Ages & Stages Questionnaire-Brazil-2011: Adjustments on an Early Childhood Development Screening Measure (original) (raw)
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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.
Ages & Stages Questionnaire–Brazil–2011
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...
Ages & Stages Questionnaire–Brazil–2011
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 instrument's psychometrics improved from 2010 to 2011, especially in the personal/social domain. However, it still leaves room for improvement in future studies.
Jornal de Pediatria
The present study aims to analyze the psychometric properties and general validity of the Caregiver Reported Early Development Instruments (CREDI) short form for the populationlevel assessment of early childhood development for Brazilian children under age 3. Method: The study analyzed the acceptability, test-retest reliability, internal consistency and discriminant validity of the CREDI short-form tool. The study also analyzed the concurrent validity of the CREDI with a direct observational measure (Inter-American Development Bank's Regional Project on Child Development Indicators; PRIDI). The full sample includes 1,265 Brazilian caregivers of children from 0 to 35 months (678 of which comprising an in-person sample and 587 an online sample). Results: Results from qualitative interviews suggest overall high rates of acceptability. Most of the items showed adequate test-retest reliability, with an average agreement of 84%. Cronbach's alpha suggested adequate internal consistency/inter-item reliability (˛ > 0.80) for the CREDI within each of the six age groups (0-5, 6-11, 12-17, 18-23, 24-29 and 30-35 months of age). Multivariate analyses of construct validity showed that a significant proportion of the variance in CREDI scores could be explained by child gender and family characteristics, most importantly caregiver-reported cognitive stimulation in the home (p < 0.0001). Regarding concurrent validity, scores on the CREDI were significantly correlated with overall PRIDI scores within the in-person sample at r = 0.46 (p < 0.001).
Normative Principles of Application and Interpretation of the Preschool Screening System (Atena Editora), 2023
The presence of adverse situations that may compromise the proper development of the child indicates the importance of having procedures that allow early identification of problems in the main cognitive areas responsible for learning. A development screening, still in the preschool phase, can offer kindergarten and early elementary school teachers the indication of work plans and pedagogical interventions that enhance positive responses, enabling, when applicable, to overcome deficit results . Objectives: To systematize the Preschool Screening System for early identification of signs of developmental delay, comparing results between Brazilian and North American children. Method: Observational, cross-sectional and descriptive study carried out in Early Childhood Education and Elementary School units in Curitiba - Paraná - Brazil. Investigated areas: Consciousness and Body Control, Visuoperceptive-motor and Language. Sampling: 411 children aged 4 to 6 years old. The scores were recorded in an electronic spreadsheet and in graphs of descriptive measures. Results: Comparison of the data obtained verified in which categories the results of Brazilian children were below, equivalent or above those achieved by North American children. Both in the Total Score of the Pre-School Screening System, and in each of its Subtests, there was a progressive increase in the results achieved by Brazilian children, as the age group grew. Conclusion: A practical, effective instrument, easy to understand and quickly applied to assess cognitive areas responsible for learning, but which requires adaptations and norms according to the regional reality where it will be applied.
Early Human Development, 2015
Background: The essential underlying foundations of Early Intervention (EI), in which parents/family play a critical role in their child's development, leads us to conclude that their contribution assessing early detection of problems is fundamental. The Ages & Stages Questionnaires (ASQ) is a standardized screening instrument that has been successfully studied in different countries and cultures. Aims: Translate and study the psychometrics proprieties of the Portuguese version of the 9, 18 and 30 month questionnaires of the Ages and Stages Questionnaires, 3rd edition (ASQ-3). Study design: Cross-sectional study. Subjects: Validity and reliability were studied in a sample of 234 parents of children within 9, 18 and 30 months. Results: The results indicated that the questionnaires had good internal consistency, strong agreement between observers and between observations with two weeks interval, and strong Pearson product-moment correlation coefficients between the overall and the total for each domain. The cutoff points (i.e. 2 standard deviations below the mean domain score), that identifies children who should receive further referral for more comprehensive assessment, were close to those determined in the original ASQ-3 psychometric studies. Cronbach's alpha ranging from .42 to .70 and Pearson's r values varies from .22 to .60. Conclusions: Although some weaknesses were noted in psychometric qualities analysis, it can be concluded that the ASQ-PT of 9, 18 and 30 months of age fulfills the requirements of a screening tool validated for the Portuguese population. Practice implications: To allow the early identification of children with developmental problems.
Validation of the Dominican system for measuring early childhood development
F1000Research
Background: The purpose of the study was to determine the psychometric properties of the Dominican System for Measuring Early Childhood Development (SIMEDID, for its Spanish acronym), to adjust the sequence of item presentation, and to provide age-standardized norms for each item, to enable policy and program managers to make decisions based on specific and structured data. Methods: After approval from an ethics committee, a total of 948 children from 0 to 60 months participated in this study. Participants were evaluated on four early childhood development domains (gross motor, fine motor, language development, and socio-emotional development). The data were collected from November 2021 to February 2022, either at early childhood care centers or at home, using mobile devices that guided the evaluators through the screener. Data were later synced to a global database. Psychometric properties were calculated using Cronbach’s alpha and split-half parallel reliability. For reorganizing ...
Support for the global feasibility of the Ages and Stages Questionnaire as developmental screener
Early Human Development, 2009
Objective: To investigate the psychometric properties of the Dutch version of the 48 months Ages and Stages Questionnaire (D_ASQ_48). Design: Prospective cohort study of a community-based sample of children born in 2002 and 2003 whose parents filled out the D_ASQ_48 and a questionnaire on school status at 60 months. The ASQ was translated into Dutch and back-translated into English by three independent translators. Setting: Well Child Centers covering 25% of the Netherlands. Participants: Parents of 1510 preterm and 562 term children born in 2002-2003 attending routine Well Child visits at age 45-50 months. Main outcome measures: Reliability, validity and mean population scores for D_ASQ_48 compared to other countries. Results: Mean population scores for the D_ASQ_48 were mostly similar to those in the USA, Norway and Korea. Exceptions (effect sizes of difference N 0.5) were problem solving (USA) and fine motor (Korea). Reliability was good for the total score (Cronbach alpha 0.79) and acceptable for all domains (0.61-0.74). As expected, infants born at gestational age b 32 weeks, children from low income families, of low educated mothers, and boys were more likely to fail on several domains (odds ratios, OR ranging from 1.5 to 4.9). The only unexpected association concerned children from one-parent families. Sensitivity to predict special education at five years of age was 89% and specificity 80%. Conclusions: The good psychometric properties of the Dutch ASQ_48 and the small differences when compared to other countries support its usefulness in the early detection of developmental problems amongst children worldwide.
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.