield tag="020" ind1=" " ind2=" "><subfield code="z">9781032106335</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(MiAaPQ)50030883072</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(Au-PeEL)EBL30883072</subfield></datafield><datafield tag="040" ind1=" " ind2=" "><subfield code="a">MiAaPQ</subfield><subfield code="b">eng</subfield><subfield code="e">rda</subfield><subfield code="e">pn</subfield><subfield code="c">MiAaPQ</subfield><subfield code="d">MiAaPQ</subfield></datafield><datafield tag="082" ind1="0" ind2=" "><subfield code="a">305.231015118</subfield></datafield><datafield tag="100" ind1="1" ind2=" "><subfield code="a">Buuren, Stef van.</subfield></datafield><datafield tag="245" ind1="1" ind2="0"><subfield code="a">Child Development with the D-Score.</subfield></datafield><datafield tag="250" ind1=" " ind2=" "><subfield code="a">1st ed.</subfield></datafield><datafield tag="264" ind1=" " ind2="1"><subfield code="a">Milton :</subfield><subfield code="b">Taylor & Francis Group,</subfield><subfield code="c">2023.</subfield></datafield><datafield tag="264" ind1=" " ind2="4"><subfield code="c">Ã2023.</subfield></datafield><datafield tag="300" ind1=" " ind2=" "><subfield code="a">1 online resource (205 pages)</subfield></datafield><datafield tag="336" ind1=" " ind2=" "><subfield code="a">text</subfield><subfield code="b">txt</subfield><subfield code="2">rdacontent</subfield></datafield><datafield tag="337" ind1=" " ind2=" "><subfield code="a">computer</subfield><subfield code="b">c</subfield><subfield code="2">rdamedia</subfield></datafield><datafield tag="338" ind1=" " ind2=" "><subfield code="a">online resource</subfield><subfield code="b">cr</subfield><subfield code="2">rdacarrier</subfield></datafield><datafield tag="505" ind1="0" ind2=" "><subfield code="a">Cover -- Half Title -- Title Page -- Copyright Page -- Table of Contents -- List of illustrations -- List of contributors -- Preface -- 1. Child development with the D-score: turning milestones into measurement -- 1.1 Introduction -- 1.1.1 First 1000 days -- 1.1.2 Relevance of child development -- 1.1.3 Stunting as proxy for child development -- 1.1.4 Measuring neurocognitive development -- 1.1.5 Why this chapter? -- 1.1.6 Intended audience -- 1.2 Short history -- 1.2.1 What is child development? -- 1.2.2 Theories of child development -- 1.2.3 Example of motor development -- 1.2.4 Typical questions asked in child development -- 1.3 Quantifying child development -- 1.3.1 Age-based measurement of development -- 1.3.2 Probability-based measurement -- 1.3.3 Score-based measurement of development -- 1.3.4 Unit-based measurement of development -- 1.3.5 A unified framework -- 1.3.6 Why unit-based measurement? -- 1.4 The D-score -- 1.4.1 The Dutch Development Instrument (DDI) -- 1.4.2 Probability of passing a milestone given age -- 1.4.3 Probability of passing a milestone given D-score -- 1.4.4 Relation between age and the D-score -- 1.4.5 Measurement model for the D-score -- 1.4.6 Item response functions -- 1.4.7 Engelhard criteria for invariant measurement -- 1.4.8 Why take the Rasch model? -- 1.5 Computation -- 1.5.1 Identify nature of the problem -- 1.5.2 Item parameter estimation -- 1.5.3 Estimation of the D-score -- 1.5.4 Age-conditional references -- 1.6 Evaluation -- 1.6.1 Item fit -- 1.6.2 Person fit -- 1.6.3 Differential item functioning (DIF) -- 1.6.4 Item information -- 1.6.5 Reliability -- 1.7 Validity -- 1.7.1 Internal validity -- 1.7.2 External validity -- 1.8 Precision -- 1.8.1 SMOCC design: Standard and additional milestones -- 1.8.2 D-score from short tests -- 1.8.3 Impact of short tests on predicting IQ -- 1.9 Three studies.