Parent-completed developmental questionnaires: Effectiveness with low and middle income parents

Squires, Jane; Potter, LaWanda; Bricker, Diane; Lamorey, Suzanne

doi:10.1016/s0885-2006(99)80043-x

Cited by 49 publications

(41 citation statements)

References 10 publications

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“…However, the ASQ-system is developed and based on the conviction that caregivers can provide information for proper assessments of their children. For instance, a study comparing the ASQ completion of low and middle-income parents in the US with subsequent assessment by the Bayley Scale of Infant and Toddler Development, shows no differences in the accuracy of scoring in the two groups of parents, giving support to the idea that parents-completion of child development questionnaires give reliable data also in high risk groups [20]. For now, when utilizing the ASQ-3 “home procedure” for research purpose in this cultural setting, data should be carefully interpreted with the difference in the quality of information in mind.…”

Section: Discussionmentioning

confidence: 99%

The assessment of developmental status using the Ages and Stages questionnaire-3 in nutritional research in north Indian young children

Kvestad

Taneja

Kumar

et al. 2013

Nutr J

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Objective and backgroundFor large epidemiological studies in low and middle-income countries, inexpensive and easily administered developmental assessment tools are called for. This report evaluates the feasibility of the assessment tool Ages and Stages Questionnaire 3.edition (ASQ-3) “home procedure” in a field trial in 422 North Indian young children.MethodsASQ-3 was translated and adjusted for a North Indian Hindi setting. Three examiners were trained by a clinical psychologist to perform the assessments. During the main study, ten % of the assessments were done by two examiners to estimate inter-observer agreement. During all sessions, the examiners recorded whether the scoring was based on observation of the skill during the session, or on caregiver’s report of the child’s skill. Intra class correlation coefficient was calculated to estimate the agreement between the raters and between the raters and a gold standard. Pearson product moment correlation coefficient and standardized alphas were calculated to measure internal consistency.Principal findingsInter-observer agreement was strong both during training exercises and during the main study. In the Motor subscales and the Problem Solving subscale most items could be observed during the session. The standardized alphas for the total ASQ-3 scale across all ages were strong, while the alpha values for the different subscales and age levels varied. The correlations between the total score and the subscale scores were consistently strong, while the correlations between subscale scores were moderate.Conclusions/significanceWe found that the translated and adjusted ASQ-3 “home procedure” was a feasible procedure for the collection of reliable data on the developmental status in infants and young children. Examiners were effectively trained over a short period of time, and the total ASQ scores showed adequate variability. However, further adjustments are needed to obtain satisfying alpha values in all subscales, and to ensure variability in all items when transferred to a North Indian cultural context.

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Section: Discussionmentioning

confidence: 99%

The assessment of developmental status using the Ages and Stages questionnaire-3 in nutritional research in north Indian young children

Kvestad

Taneja

Kumar

et al. 2013

Nutr J

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“…Parents completed the Ages and Stages Questionnaire (ASQ; Squires, Bricker, & Potter, ) to assess on‐time development in children ages 4 to 60 months in multiple domains of developmental functioning. The ASQ has been shown to have excellent psychometric properties in a wide range of national and international samples, including low‐ and middle‐income families (Squires, Potter, Bricker, & Lamorey, ), low birth weight (van Wyk et al, ), and preterm infants (Kerstjens et al, ). The reading level is approximately Grade 5, and it takes about 10 to 15 min to administer.…”

Section: Methodsmentioning

confidence: 99%

Parental alcohol use, parenting, and child on‐time development

Guttmannova

Hill

Bailey

et al. 2016

Infant and Child Development

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This study examined whether parental alcohol use in adolescence, adulthood, and, for mothers, during pregnancy was related to their young children's functioning in terms of their on-time development as indicated by the number of developmental areas in which children experienced delay. Observed parenting practices and family socioeconomic status were tested as potential explanatory mechanisms of these links. Data came from the surveys and videotaped observations of a community sample of 123 biological parents and their 1-5 year old children followed longitudinally. Results suggest that the negative association between parental alcohol use and children's development operates primarily through fathers' alcohol use. Additionally, father's adolescent regular alcohol use predicted the family's low SES, which in turn predicted less-skilled maternal parenting practices and children's developmental delay.

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“…The ASQ has undergone extensive study Squires et al, 1999;Squires, Nickel, & Eisert, 1996;Squires, Potter, Bricker, & Lamorey, 1998). The normative sample included over 8000 participants, and the validity sample included 1,511 participants.…”

Section: Proposed Assessment Processmentioning

confidence: 99%

Validity and Reliability of a Curriculum-Based Assessment Approach to Determine Eligibility for Part C Services

Macy¹,

Bricker²,

Squires³

2005

Journal of Early Intervention

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Traditional standardized, norm-referenced assessments are used most often to determine children's eligibility for specialized services. These traditional tests have at least two drawbacks: (a) test items and activities often do not reflect children's functional repertoires; and (b) outcomes are difficult to link directly to goal development, intervention, and evaluation.A promising alternative is the use of an assessment approach that reflects children's functional repertoires in familiar environments (i.e., authentic), and directly connects outcomes to programmatic efforts (i.e., linked). This study investigated the validity and reliability of an authentic and linked alternative assessment. Sixty-eight toddlers, with and without disabilities,

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Parent-completed developmental questionnaires: Effectiveness with low and middle income parents

Cited by 49 publications

References 10 publications

The assessment of developmental status using the Ages and Stages questionnaire-3 in nutritional research in north Indian young children

The assessment of developmental status using the Ages and Stages questionnaire-3 in nutritional research in north Indian young children

Parental alcohol use, parenting, and child on‐time development

Validity and Reliability of a Curriculum-Based Assessment Approach to Determine Eligibility for Part C Services

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