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In general, the ASQ was translated with cultural appropriateness in mind and functioned as a valid and reliable parent-completed screening test to assist in early identification of young children with developmental delays. Further research is needed to confirm these results with a larger and more diverse Korean sample.

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In South Korea, there has been a rapid increase in challenging behaviors and other social-emotional difficulties at the early childhood level. Korean early childhood educators’ perspectives and strategies to address young children’s social-emotional competencies and challenging behaviors were investigated. Overall, results suggest that many Korean early childhood educators recognize the importance of social-emotional teaching strategies but report low levels of implementation of specific social-emotional strategies. The study also examined the effect of the categorical predictors such as special education teaching experience, children’s classroom age level, and duration of early childhood teaching experience on participants’ implementation levels. Korean early childhood teachers’ importance perceptions, regardless of their categorical variables, were the most influential predictor of implementation. Results are discussed and implications are delineated.

Objectives:To develop and validate the 6-year Ages and Stages Questionnaire (ASQ) for school-age children.Methods:Parents/caregivers of children 66–78 months were recruited from 6 countries and 15 states in the United States. Similar to other ASQ intervals, the 6-year ASQ has five developmental domains targeted for children from 66 months to 78 months of age. We assessed internal consistency reliability, test-retest reliability, the scale structure, validity (correlation coefficients), and utility of the 6-year ASQ. The 6-year ASQ screens development in five domains using 30 items.Results:Coefficient alpha measuring internal consistency was 0.97. Test-retest reliability was estimated by having parents complete two ASQ's on the same child within a week interval. Correlations between scores of the two ASQ's reflected stability of scores. Test-retest reliability results were robust with an intraclass correlation coefficient of 0.94. Factor analysis results resulted in a five factors structure. The Pearson correlations coefficients between the latent variables were moderate to large and statistically significant, P < 0.0001. The 6-year ASQ screens development in five domains using 30 items. The administration time varied from 10 to 60 min with a mean of 15.17 min. General utility result shows that the 6-year ASQ can be used with satisfaction by caregivers, pediatricians, professionals, and parents.Conclusions:Preliminary data on the 6-year ASQ reflected promising results. An easy-to-administer, accurate caregiver-completed screening tool may increase the frequency of screening for school-age children.