</subfield></datafield><datafield tag="505" ind1="8" ind2=" "><subfield code="a">1.9.1 SMOCC study -- 1.9.2 POPS study -- 1.9.3 TOGO study -- 1.9.4 Conclusions -- 1.10 Next steps -- 1.10.1 Usefulness of D-score for monitoring child health -- 1.10.2 D-chart, a growth chart for child development -- 1.10.3 Opportunities for early intervention -- 1.10.4 D-score for international settings -- 1.10.5 D-score from existing instruments -- 1.10.6 Creating new instruments for D-score -- 1.11 Appendices -- A - Notation -- B - Technical information -- Data availability -- Underlying data -- Note -- References -- 2. Child development with the D-score: tuning instruments to unity -- 2.1 Introduction -- 2.1.1 Previous work on the D-score -- 2.1.2 What this volume is about -- 2.1.3 Relevance of the work -- 2.1.4 Why this chapter? -- 2.1.5 Intended audience -- 2.2 Data -- 2.2.1 Overview of cohorts and instruments -- 2.2.2 Cohort descriptions -- 2.2.3 Instruments -- 2.3 Comparability -- 2.3.1 Are instruments connected? -- 2.3.2 Bridging instruments by mapping items -- 2.3.3 Age profile of item mappings -- 2.4 Equate groups -- 2.4.1 What is an equate group? -- 2.4.2 Concurrent calibration -- 2.4.3 Strategy to form and test equate groups -- 2.4.4 Parameter estimation with equate groups -- 2.4.5 Common latent scale -- 2.4.6 Quantifying equate fit -- 2.4.7 Differential item functioning -- 2.5 Modelling equates -- 2.5.1 GCDG data: design and description -- 2.5.2 Modelling strategies -- 2.5.3 Impact of number of active equate groups -- 2.5.4 Age profiles of similar milestones -- 2.5.5 Quality of equate groups -- 2.5.6 Milestone selection -- 2.5.7 Other modelling actions -- 2.5.8 Item information -- 2.5.9 Final model -- 2.6 Comparing ability -- 2.6.1 Comparing child development across studies -- 2.6.2 Precision of the D-score -- 2.6.3 Domain coverage -- 2.7 Application I: tracking a Sustainable Development Goal.</subfield></datafield><datafield tag="505" ind1="8" ind2=" "><subfield code="a">2.7.1 Estimating SDG 4.2.1 indicator from existing data -- 2.7.2 Defining developmentally on track -- 2.7.3 Country-level estimations -- 2.7.4 Off-track development and stunted growth -- 2.8 Application II: who is on-track? -- 2.8.1 What determines who is developmentally on-track? -- 2.8.2 Factors that impact child development -- 2.9 Discussion -- 2.9.1 D-score from multiple instruments -- 2.9.2 Variability within and between cohorts -- 2.9.3 D-score for international comparisons -- 2.9.4 Better measurement -- 2.10 Appendices -- UNDERLYING DATA -- A - Abbreviations -- B - Notation -- Data availability -- Underlying data -- Acknowledgements -- Note -- References -- Index.</subfield></datafield><datafield tag="520" ind1=" " ind2=" "><subfield code="a">Children learn to walk, speak, and think at an astonishing pace. The D-score presents a unified framework that places children and their developmental milestones from different tools onto the same scale, enabling comparisons in child development across populations, groups and individuals.</subfield></datafield><datafield tag="588" ind1=" " ind2=" "><subfield code="a">Description based on publisher supplied metadata and other sources.</subfield></datafield><datafield tag="590" ind1=" " ind2=" "><subfield code="a">Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2024. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries. </subfield></datafield><datafield tag="655" ind1=" " ind2="4"><subfield code="a">Electronic books.</subfield></datafield><datafield tag="700" ind1="1" ind2=" "><subfield code="a">Eekhout, Iris.</subfield></datafield><datafield tag="776" ind1="0" ind2="8"><subfield code="i">Print version:</subfield><subfield code="a">Buuren, Stef van</subfield><subfield code="t">Child Development with the D-Score</subfield><subfield code="d">Milton : Taylor & Francis Group,c2023</subfield><subfield code="z">9781032106335</subfield></datafield><datafield tag="797" ind1="2" ind2=" "><subfield code="a">ProQuest (Firm)</subfield></datafield><datafield tag="856" ind1="4" ind2="0"><subfield code="u">https://ebookcentral.proquest.com/lib/oeawat/detail.action?docID=30883072</subfield><subfield code="z">Click to View</subfield></datafield></record></collection> |