Embedded Validity Scales to Examine Caregiver Response Styles When Measuring Infant/Toddler Developmental Status

Validity of caregiver response to a developmental screening instrument was examined in 571 caregivers (51.7% identifying as ethnic minority) of infants/toddlers (48% female) assessed longitudinally from birth to 18 months. Three embedded validity scales were designed to detect: atypical (ATP), negative (NRS), and positive (PRS) response styles. Rates of responding on the ATP, NRS, and PRS scales relative to established validity measures, temporal stability including test-retest reliability of the scales, and relations between response styles and maternal education were examined. Response bias was low; however, significant differences due to maternal education were evident. More variable scores (ATP) and more advanced development (PRS) was consistently reported by caregivers with lower education. Caregivers with higher education reported their infants' development as less advanced (NRS). Base rates of uncommon responding ranged from 11.6% to 14.4% and 5.8% to 9.1% at liberal and conservative cut scores. Preliminary analysis of additional social-contextual sources of variation (e.g., caregiver mental health) in response styles suggests the need for complex modeling of multiple sources of bias in caregiver-reported developmental outcomes. These are the first embedded validity scales to be designed within a caregiver-reported instrument of infant/toddler development.