Reliability and Validity of the Devereux Early Childhood Assessment (DECA) as a Function of Parent and Teacher Ratings

Otilia C. Barbu, Deborah Levine-Donnerstein, Ronald W Marx, David B Yaden

Research output: Contribution to journalArticle

3 Citations (Scopus)

Abstract

This study examined reliability and validity of the Devereux Early Childhood Assessment (DECA), based on samples of parents and teachers' ratings of 1,145 entering kindergartners in the Southwest. Confirmatory factor analysis showed that DECA presented good reliability and validity for manifest variables, corroborating previous findings. Three latent variables (initiative, self-control, and attachment) substantiated reliability estimates but showed insufficient discriminant validity because of multicollinearity among latent variables. We recommended caution in interpreting and applying results of DECA assessments in practice because of a lack of discriminant validity. Thus, these findings addressed the need for researchers, educators, and policy makers to consider alternative instruments for early identification of social and emotional problems in young children until new research and a revised DECA model show evidence for the validity of outcomes.

Original languageEnglish (US)
Pages (from-to)469-481
Number of pages13
JournalJournal of Psychoeducational Assessment
Volume31
Issue number5
DOIs
StatePublished - Oct 2013

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teacher rating
Reproducibility of Results
parents
childhood
Social Problems
Administrative Personnel
Statistical Factor Analysis
Parents
Research Personnel
Research
self-control
factor analysis
educator
lack
evidence
Self-Control

Keywords

  • confirmatory factor analysis
  • DECA
  • reliability
  • validity

ASJC Scopus subject areas

  • Psychology(all)
  • Clinical Psychology
  • Education

Cite this

Reliability and Validity of the Devereux Early Childhood Assessment (DECA) as a Function of Parent and Teacher Ratings. / Barbu, Otilia C.; Levine-Donnerstein, Deborah; Marx, Ronald W; Yaden, David B.

In: Journal of Psychoeducational Assessment, Vol. 31, No. 5, 10.2013, p. 469-481.

Research output: Contribution to journalArticle

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