Minnesota Child Development Inventories: Predictors of Intelligence, Achievement, and Adaptability

Abstract

The cross-time consistency and validity of mothers' reports on the Minnesota Child Development Inventories were assessed in a longitudinal study from preschool through school entry years. Mothers (N=89–109) completed the Minnesota Child Development Inventory and the Minnesota Preschool Inventory when their children were 2½ and 5 years of age, respectively. Childrens' intelligence, achievement, and adaptive functioning were measured during the ages of2½ to 6 years. The major results showed that these inventories had considerable cross-time consistency and that they related positively and significantly to a variety of abilities measured objectively. The Minnesota Inventories had comparable predictive value and structure to that of objective tests, with language skills as the primary predictor of psychological performance at the school entry years. The clinical utility of these inventories was discussed.