Adapting and translating the Mullen Scales of Early Learning for the South African context

dc.contributor.authorBornman, Juan
dc.contributor.authorRomski, MaryAnn
dc.contributor.authorTonsing, Kerstin Monika
dc.contributor.authorSevcik, Rose
dc.contributor.authorWhite, Robyn May
dc.contributor.authorBarton-Hulsey, Andrea
dc.contributor.authorMorwane, Refilwe
dc.contributor.emailjuan.bornman@up.ac.zaen_ZA
dc.date.accessioned2018-04-16T09:31:10Z
dc.date.available2018-04-16T09:31:10Z
dc.date.issued2018-03-08
dc.description.abstractBACKGROUND : South African speech-language therapists have identified the need for culturally valid and sensitive assessment tools that can accommodate multiple languages and cover a reasonable age range. The Mullen Scales of Early Learning (MSEL) extend from birth to 68 months, contain five separate subscales including receptive language, expressive language, gross motor, fine motor and visual reception scale, are straightforward to administer and have been successfully used in other African countries, such as Uganda. It also identifies a child’s strengths and weaknesses and provides a solid foundation for intervention planning. OBJECTIVES : This research aimed to demonstrate the appropriateness and usefulness of the translated and culturally and linguistically adapted MSEL across four South African languages (Afrikaans, isiZulu, Setswana and South African English) through two sub-aims: (1) to describe differences, if any, in MSEL performance across language groups and (2) to describe differences, if any, in MSEL performance between age groups. METHOD : A total of 198 typically developing children between the ages of 21 and 68 months spread across the four language groups were individually assessed with the culturally and linguistically adapted and translated MSEL. RESULTS : A one-way analysis of variance (ANOVA) showed no statistically significant differences between the four language groups for total MSEL scores. A Welch’s one-way ANOVA showed that the total MSEL scores were significantly different between age groups. CONCLUSION : The translation and adaptation of the MSEL was successful and did not advantage or disadvantage children based on their home language, implying that linguistic equivalence was achieved. The MSEL results differed between age groups, suggesting that the measure was also successful in differentiating the performance of children at different developmental levels.en_ZA
dc.description.departmentCentre for Augmentative and Alternative Communication (CAAC)en_ZA
dc.description.librarianam2018en_ZA
dc.description.sponsorshipFunding for the study was provided by the National Institutes of Health’s Fogarty International Center through grant number TW-008999 to MaryAnn Romski. This research was supported by the United States National Institutes of Health’s Fogarty International Center (grant number TW-008999) to MaryAnn Romski.en_ZA
dc.description.urihttps://sajcd.org.za/index.php/sajcden_ZA
dc.identifier.citationBornman, J., Romski, M., Tonsing, K., Sevcik, R., White, R., Barton-Hulsey, A. et al. (2018). Adapting and translating the Mullen Scales of Early Learning for the South African context. South African Journal of Communication Disorders 65(1), a571. https://DOI. org/ 10.4102/sajcd.v65i1.571.en_ZA
dc.identifier.issn0379-8046 (print)
dc.identifier.issn2225-4765 (online)
dc.identifier.other10.4102/sajcd.v65i1.571
dc.identifier.urihttp://hdl.handle.net/2263/64568
dc.language.isoenen_ZA
dc.publisherAOSIS OpenJournalsen_ZA
dc.rights© 2018 Juan Bornman, MaryAnn Romski, Kerstin Tonsing, Rose Sevcik, Robyn M. White, Andrea Barton-Hulsey, Refilwe Morwane. This work is licensed under CC Attribution 4.0.en_ZA
dc.subjectBirthen_ZA
dc.subjectSouth African languagesen_ZA
dc.subjectMullen scales of early learning (MSEL)en_ZA
dc.subjectOne-way analysis of variance (ANOVA)en_ZA
dc.titleAdapting and translating the Mullen Scales of Early Learning for the South African contexten_ZA
dc.typeArticleen_ZA

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