Traducción y adaptación cultural de la Escala de actividades para niños (ASK) al castellano

Vázquez, Montserrat Santamaría; Blanco, Valeriana Guijo; Landa, Silvia Ubillos

doi:10.1016/j.ft.2019.05.003

Cited by 2 publications

(4 citation statements)

References 20 publications

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“…ASK22 28 is made up of two 30-item subscales that evaluate capability (ASKc) and performance (ASKp) on a Likert-type scale with a response range from 0 ‘I could not’ to 4 ‘with no problem’. The theoretical structure proposed by the initial authors for both ASKc and ASKp included seven dimensions for each scale: personal care (three items), dressing (four items), other skills (four items), locomotion (seven items), play (two items), skills at standing up (five items) and movement (five items).…”

Section: Methodsmentioning

confidence: 99%

“…The Spanish adaptation of ASK was used in the present study. The process followed for the translation and cultural adaptation of ASK to Castilian Spanish has been fully explained by Santamaría-Vázquez et al 22…”

Section: Methodsmentioning

confidence: 99%

“…ASK has been translated into Italian, 14 21 Spanish, 22 Portuguese, 23 Brazilian, 24 Persian or Farsi, 25 German 26 and Nepali, 27 and analyses of the psychometric properties of all versions yielded adequate results. However, there are at present no validated versions of ASKc and ASKp in Spanish.…”

Section: Introductionmentioning

confidence: 99%

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Psychometric properties of the Spanish version of the Activities Scale for Kids (ASK): reliability, validity and the Rasch model

Vázquez¹,

Blanco²,

Puente-Martínez³

et al. 2023

BMJ Open

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AimsTo evaluate the psychometric properties of the Spanish version of the Activities Scale for Kids capability (ASKc) and ASK performance (ASKp) questionnaires.DesignIt includes an analysis of different types of reliability (internal consistency, test–retest, inter-rater, Rasch model) and validity (convergent and discriminant) values.SettingsThe sample was recruited in schools, associations and one hospital in Spain.ParticipantsThe main sample comprised 448 children (114 with disabilities); and 96 parents of the group of 114 children with disabilities, along with 2 therapists.Methods and procedureChildren with physical disabilities completed questionnaires at two different time points; while healthy children only once. Both ASK questionnaires were also administered to parents. Therapists observed 69 children in 15 of the 30 activities listed in the ASKc.Primary and secondary outcome measuresASKc and ASKp were used to measure physical disability among children. The Childhood Health Assessment Questionnaire (CHAQ), The Screening For and Promotion of Health-Related Quality of Life in Childrenand Adolescents – a European Public Health perspective (KIDSCREEN), Gross Motor Function Classification System (GMFCS), Manual Ability Classification System (MACS) and Functional Mobility Scale (FMS) were used to analyse convergent validity.ResultsExcellent values were obtained for the reliability of the scale. Internal consistency was >0.95 (Cronbach’s α) for both questionnaires. The intraclass correlation coefficient test–retest reliability was 0.94 (ASKc) and 0.93 (ASKp). Correlations between parents’ and children’s scores were 0.91(ASKc) and 0.90 (ASKp); and the correlation between therapists’ and children’s scores was 0.78. The Rasch analysis indicated that the Spanish version had a unidimensional structure. Furthermore, the results revealed adequate validity indices. Both ASK questionnaires correlated significantly with the CHAQ, three dimensions of the KIDSCREEN and the GMFCS, MACS and FMS. Finally, children without disabilities had higher ASKc and ASKp scores than children with disabilities (p=0.0001).ConclusionsBoth the ASKc and the ASKp versions are reliable and valid instruments that can be used to measure the capabilities of Spanish-speaking children, whose responses also demonstrate their own reliability as informants of the impact of disability on the activities of daily living.

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Section: Methodsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

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Psychometric properties of the Spanish version of the Activities Scale for Kids (ASK): reliability, validity and the Rasch model

Vázquez¹,

Blanco²,

Puente-Martínez³

et al. 2023

BMJ Open

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“…People's views on independence/dependence/interdependence in children's self-care activities are affected by cultural values (3). Family beliefs, values, and attitudes about child rearing, independence, and self-reliance affect children's ADL performance (9). Therefore, it is important to evaluate ADL in specific socio-cultural context of the clients.…”

Section: Pediatric Evaluation Of Disability Inventory (Pedi)mentioning

confidence: 99%

Preparing “the Activities of Daily Living Inventory for Children with Disabilities” (ADLIC-D) and Investigating Its Psychometric Properties in Children with Autism Spectrum Disorder, Intellectual Disability and Cerebral Palsy

Majidi

Esmaili

Zarei

2023

Middle East J Rehabil Health Stud

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Background: The difficulties to perform self-care or basic activities of daily life are among the concerns of families, and rehabilitation professionals. In this issue, culturally adapted assessment tools help in the accurate assessment and treatment planning in rehabilitation. Objectives: The present study aimed to survey the validity, and reliability of Activities of Daily Living Inventory for Children with Disabilities (ADLIC-D) in preschool children with Autism Spectrum Disorder (ASD), Cerebral Palsy (CP), Intellectual Disability (ID), and typical children. Methods: The face validity examined by 60 parents of children with disabilities. Content validity studied by 10 occupational therapists. The sample included 205 (70 normal, 45 ASD, 45 CP, and 45 ID) children aged 3 - 6 years whose parents completed ADLIC-D. Face and content validity, convergent validity with the Pediatric Evaluation of Disability Inventory (PEDI), discriminant validity, test-retest reliability, and the internal consistency of instrument were examined. Result: Intra-class correlations coefficient for test-retest reliability was excellent (above 0.9). Cronbach's alpha for all items was excellent (0.977). The ADLIC-D had convergent validity with the PEDI (r = 0.95). The discriminant validity demonstrated that the measure distinguishes between normal and disabled groups. In addition, the number of final items on the new scale grew from 73 in the original to 76. Conclusions: ADLIC-D had validity, and reliability for children with ASD, CP, and ID. It measured the desired construct, i.e., the activities of daily living in children with the disabilities and differentiated between normal groups, and groups with disabilities.

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Traducción y adaptación cultural de la Escala de actividades para niños (ASK) al castellano

Cited by 2 publications

References 20 publications

Psychometric properties of the Spanish version of the Activities Scale for Kids (ASK): reliability, validity and the Rasch model

Psychometric properties of the Spanish version of the Activities Scale for Kids (ASK): reliability, validity and the Rasch model

Preparing “the Activities of Daily Living Inventory for Children with Disabilities” (ADLIC-D) and Investigating Its Psychometric Properties in Children with Autism Spectrum Disorder, Intellectual Disability and Cerebral Palsy

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