Differences in Performance on Developmental Tasks in Young Children Across Digital and Paper-Based Modalities: A Feasibility Trial

ABSTRACT: Objective: To determine whether use of digital-based screening is a feasible approach to monitoring child development, it is necessary to assess young children's abilities to interface with touch screen technology. The primary objectives of this exploratory feasibility study with a randomized experimental design were to determine (1) whether young children respond differently to developmental tasks on paper versus tablet device and (2) whether responses to items presented digitally differed according to hours of weekly exposure to touch screen technology in the home. Methods: Eighty children attending 18-, 24-, 36-, or 48-month pediatrician well-child checks were randomly assigned to complete a series of 70 examiner-facilitated, developmental tasks across 7 domains (receptive language, expressive language, early literacy, early numeracy, social emotional, cognition, and fine motor) presented either digitally or on paper. Parents provided information about use of technology in the home. A series of t tests assessed for main effects of presentation modality (digital vs paper) on each of the domains. Results: Raw scores across the 7 domains did not differ by presentation modality. Hours of technology use per week was not related to raw scores among children in the digital condition. Conclusion: Young children do not respond differentially to items when presented in a digital format in comparison to a paper-based format. Use of manipulatives for assessing developmental skills may be needed for children 2 years and younger, as they displayed a limited range of responses to items in both conditions at these age groups. Address for reprints: Allison G. Dempsey, PhD, Division of Child and Adolescent Psychiatry, Department of Psychiatry, University of Colorado School of Medicine, 13123 East 16th Avenue, Box 755, Aurora, CO 80045; e-mail: allison.dempsey@childrenscolorado.org. This investigation was supported by Woodcock Institute for the Advancement of Neurocognitive Research and Applied Practice, Texas Women's University, Grant #55429. Disclosure: The authors declare no conflict of interest. Received October 19, 2017 Accepted August 20, 2018 Copyright © 2018 Wolters Kluwer Health, Inc. All rights reserved.

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