Purpose: The purpose of this study was to compare the Pediatric Evaluation of Disability Inventory (PEDI) and the Mullen Scales of Early Learning (MSEL) as measures of change in children who received early intervention services.
Methods: Thirty-four children were stratified into 2 groups according to the presence of gross motor delay. The PEDI and MSEL were administered 3 times: at an average age of 18, 31, and 53 months of age. Data were analyzed using a repeated-measures multivariate analysis of variance.
Results: The findings suggest that PEDI Functional Skills Scaled Scores were capable of measuring change in both groups of children. The standard scores on the PEDI Functional Skills Social Scale were found to be more sensitive to change than the MSEL Receptive and Expressive Language scores for children with motor delays.
Conclusion: Using PEDI scaled scores may be an effective strategy for measuring change in children receiving early intervention services.
The authors found in a study of the sensitivity of the PEDI that it would be an effective measure of change in children who are receiving EI services and between the ages of 15 and 53 months.
Rocky Mountain University of Health Professions, Provo, Utah (Dr Eigsti); Regis University, Denver, Colorado (Dr Eigsti); University of Puget Sound, Tacoma, Washington (Dr Chandler); JFK Partners, University of Colorado Denver, Aurora, Colorado (Dr Robinson); Center for Gait and Movement Analysis, University of Colorado Denver, Aurora, Colorado (Dr Bodkin).
Correspondence: Heidi Eigsti, PT, PhD, DPT, PCS, 3333 Regis Blvd, Regis University, Reuckert-Hartman College of Health Professions, School of Physical Therapy, Denver, CO 80210 (firstname.lastname@example.org).
Grant Support: Section on Pediatrics, American Physical Therapy Association awarded to Dr Eigsti.
This work was completed while Dr Eigsti was a student at Rocky Mountain University.