Face validity of the general development assessment test (EVADE) in children and adolescents aged 6-14 years (original) (raw)
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Global Pediatric Health, 2015
Introduction. Professionals who assess early childhood development highly benefit from reliable development screening measures. The Ages & Stages Questionnaire was adapted Brazil in 2010 and named ASQ-BR. Modifications in some items were required to improve the instrument’s psychometric properties. The present study modified the ASQ-BR to verify if those changes increase its characteristics. Method. This study researched 67 522 children from 972 public day care centers and preschools. Changes in items were made considering Cronbach’s α and item-to-total correlations. Reliability, dimensionality, and item-to-total correlations were calculated. Results. Regarding dimensionality, 86.2% of the scales in ASQ-BR-2011 were unidimensional. Internal consistency showed improvement from 2010 to 2011: 53.8% of the scales increased the α statistics against 41.2% that decreased, and 5.0% remained the same. Finally, 65.2% of the modified items showed improvement. Conclusions. Overall, the instrume...
Well-designed screening assessment instruments that can evaluate child development in public daycare centers represent an important resource to help improve the quality of these programs, as an early detection method for early developmental delay. The Ages and Stages Questionnaire, 3rd edition (ASQ-3), comprises a series of 21 questionnaires designed to screen developmental performance in the domains of communication, gross motor skills, fine motor skills, problem solving, and personal-social ability in children aged 2 to 66 months. The purpose of the present work was to translate and adapt all of the ASQ-3 questionnaires for use in Brazilian public child daycare centers and to explore their psychometric characteristics with both Classical Test Theory and Rating Scale analyses from the Rasch model family. A total of 18 Ages & Stages Questionnaires -Brazilian translation (ASQ-BR) questionnaires administered at intervals from 6 to 60 months of age were analyzed based on primary caregiver evaluations of 45,640 children distributed in 468 public daycare centers in the city of Rio de Janeiro. The results indicated that most of the ASQ-BR questionnaires had adequate internal consistency. Exploratory factor analyses yielded a one-factor solution for each domain of all of the ASQ-BR questionnaires. The only exception was the personal-social domain in some of the questionnaires. Item Response Theory based on Rating Scale analysis (infit and outfit mean squares statistics) indicated that only 44 of 540 items showed misfit problems. In summary, the ASQ-BR questionnaires are psychometrically sound developmental screening instruments that can be easily administered by primary caregivers.
Journal for ReAttach Therapy and Developmental Diversities
Background: Two developmental screening instruments for infants and young children, the Ages & Stages Questionnaires-Third Edition (ASQ-3) and the Ages & Stages Questionnaires: Social-Emotional (ASQ:SE), are widely used in the US and internationally. Both tools are sometimes used concurrently but the relation between children's scores on the two tools is seldom investigated. Methods: The Brazilian versions of ASQ-3 and ASQ:SE, known as the ASQ-BR and ASQ:SE-BR, were used for assessing 13,470 children ages one to four in public child daycare centres in Rio de Janeiro, Brazil. Four groups were defined according to children's ages as one, two, three, and four year-olds. Correlation and multiple regression were employed to explore the relation between children's scores on the ASQ-BR and the ASQ:SE-BR. Results: Results indicated that the domain scores of ASQ-BR, including communication (r =-0.38 to-0.44), gross motor (r =-0.19 to-0.32), fine motor (r =-0.33 to-0.45), problem solving (r =-0.36 to-0.42), and personal-social (r =-0.38 to-0.51) were significantly correlated with ASQ:SE-BR scores. Regression analyses suggested that the communication and personal-social domains were significant predictors of social-emotional scores in most of the age groups. Conclusion: General developmental assessment is suggested to be conducted with social-emotional screening. If the workload is heavy for administers to use both screeners concurrently, social-emotional screening is recommended for children who fail communication or personal-social domains on developmental screening tests.
Psico-USF, 2014
This study aimed to identify possible variables associated with cognitive, behavioral and emotional development in a cohort of school children, based on biological (sex, gestational age and birth weight) and socioeconomic variables (marital status, maternal and paternal education, occupation of head of household, socioeconomic status, and number of household members). We evaluated 790 children born in a cohort of Ribeirão Preto (SP), Brazil, with 10/11 years of age. The Raven Test was used for cognitive assessment and the Strengths and Difficulties Questionnaire was utilized for emotional and behavioral assessment. By means of multivariate logistic regression analysis (CI 95%) we found that: 1) low maternal schooling was associated with behavioral and emotional problems and poor cognitive function, 2) being female was considered as a protective factor against behavioral problems and 3) low birth weight and prematurity were not associated with the outcomes investigated.
