Scale Analysis

The Infant Index is a scale developed by Martin Desforges and Geoff Lindsay in 1995. It was developed in two phases (Phase A and Phase B) and focuses primarily on the acquisition of skills by first-grade students. In Greece, the index was extensively developed in 2012 by Asimina M. Ralli and Aikaterini Mauridaki-Kasssiotaki.

Purpose of the Scale

The main goal of this scale is to investigate the predictive validity of preschool-aged children’s learning (reading and mathematics), social, and motor skills.

Question Scoring

The Infant Index consists of 5 subscales and 20 criteria. Each criterion includes four items corresponding to different levels of progressively challenging skills. Additionally, each child is evaluated with a score ranging from 0 to 4. The use of all five levels is required, meaning that intermediate estimates between points are not allowed.

Statistical Analysis

According to the statistical analysis of the index, a high score indicates enhanced abilities in a child. On the other hand, a consistently low score across all skill categories may suggest the presence of difficulties in various areas or other types of developmental challenges, necessitating referral for further assessment at Centers for Differential Diagnosis, Diagnosis, and Support (K.E.D.D.Y) or at Child Psychiatric Centers and Mental Health Centers for appropriate intervention by other specialists (e.g., school psychologist, special education teacher, speech therapist, etc.). It is worth noting that a student may perform very well in one subscale but show particularly low performance in another domain.

Validity and Reliability

This index is used as a tool for the early detection of children’s learning skills. It is also characterized by predictive ability. Regarding its scoring reliability, Cronbach’s alpha coefficients for each subscale range between .80 and .83.

References

Lindsay, G., & Desforges, M. (1999). The use of the Infant Index/Baseline‐PLUS as a baseline assessment measure of literacy. Journal of Research in Reading, 22(1), 55–66.
Ralli, A. M., Tsaousi, D., & Maridaki-Kassotaki, A. (2013). The predictive validity of the Preschool Children’s Skills Assessment Scale. Exploring the World of the Child, 12, 50–64.
Ralli, A., Maridaki-Kassotaki, A. (2012). Skills Assessment Scale for Preschool Children. Athens: Diadrasi.