Ages and Stages Questionnaires: Adaptation to an Arabic speaking population and cultural sensitivity

Charafeddine, Lama; Sinno, Durriyah; Ammous, Farah; Yassin, Walid; Al-Shaar, Laila; Mikati, Mohamad A.

doi:10.1016/j.ejpn.2013.03.001

Cited by 25 publications

(20 citation statements)

References 22 publications

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“…Some articles gave specific examples of changes that were made. Sometimes, 24 Persian, 25 French, [26][27][28][29] Chinese, 30 Portuguese, 31 Hindi, 32,33 Dutch, 34 Thai, 35 Norwegian, 36,37 Korean, 38 Turkish, 39 56 Native African, 57 Japanese, [58][59][60][61] Cambodian, 62 Portuguese, 63 Spanish, [64][65][66] Cree, 67 Romanian, 68 Turkish, [69][70][71] Hmong, 62 Sinhalese, 72 Hebrew, 73,74 Indian, 51 Tamil, 72 Filipino, 75,76 Laotian, 62 Thai, 77 items were adapted to account for local conditions that were not specifically related to language. For example, in the translation of the Korean ASQ, the word for "black bean" was substituted for "Cheerio" in a question that asked if a child could pick up a small item with his/her thumb and finger as Cheerios are unfamiliar in Korean culture.…”

Section: Cognitive Interviewing Panel Review or Pilot Testingmentioning

confidence: 97%

Translations of Developmental Screening Instruments

El‐Behadli

Neger

Perrin

et al. 2015

Journal of Developmental &Amp; Behavioral Pediatrics

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Objective: Children whose parents do not speak English experience significant disparities in the identification of developmental delays and disorders; however, little is known about the availability and validity of translations of developmental screeners. The goal was to create a map of the scientific evidence regarding translations of the 9 Academy of Pediatrics-recommended screening instruments into languages other than English. Methods: The authors conducted a systematic search of Medline and PsycINFO, references of identified articles, publishers' Web sites, and official manuals. Through evidence mapping, a new methodology supported by AHRQ and the Cochrane Collaboration, the authors documented the extent and distribution of published evidence supporting translations of developmental screeners. Data extraction focused on 3 steps of the translation and validation process: (1) translation methods used, (2) collection of normative data in the target language, and (3) evidence for reliability and validity. Results: The authors identified 63 distinct translations among the 9 screeners, of which 44 had supporting evidence published in peer-reviewed sources. Of the 63 translations, 35 had at least some published evidence regarding translation methods used, 28 involving normative data, and 32 regarding reliability and/or construct validity. One-third of the translations found were of the Denver Developmental Screening Test. Specific methods used varied greatly across screeners, as did the level of detail with which results were reported. Conclusion: Few developmental screeners have been translated into many languages. Evidence map of the authors demonstrates considerable variation in both the amount and the comprehensiveness of information available about translated instruments. Informal guidelines exist for conducting translation of psychometric instruments but not for documentation of this process. The authors propose that uniform guidelines be established for reporting translation research in peer-reviewed journals, similar to those for clinical trials and studies of diagnostic accuracy. (J Dev Behav Pediatr 36:471-483, 2015)

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Section: Cognitive Interviewing Panel Review or Pilot Testingmentioning

confidence: 97%

Translations of Developmental Screening Instruments

El‐Behadli

Neger

Perrin

et al. 2015

Journal of Developmental &Amp; Behavioral Pediatrics

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“…A modified Arabic version of the Ages and Stages Questionnaires, Third Edition (ASQ-3) was used. (14) The ASQ-3 includes 21 age-specific questionnaires that determine developmental progress in children between the ages of one month to 5 ½ years. Five domains of development were assessed (Gross Motor, Fine Motor, Language and Communication, Problem-Solving and Adaptive Behavior, and Personal and Social Performance).…”

Section: Study Toolmentioning

confidence: 99%

Prevalence and Factors Associated with Developmental Delays among Preschool Children in Saudi Arabia

