Psychometric properties of the Spanish version of the Ages &amp; Stages Questionnaires: Social–Emotional in a nationally representative sample

Alvarez-Nuñez, Lucía; González, Mariana; Rudnitzky, Fanny; Vásquez-Echeverría, Alejandro

doi:10.1016/j.earlhumdev.2020.105157

Cited by 12 publications

(3 citation statements)

References 19 publications

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“…Their validity and applicability have been repeatedly confirmed, including in the framework of empirical studies (Aizikovitsh-Udi & Cheng, 2015 ; Ennis, 2018 ; Heo & Squires, 2012 ; Kwan & Wong, 2015 ). The test has numerous national adaptations (Alvarez-Nuñez et al, 2020 ; Chen et al, 2017 ).…”

Section: Methodsmentioning

confidence: 99%

The role of physical activity promoting thinking skills and emotional behavior of preschool children

Wang

2022

Psicol. Refl. Crít.

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Objectives Physical activity is critical, not only for the normal growth and development of children, but also for emotional and social behavior. The purpose of the article is to determine the relationship between physical education and social and emotional development of preschool children. Methods The study involved 366 children (188 boys and 178 girls) at the ages of 5 (N = 191) and 6 (N = 174), who study in public kindergartens in Beijing (China). Within 3 months, additional physical education and fitness classes were held. Before and after the study, a test was conducted: Ages & Stages Questionnaires: Social-Emotional (ASQ:SE), which was completed by the parents. The research process did not affect the performance or development of children participants. Results As a result of the study, the main regularities of the influence of physical education on social and emotional behavior of children were established. Based on the results of the study, it was determined that there is a positive correlation between age, physical education, and social-emotional behavior (r +—= 0.668). Conclusion Gender differences are not statistically significant when it comes to physical activity’s effect on social and emotional behavior (p-value = 0.004). The results can be applied to programs for the prevention of psychosocial and social-emotional development delays of children in kindergartens.

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Section: Methodsmentioning

confidence: 99%

The role of physical activity promoting thinking skills and emotional behavior of preschool children

Wang

2022

Psicol. Refl. Crít.

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“…Neurodevelopment for communication, gross motor skills, fine motor skills, problem solving, and personal-social domains were assessed using the ASQ third version. Each domain consists of 6 items ( Mei et al, 2015 ; Alvarez-Nuñez et al, 2020 ). The rating scales are given 0, 5, and 10 for “No,” “Sometimes,” and “Yes,” respectively.…”

Section: Methodsmentioning

confidence: 99%

Sensory stimulation program improves developments of preterm infants in Southwest China: A randomized controlled trial

Zheng

Sangthong²,

Ingviya³

et al. 2022

Front. Psychol.

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Preterm infants are prone to growth and developmental delay, especially social-emotional development. Sensory stimulation may benefit developmental outcomes for these vulnerable infants. This study aims to determine whether 5-integrated sensory stimulation (5-ISS) improves preterm infant social-emotional development. A randomized, parallel trial was conducted from November 2018 to January 2020 at three tertiary hospitals in Kunming, China. Preterm infants were eligible if gestational ages were from 28 to 36 weeks based on ultrasound results when discharged from neonatal wards. Two hundred preterm infants (male n = 110, female n = 90) were randomly allocated to the 5-ISS intervention group (n = 98) and the standard care group (n = 102). Social-emotional development was assessed with the Ages and Stages Questionnaires: Social-Emotional (ASQ:SE). Temperament was assessed with the Infant Behavior Questionnaire-Revised. Anthropometry, which included weight, length, and head circumference, was measured at corrected ages of 1, 3, and 6 months. Demographic and clinical characteristics were similar between the intervention and the standard care groups. At 1- and 3-month corrected age, no significant differences between the two groups were observed in terms of infant development and temperament. At 6 months, significant disparities were found in the social-emotional development scale (mean difference −0.29, 95% CI: −0.58, < -0.001, p = 0.01), infant length (mean difference 0.70, 95% CI: < 0.001, 1.4, p = 0.03), distress to limitation (p = 0.04), and sadness (p = 0.03). A mixed model revealed that the 5-ISS intervention positively affected social-emotional development, length, distress to limitation, and sadness for preterm infants. Integrated sensory stimulation has benefits on social-emotional development, temperament, and length for preterm infants. This program provides a feasible method to promote social-emotional development for preterm infants.

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“…In the USA as well as in many European countries (e.g. Denmark, Norway, Spain, Sweden) for early developmental and social-emotional screening the Ages and Stages dynamic screening and intervention method has been used (Alvarez-Nuñez, González, Rudnitzky, & Vásquez-Echeverría, 2020;Marks, Sjö, & Wislon, 2018). Ages and Stages method consists of the screening of a child's overall development (communication, fine and gross motor, personalsocial skills, problem-solving) (Ages and Stages Questionnaires 3) (Squires & Bricker, 2009), more thorough screening for social-emotional problems (Ages and Stages: SocialEmotional2)(ASQ:SE2) (Squires, Bricker, & Twombly, 2015), and developmental and social-emotional learning activities to promote the child's development (Squires et al, 2015;Twombly & Fink, 2004).…”

Section: Tänusõnadmentioning

confidence: 99%

Suitability of the Estonian adaption of the Ages and Stages Questionnaires: Social-Emotional 2nd Ed (ASQ:SE-2) 36 Month Questionnaire to assess social-emotional behaviour in 3-year-old Estonian children

Kaldoja¹,

Mäeots²,

Tolli³

et al. 2021

EHA

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Sotsiaal-emotsionaalsed oskused on sotsiaalse pädevuse oluline osa. Eestis puuduvad sobilikud mõõtevahendid koolieelikute sotsiaal-emotsionaalse arengu hindamiseks. 2009. aastal kohandati TÜK Lastekliinikus eesti keelde küsimustike "Ages and Stages: Social-Emotional Questionnaires" (ASQ:SE) 2001. aastal ilmunud metoodika. 2015. aastal ilmus ASQ:SE parandatud versioon (ASQ:SE-2), mis nüüdseks samuti eestindatud. Siinse töö eesmärk on tutvustada eestindatud ASQ:SE-2 36 kuu vanuste laste küsimustiku sobivust eesti laste sotsiaal-emotsionaalse arengu hindamiseks (sh täpsustada küsimustiku psühhomeetrilisi näitajaid). Uuringus osales 62 last vanuses 31–43 kuud. Tulemustest selgus, et eestikeelse ASQ:SE-2 36 kuu vanuste laste küsimustiku sisereliaablus on aktsepteeritav (α = 0,719), spetsiifilisus ja sensitiivsus on vastavalt 81,5 ja 66,7 protsenti, võrdlev valiidsus rahuldav (r = –0,629, p < 0,00). Esmased tulemused kinnitasid ASQ:SE-2 36 kuu vanuste laste hindamiseks mõeldud küsimustiku sobivust eesti laste sotsiaalemotsionaalse arengu sõeltestimiseks. Summary

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Psychometric properties of the Spanish version of the Ages & Stages Questionnaires: Social–Emotional in a nationally representative sample

Cited by 12 publications

References 19 publications

The role of physical activity promoting thinking skills and emotional behavior of preschool children

The role of physical activity promoting thinking skills and emotional behavior of preschool children

Sensory stimulation program improves developments of preterm infants in Southwest China: A randomized controlled trial

Suitability of the Estonian adaption of the Ages and Stages Questionnaires: Social-Emotional 2nd Ed (ASQ:SE-2) 36 Month Questionnaire to assess social-emotional behaviour in 3-year-old Estonian children

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