Risk Assessment in Preschool Children: Research Implications for the Early Detection of Educational Handicaps

Abstract

Epidemiological techniques were used to reanalyze selected published studies that had screened preschool or kindergarten children. Subjects had been longitudinally tracked to determine results of the screens through the identification of educationally at-risk children. Using published results, a reanalysis of the studies was performed to include sensitivity, specificity, positive predictive value, relative risk ratio, and odds ratio. A comparison of these values was used to discuss and compare the predictive validity and risk indices of the studies. Further interpretation suggested a paradigm shift away from longitudinal studies for screening instrument testing. Methodological considerations emphasizing risk analysis and design modifications are discussed.