Shatla

Goweda

2020

Journal of High Institute of Public Health

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Background: Developmental delays (DDs) are increasing in prevalence and necessitate routine screening of young children for early recognition and management. Objective(s):To estimate the prevalence of DDs among pre-school children and determine the risk factors associated with DDs in Makkah, Saudi Arabia. Methods: This cross-sectional study involved a total of 948 children at the ages 36, 48, and 60 months. Data were collected using a modified Arabic version of the Ages and Stages Questionnaires, Third Edition (ASQ-3) to assess five domains of development (Gross Motor, Fine Motor, Language and Communication, Problem-Solving and Adaptive Behavior, and Personal and Social Performance). Parents' characteristics and risk factors related to DDs were included. The p-value was set at 0.05. Results: Overall prevalence of children with DDs was 16.4%. The most prevailing DDs were the communication, problem solving, and personal/social skills (5.6%, 5.5% & 4.6% respectively). Lower rates of DDs were identified for fine motor, and gross motor milestones (1.9%, and 1.5% respectively). Binary logistic regression analysis revealed that artificial/complementary feeding before 6 months of age, narrow spacing between children (<3 years), preterm delivery, number of household children (>3), and lower level of maternal education were the most determining risk factors associated with DDs (OR=3.378; p=0.001, OR=2.554, p=0.018, OR=2.451; p=0.004, OR=2.074; p=0.037, and OR=1.832; p=0.016, respectively). Conclusion: The study recognized a high prevalence of DDs especially for communication, problem solving, and personal/social skills. It spotted a number of modifiable risk factors, and recommended early screening of preschool children for prompt recognition and timely intervention.

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“…The variation between reliability values reported in this study and those from the article by Hornman, Kerstjens, Winter, Bos, and Reijneveld (2013) can be explained by age variable. However, other authors, such as Vameghi et al (2013) and Charafeddine et al (2013), report this variability is due to translations and cultural adaptations of the instrument, as well as higher scores in each of the ASQ-3 areas in comparison with the original version in a US population (Vameghi et al, 2013;Velikonja et al, 2016).…”

Section: Discussionmentioning

confidence: 99%

“…It has been modified over time and is now in its third edition. The ASQ-3 is the version that has been most widely studied and has been translated into various languages and is used in several countries (Charafeddine et al, 2013;Filgueiras, Pires, Maissonette, & Landeira-Fernandez, 2013;Vameghi et al, 2013;Velikonja et al, 2016). Various studies have reported the stability, consistency, and validity of the psychometric characteristics (Dionne, McKinnon, Squires, & Clifford, 2014;Kerstjens et al, 2009;San Antonio, Fenick, Shabanova, Leventhal, & Weitzman, 2014).…”

Section: Introductionmentioning

confidence: 99%

Internal and inter-rater reliability of the ASQ-3 in Mexican preschoolers

Ortíz-León

Granados-Rojas

Cavazos-Olivo

et al. 2018

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Introduction. Monitoring child development includes the promotion of development in the healthy child and the detection of delays and early indicators of disorders that begin in the first five years of life through easy-to-use, easy to mark, and low-cost screening tests. Objective. To evaluate the internal reliability and inter-rater reliability of the ASQ-3 in Mexican preschool children. Method. The ASQ-3 was applied to parents and/or teachers of 33 - 60 month old children who attended the Centros de Desarrollo Infantil (Child Development Centers-CENDIS) in the public and private sectors of Mexico City. Results. A total of n = 1052 questionnaires were obtained, grouped into six age groups (33, 36, 42, 48, 54, and 60 months of age) according to the Ages and Stages Questionnaire-3 (ASQ-3). The levels of reliability of the ASQ-3 for each of the age groups were acceptable, with a range of α = .77 to α = .88. Regarding inter-rater reliability (parents vs. teachers), moderate correlation levels were observed. Discussion and conclusion. The results obtained suggest that this is a screening instrument that reliably evaluates the five areas of development that make up the ASQ-3 in pre-school children. This represents an opportunity to continue studying the psychometric characteristics of validity of this instrument in representative samples of Mexican children to optimize the process of early childhood development monitoring.

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Ages and Stages Questionnaires: Adaptation to an Arabic speaking population and cultural sensitivity

Cited by 25 publications

References 22 publications

Translations of Developmental Screening Instruments

Translations of Developmental Screening Instruments

Prevalence and Factors Associated with Developmental Delays among Preschool Children in Saudi Arabia

Internal and inter-rater reliability of the ASQ-3 in Mexican preschoolers

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