Trends in the Use of Standardized Tools for Developmental Screening in Early Childhood: 2002–2009

Radecki, Linda; Sand-Loud, Nina; O’Connor, Karen G.; Sharp, Sanford; Olson, Lynn

doi:10.1542/peds.2010-2180

Cited by 205 publications

(165 citation statements)

References 14 publications

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“…We were discouraged that only 11 40 with only half of pediatricians using recommended screening tools 41 despite American Academy of Pediatrics guidelines. 42 Together with our data, this reflects a gap in the need for and receipt of effective EI services.…”

Section: Discussionmentioning

confidence: 99%

Cognitive Delay and Behavior Problems Prior to School Age

et al. 2014

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WHAT'S KNOWN ON THIS SUBJECT: Children with cognitive delay have been shown to have more behavior problems than typically developing children; however, few studies have investigated this relationship over time or among very young children. WHAT THIS STUDY ADDS:Our findings provide some of the first national, prospective evidence that having a cognitive delay may place children at risk for developing and maintaining behavior problems before school age. Early identification and intervention may improve outcomes for these children. abstract OBJECTIVE: To investigate the relationship between cognitive delay (CD) and behavior problems between ages 9 months and 5 years, while adjusting for covariates related to CD. METHODS: Data were from 4 waves of the Early Childhood LongitudinalStudy, Birth Cohort (n = 8000). Children were classified as typically developing (TD) or as having resolved, newly developed, or persistent CD between 9 and 24 months, based on scores from the Bayley Short Form-Research Edition below or above the 10th percentile. Child behavior was measured by using the Infant/Toddler Symptom Checklist (ages 9 and 24 months) and the Preschool and Kindergarten Behavior Scales (ages 4 and 5 years); children in the top 10th percentile were considered to have a behavior problem. Hierarchical linear modeling estimated the effect of CD status on children' s behavioral trajectories, adjusted for confounders.RESULTS: CD resolved for 80.3% of children between 9 and 24 months. Behavior problems at 24 months were detected in 19.3%, 21.8%, and 35.5% of children with resolved, newly developed, and persistent CD, respectively, versus 13.0% of TD children. Behavior problems increased among children with CD over time, and more so among children with persistent CD. By age 5, children with persistent CD had behavior scores moderately (0.59 SD) higher than TD children.CONCLUSIONS: Behavior problems among children with CD are slightly higher at 9 months, clearly evident by 24 months, and increase as children move toward school age. Efforts to promote the earliest identification, evaluation, and service referral may be necessary to improve outcomes for these children. Pediatrics 2014;134:e749-e757 AUTHORS:

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Section: Discussionmentioning

confidence: 99%

Cognitive Delay and Behavior Problems Prior to School Age

et al. 2014

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“…One of the reporting method is the Ages and Stages Questionnaires (ASQ), which was developed at the University of Oregon in the 1980s, and subsequently updated and validated in many countries 8,9 . Over the last decade, it has gained widespread popularity in the US 10 . ASQ consist of a series of questionnaires targeting different age groups, which screens 5 domains, communication, gross motor, fine motor, problem solving and personal-social.…”

Section: Introductionmentioning

confidence: 99%

Validez del Ages & Stages questionnaires para predecir el desempeño cognitivo en los primeros años de educación escolar

Perez

Castilla

et al. 2016

Revista Chilena de Pediatría

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Introduction: The Ages and Stages questionnaires (ASQ) has been recently validated in our country for developmental screening. The objective of this study is evaluate the validity of ASQ to predict low cognitive performance in the early years of schooling. Patients and method: Diagnostic test studies conducted on a sample of children of medium-high socioeconomic level were evaluated using ASQ at least once at 8, 18 and/or 30 months old, and later, between 6 and 9 years old, reevaluated using the Wechsler Intelligence Scale for Children-third edition (WISC-III). Each ASQ evaluation was recorded independently. WISC-III was standardized, considering underperformance when the total score was under -1 standard deviation. Results: 123 children, corresponding to 174 ASQ assessments (42 of them were 8 months old, 55 were 18 months and 77 were 30 months of age) were included. An area under the ROC curve of 80.7% was obtained, showing higher values at 8 months (98.0%) compared to 18 and 30 months old (78.1 and 79.3%, respectively). Considering different ASQ scoring criteria, a low sensitivity (27.8 to 50.0%), but a high specificity (78.8 to 96.2%) were obtained; the positive predictive value ranged between 21 and 46%, while the negative value was 92.0-93.2%. Conclusion: ASQ has low sensitivity but excellent specificity to predict a low cognitive performance during the first years of schooling, being a good alternative to monitor psychomotor development in children who attend the private sector healthcare in our country.

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“…En Chile desde 1990 existe un Programa de Estimulación y Evaluación del DSM, el cual cubre a los menores que se atienden en el sis- Estudios muestran que, a pesar de existir políticas de supervisión de salud que enfatizan la importancia pruebas de tamizaje estandarizadas para la evaluación del DSM 7 , no más del 50% de los pediatras utiliza rutinariamente 22,23 . las barreras descritas para ello son el tiempo que demanda su correcta aplicación, su costo, desconfianza en los test, falta de entrenamiento o de claridad respecto a los procesos de derivación 24 .…”

Section: Repensando La Evaluación Del Dsmunclassified

“…además, han demostrado ser altamente confiables, siendo utilizados incluso en el seguimiento de niños con factores de riesgo biológico [28][29][30] . entro estas, las escalas que han ganado mayor popularidad son el ASQ y el Parents' Evaluation of Developmental Status (PeDs) 23 . Las diferencias entre ambas evaluaciones radican en que, mientras el PEDS está enfocado a obtener la preocupación de los padres a través de preguntas abiertas 31 , el ASQ indaga por el logro de habilidades observables, a través de preguntas estructuradas y concretas 9 .…”

Section: Repensando La Evaluación Del Dsmunclassified

Aplicabilidad del Ages & Stages Questionnaires para el tamizaje del desarrollo psicomotor

Armijo

2014

Rev. chil. pediatr.

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Trends in the Use of Standardized Tools for Developmental Screening in Early Childhood: 2002–2009

Cited by 205 publications

References 14 publications

Cognitive Delay and Behavior Problems Prior to School Age

Cognitive Delay and Behavior Problems Prior to School Age

Validez del Ages & Stages questionnaires para predecir el desempeño cognitivo en los primeros años de educación escolar

Aplicabilidad del Ages & Stages Questionnaires para el tamizaje del desarrollo psicomotor

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