Examining the Technical Adequacy of the Ages &amp; Stages Questionnaires: INVENTORY

Clifford, Jantina; Chen, Ching-I; Xie, Huichao; Chen, Chieh-Yu; Murphy, Kimberly; Ascetta, Kate; Frantz, Rebecca; Hansen, Sarah

doi:10.1097/iyc.0000000000000124

Cited by 8 publications

(6 citation statements)

References 35 publications

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“…The main difference between the ASQ:I and the ASQ-3 is that the ASQ-3 presents a limited number of items within an age-specific scale (i.e., six items per domain) to identify risk for delay at one point in time, whereas the ASQ:I presents the entire list of ASQ items (i.e., 65-70 items) by domain as a continuous measure in order to monitor progress over time (Chen, 2013;Clifford et al, 2018).…”

Section: Methodsmentioning

confidence: 99%

Use of Ages and Stages Questionnaires™ (ASQ) in a Navajo population: Comparison with the U.S. normative dataset

Nozadi

Clifford

et al. 2019

Child

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Background: The Ages and Stages Questionnaires-Third Edition (ASQ-3) is a parentcompleted screening to identify young children at-risk for developmental delays in the United States and internationally. Federal programs operating on Navajo Nation use the ASQ-3 to determine the need for early intervention services, even though the ASQ-3 national sample used to establish cutoff scores for referral included only 1% Native American children.Objectives: The current study aimed to compare the ASQ-3 results from a sample of Navajo infants to those from a representative national U.S. sample and to examine the specificity and sensitivity of the ASQ-3 in Navajo population. Methods:The sample included 530 Navajo infants (47.3% males) aged between 1 and 13 months who lived in remote and rural areas across the Navajo Nation.Children's development was assessed during home visits at 2-, 6-, 9-, and 12-month assessment windows.Results: Results showed that after 6 months, Navajo children had lower mean scores and higher percentages of children at-risk for developmental delays than those from the national sample. The sensitivities and specificities, estimated using a Bayesian diagnostic approach under both conservative and nonconservative prior range choices, suggested a comparable validity performance to that from other ASQ-3 studies.Discussion: The results of this study along with our ongoing comprehensive assessments at 4 years of age inform current programs working with Navajo children to improve early identification of developmental delays.

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Section: Methodsmentioning

confidence: 99%

Use of Ages and Stages Questionnaires™ (ASQ) in a Navajo population: Comparison with the U.S. normative dataset

Nozadi

Clifford

et al. 2019

Child

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“…Children’s neurodevelopmental outcomes were assessed during home or clinic visits at approximately the 10- and 13- month assessment windows (+/− 1 month) by trained Navajo research field staff using the Ages and Stages Questionnaire Inventory (ASQ:I) [ 55 ]. The ASQ:I is an alternative measure to the commonly used screener Ages and Stages Questionnaire (ASQ) [ 56 , 57 ].…”

Section: Methodsmentioning

confidence: 99%

“…The ASQ:I is an alternative measure to the commonly used screener Ages and Stages Questionnaire (ASQ) [ 56 , 57 ]. Unlike the binary ASQ-derived score (delayed or not delayed), the ASQ:I yields a continuous score allowing for more quantitative monitoring of developmental progress over time [ 55 ]. The ASQ:I has five scales, each with 65–70 items, to assess children’s development in five domains: (1) Communication (e.g., “Does your baby make high-pitched squeals?”); (2) Gross motor (e.g., “When your baby is on her back does she kick her legs?”); (3) Fine motor (e.g., “Does your baby pick up a small toy with only one hand?”); (4) Problem solving (e.g., “Does your baby pick up a toy and put it in her mouth?”); and (5) Personal-social (“Does your baby smile at you”).…”

Section: Methodsmentioning

confidence: 99%

Prenatal Metal Exposures and Infants’ Developmental Outcomes in a Navajo Population

