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

B, Luisa Schqnhaut; Armijo, Iván

doi:10.4067/s0370-41062014000100002

Cited by 18 publications

(10 citation statements)

References 33 publications

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“…The advantages of the latter are low cost, smooth implementation and parents' involvement [5][6][7] . 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 .…”

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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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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“…Este hecho es difícil de interpretar y no puede ser atribuido a la implementación de "Chile Crece Contigo" considerando que en la línea base era similar y que incluso aumentó levemente en menores de 2 años cuando el sistema estaba mejor implementado. Existe literatura que muestra divergencias y problemas de confiabilidad en los instrumentos de evaluación del desarrollo psicomotor de los niños, lo que sugiere la necesidad de revisar los test utilizados o la confiabilidad de su aplicación por el equipo de salud 25,[28][29][30] . No se disponen estudios nacionales que definan la proporción esperable de niños con riesgo y retraso psicomotor recuperados.…”

Section: Discussionunclassified

Monitoreo de los indicadores del Programa "Chile Crece Contigo" 2008-2011

Atalah

Cordero

Guerra

et al. 2014

Rev. chil. pediatr.

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Objective: To monitor coverage and outcomes associated with the activities of the integrated protection system for early childhood Chile Grows with You (CHCC), which includes the comprehensive psychosocial development of children between 18 months and 3 years old, in each of the 29 Health Services of the country, as well as the changes observed after 4 years. material and method: Database analysis of all local public networks in the country between 2008 and 2011 was performed. The application of the test regarding psychomotor development, prevalence of development delay and risk, participation of mothers in educational workshops, home visits and recovery rate of deficient children by age were studied. Median and observed changes of each indicator were analyzed developing a ranking based on the results observed. results: Approximately 75% of children were evaluated, with a prevalence of delay or risk of about 5% and a rate of recovery close to 50%. The participation of mothers in educational workshops increased from 7.6 to 11.0% (p <0.001) and home visits to developmentally delayed children increased 6 times between 2009 and 2011 (p <0.001). Most changes were positive, although the prevalence of developmentally delayed children under 2 years slightly increased (0.6%), and the recovery of 3 year olds decreased (-14.4%). A great variability was observed among the Health Services. Conclusions: There are some positive results in relation to psychomotor development, with significant regional differences. A lower than expected deficit rate regarding psychomotor development was observed, which implies the need to further analyze the instrument used or the conditions of application.

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“…Assessment of the health status of minors using standardized tests has been recommended [30]. Both tests and questionnaires have been shown to be effective in specifying the level of maturity of children [31][32][33][34][35]. In line with this, in [36], the authors argue that evaluation allows and provides essential information about the subject evaluated.…”

Section: Psychomotricity In Early Childhood Educationmentioning

confidence: 99%

The Psychomotor Profile of Pupils in Early Childhood Education

2020

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The aim of the article was to find out the psychomotor profile of children in the second cycle of infant education (3–6 years) through an observational cohort study with a prospective character. A total of 277 students participated, 52.7% boys and 47.3% girls, grouped in a control group (52.3%) and an experimental group (47.7%). The McCarthy Scales of Aptitude (MCSA) and Psychomotor Skills for Children, 7th edition, were used. The results showed that, in the global score and its dimensions, the time factor had significant and different influences, according to the control or experimental group. However, there were no significant differences in motor skills with respect to sex. As conclusions, the level of psychomotor development of the sample is close to the average of the development scale used. The time factor is significant when the subjects are subjected to stimulation; therefore, this must be taken into account in any therapeutic or learning process.

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

Cited by 18 publications

References 33 publications

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

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

Monitoreo de los indicadores del Programa "Chile Crece Contigo" 2008-2011

The Psychomotor Profile of Pupils in Early Childhood Education

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