The norms, reliability and validity of the Brunet-Lezine test in Turkish children
Kayaalp, Levent and Aygölü, Füsun and Alsancak, Burçin and Düzen, Ekrem and Doğangün, Burak (2010) The norms, reliability and validity of the Brunet-Lezine test in Turkish children. Türk Pediatri Arşivi (Turkish Archives of Pediatrics), 45 (2). pp. 86-95. ISSN 1306-0015
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Official URL: http://dx.doi.org/10.4274/tpa.45.86
Aim: Brunet-Lezine-Revised is a kind of developmental test which measures motor and mental development of children aged between 2-30 months. Brunet Lezine is composed of posture, coordination, language, socialization subscales each of which screen development in one dimension. The aim of this study was to evaluate the reliability and validity of Brunet-Lezine-Revised. Material and Method: 761 children aged between 2-30 months were included in the standardization evaluation. The sample consisted of 355 girls and 406 boys. Cronbach's alpha reliability coefficient was used to determine total internal consistency of the test. The relation between subtests was determined by Pearson correlation coefficient. Paired t-test was used to compare the subtest and total points of consecutive months. Results: In the reliability analysis, the Cronbach's alpha coefficient was calculated as 0.98; 0.98; 0.95; and 0.95 for posture, coordination, language and socialization respectively. The Cronbach's alpha coefficient for the total scale was calculated as 0.99. To determine the predictive level of subtest points and total point for the developmental age intervals of infants, five lineer regression models were constructed regarding the developmental age interval as the dependent variable for each subtest. Analysis revealed that all of the models had high explanatory level (R-2> 0.94) and high level of significance (p< 0.001). Conclusions: This study shows that the Turkish version of the Brunet Lezine has appropriate reliability and validity for assessing motor and mental development in Turkish children aged between 2-30 months. (Turk Arch Ped 2010; 45: 86-95)
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