Nozadi

Luo

et al. 2021

IJERPH

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Early-life exposure to environmental toxicants can have detrimental effects on children’s neurodevelopment. In the current study, we employed a causal modeling framework to examine the direct effect of specific maternal prenatal exposures on infants’ neurodevelopment in the context of co-occurring metals. Maternal metal exposure and select micronutrients’ concentrations were assessed using samples collected at the time of delivery from mothers living across Navajo Nation with community exposure to metal mixtures originating from abandoned uranium mines. Infants’ development across five domains was measured at ages 10 to 13 months using the Ages and Stages Questionnaire Inventory (ASQ:I), an early developmental screener. After adjusting for effects of other confounding metals and demographic variables, prenatal exposure to lead, arsenic, antimony, barium, copper, and molybdenum predicted deficits in at least one of the ASQ:I domain scores. Strontium, tungsten, and thallium were positively associated with several aspects of infants’ development. Mothers with lower socioeconomic status (SES) had higher lead, cesium, and thallium exposures compared to mothers from high SES backgrounds. These mothers also had infants with lower scores across various developmental domains. The current study has many strengths including its focus on neurodevelopmental outcomes during infancy, an understudied developmental period, and the use of a novel analytical method to control for the effects of co-occurring metals while examining the effect of each metal on neurodevelopmental outcomes. Yet, future examination of how the effects of prenatal exposure on neurodevelopmental outcomes unfold over time while considering all potential interactions among metals and micronutrients is warranted.

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“…At the time of this study, the authors were given access to the unpublished ASQ-I instrument courtesy of the Ages and Stages Questionnaire (ASQ) group at the University of Oregon. The validity and reliability of the ASQ-I has since been published [32], and has also been adapted and validated in China [33]. To adapt the ASQ-I to Madagascar, the authors worked in an iterative process for any changes to item ordering, text adaptations, administration protocols for Madagascar, and coding of items.…”

Section: Methodsmentioning

confidence: 99%

Caregiver perceptions of child development in rural Madagascar: a cross-sectional study

et al. 2019

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Background Human capital (the knowledge, skills, and health that accumulate over life) can be optimized by investments in early childhood to promote cognitive and language development. Parents and caregivers play a crucial role in the promotion and support of cognitive development in their children. Thus, understanding caregiver perceptions of a child’s capabilities and attributes, including intelligence, may enhance investments early in life. To explore this question, we asked caregivers to rank their child’s intelligence in comparison with other children in the community, and compared this ranking with children’s scores on an assessment of developmental abilities across multiple domains. Methods Our study examined cross-sectional data of 3361 children aged 16–42 months in rural Madagascar. Child intelligence, as perceived by their caregiver, was captured using a ladder ranking scale based on the MacArthur Scale for Subjective Social Status. Children’s developmental abilities were assessed using scores from the Ages and Stages Questionnaire: Inventory (ASQ-I), which measures cognitive, language, and socio-emotional development. Ranked percentiles of the ASQ-I were generated within communities and across the whole sample. We created categories of under-estimation, matched, and over-estimation by taking the differences in rankings between caregiver-perceived child intelligence and ASQ-I. Child nutritional status, caregiver belief of their influence on child intelligence, and sociodemographic factors were examined as potential correlates of discordance between the measures using multinomial logistic regressions. Results We found caregiver perceptions of intelligence in Madagascar did not align consistently with the ASQ-I, with approximately 8% of caregivers under-estimating and almost 50% over-estimating their children’s developmental abilities. Child nutritional status, caregiver belief of their influence on child intelligence, caregiver education, and wealth were associated with under- or over-estimation of children’s developmental abilities. Conclusions Our findings suggest parents may not always have an accurate perception of their child’s intelligence or abilities compared with other children. The results are consistent with the limited literature on parental perceptions of child nutrition, which documents a discordance between caregiver perceptions and objective measures. Further research is needed to understand the common cues caregivers that use to identify child development milestones and how these may differ from researcher-observed measures in low-income settings. Trial registration Current Controlled Trials ISRCTN14393738. Registered June 23, 2015.

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Examining the Technical Adequacy of the Ages & Stages Questionnaires: INVENTORY

Cited by 8 publications

References 35 publications

Use of Ages and Stages Questionnaires™ (ASQ) in a Navajo population: Comparison with the U.S. normative dataset

Use of Ages and Stages Questionnaires™ (ASQ) in a Navajo population: Comparison with the U.S. normative dataset

Prenatal Metal Exposures and Infants’ Developmental Outcomes in a Navajo Population

Caregiver perceptions of child development in rural Madagascar: a cross-sectional study

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