Context: Early detection of developmental problems is critical, and interventions are more effective when they are carried out early in a child’s life. In Macedonia, there are only four centers providing early intervention services. Aims: In this research, we determined the reliability of the translation and adaptation of Ages and Stages Questionnaires 3rd edition (ASQ‑3‑M) for assessment of children aged 3–5 years old in Macedonia, and reported preliminary results of the gender differences in the development. Materials and Methods: ASQ‑3‑M was completed by 165 parents and 40 educators in seven kindergarten classrooms. Children were 3–5 years old. Statistical Analysis Used: Cronbach’s alpha, Intraclass Correlation coefficient (ICC), and interrater reliability (IRR) were used to assess ASQ-3-M psychometric properties. The Bayesian t‑test was performed to estimate the difference in means between males and females. Results: The Cronbach’s alpha ranged from 0.65 to 0.87. The overall ICC was 0.89 (ranged from 0.8 to 0.95), which indicates a strong to almost perfect strength of agreement between test‑retest. IRR correlation revealed an average of 0.88 (ranged from 0.74 to 0.95), suggesting that ASQ‑3‑M is reliable and stable. Conclusions: The results from the comparison between males and females on all dimensions of ASQ‑3‑M were not statistically significant (BF10 <3), indicating no significant gender difference. That said, the ASQ‑3 is recommended for routine use in screening children aged 3–5 years old.
Boletín médico del Hospital Infantil de México
Background: The Child Development Evaluation (CDE) Test is a screening instrument for developmental problems. In the validation study, a sensitivity of 81% and a specifi city of 61% were reported, considering a cut-off value for both a total development quotient (TDQ) of 90. Given that the TDQ is obtained by calculation of the five evaluated fields in the Battelle Development Inventory, 2nd edition (BDI-2), it may occur that a child is classifi ed as a false positive (TDQ ≥90) and may have a developmental delay in at least one of the fields (true positive). The objective of this work was to evaluate if the properties of the CDE Test are different when analyzing each fi eld for the probability of a developmental delay. Methods: The information obtained for the study from the validation (Rizzoli-Córdoba, 2013) was analyzed. In the CDE Test, a true positive was considered when the result was yellow or red. A developmental delay was considered per domain with a scale score <80 in the...
Validation of the Malawi Developmental Assessment Tool for Children in the Dominican Republic
2018
Background: This study initiated the validation process of a translated and adapted version of the Malawi Developmental Assessment Tool (MDAT) for children in the Dominican Republic (DR). Like Malawi before the development of the MDAT, the DR did not have early childhood development (ECD) tools explicitly designed for low-resource areas that are also valid assessments of child development. We chose MDAT because it underwent a rigorous validation process and retained measurements of test items that were culturally adaptable from the Denver Developmental Screening Test II. We aimed to test the internal consistency and inter-rater reliability of the psychometric properties of the MDAT in children under the age of two years living in low-income neighborhoods in Santo Domingo in 2017. Methods and Findings: Forty-two children from 2 to 24 months of age (mean = 11.26, SD = 6.37, boys = 22, girls = 20) and their corresponding caregiver participated in the study. We conducted a cross-section...
Psychometric properties of the gesell developmental assessment: A critique
Early Childhood Research Quarterly, 1992
The GeseN Developmental Assessment, also known as the Gesell School Readiness Screening Test, has been severely criticized because it lacks adequate reliability and validity data to support its use in making important placement decisions for young children (Bradley, 1985; Kaufman, 1985; Meisels, 1987; Shepard & Smith, 1986). Walker's article in this issue and a recent study by Lichtenstein (1990) are important contributions because they represent efforts by researchers at the Gesell Institute to make data available in an arena where they can be evaluated by the scholarly community. The three sets of assessment tasks examined in the Walker article, Copy Forms, Incomplete Man, and Cubes, show some reasonable psychometric properties as indicators of children's cognitive and perceptual-motor development. For example, performance on these tasks at ages 4 to 6 correlated with outcome measures at age 8, .37 for fine motor skills, .40 for reading achievement, .38 for social maturity, and 56 for similar peformance measures. However, in this critique I argue that the data do not meet technical standards regarding individual placement tests for normative comparisons, interjudge reliability, or predictive validity, and therefore do not justify the use of the Gesell test to place children in developmental kindergarten or transitional first grade. JUDGMENTAL BIAS IN THE DETERMINATION OF DEVELOPMENTAL AGE The most worrisome result in the Walker study was the finding that trained Gesell examiners consistently assigned developmental ages that were below chronological age to children in the original norm groups. Ordinarily children used to establish the norms have by definition derived scores that exactly match their chronological age. So, for example, children who were tested when they were just 5 years 0 months old receive, on average, developmental age scores of 5.0. In contrast, Walker found that children in the