Spanish Translation and Validation of the Preschool Activity Card Sort

Abstract

Few standardized assessments exist for children living in the United States who are Hispanic/Latino. This study reports the Spanish translation process for the Preschool Activity Card Sort (PACS), which is a measure of participation in preschool children, and examines content, construct, and concurrent validity. Methods of verifying accuracy of translation included expert review and back translation and supported content validity of the Tarjetas de Actividades Preescolares (TAP). Subsequently, a sample of 37 parents of children between 3 and 6 years of age completed the PACS/TAP by structured interview. Twenty-six parents were Spanish speaking, and 11 were English speaking. A comparison of reported participation by Spanish- and English-speaking children provides initial construct validity of the TAP. Results indicate that the TAP differentiates among children of recent immigrants as compared to preschoolers who were born in the United States on domains of self-care, high and low demand leisure, and educational activities. Results emphasize the importance of considering sociocultural influences when assessing participation. PACS/TAP scores were moderately correlated with Pediatric Evaluation of Disability Inventory scores for the self-care domain, but did not correlate with the mobility or social function domains. The PACS/TAP appears to provide a useful means of understanding preschoolers' participation. Future research is needed to further establish the validity of this assessment.

Achieving Best Practice: A Review of Evidence Linked to Occupation-Focused Practice Models

“…The PEOP constructs have not been directly translated into measures but have served as a general framework underlying the development and validation of several measures including the activity card sort (ACS), pediatric activity card sort (PACS), and the kitchen task assessment (KTA). Therefore, a majority of the published research is related to the psychometric development and the application of these measures to a range of clients including persons with Alzheimer's, persons with stroke, adults with multiple sclerosis, community-dwelling older adults, caregivers, and children (Baum & Edwards, 1993;Chan, Chung, & Packer, 2006;Doney & Packer, 2008;Everard, 1999;Everard, Lach, Fisher, & Baum, 2000;Katz, Karpin, Lak, Furman, & Hartman-Maeir, 2003;Packer, Boshoff, & Dejonge, 2007;Sachs & Josman, 2003;Stoffel & Berg, 2008). Other evidence is published in the form of case examples that are found in chapters and non-refereed journals.…”

Development of the Arabic Version of the Preschool Activity Card Sort (A‐PACS)

“…The PACS has been translated into Spanish for Hispanic/Latino children living in the United States (Stoffel & Berg ) and an attempt to translate it into the Chinese language has begun. Evidence of content validity has been shown by the original authors (Berg & LaVesser ) and construct validity has been established when comparing participation by Spanish‐ and English‐speaking children (Stoffel & Berg ). Using their Spanish‐translated PACS, authors found that participation was different between Spanish‐speaking children of recent immigrants and English‐speaking pre‐schoolers of Hispanic/Latino origin who were born in the United States.…”

Establishing the Cultural Equivalence of the Young Children's Participation and Environment Measure (YC-PEM) for Use in Singapore

“…Cultural adaptation studies often present psychometric properties of the translated version of the questionnaire but not results of the translation or how the items were culturally adapted (Ullenhag et al, 2012a; Nordtorp et al, 2013, Bult et al, 2010; Stofel & Berg, 2008). An exception is a study by Costa (2014) that translated and culturally adapted the Austrian-German Perceived Efficacy and Goal Setting System (PEGS) by interviewing 23 occupational therapists and a 14 year-old boy.…”

“…Several children’s participation and activity measures have been culturally adapted to ensure the relevance of the measure to a specific culture (Costa, 2014; Bult et al, 2010; Ullenghag et al, 2012a; Ullenghag et al, 2012b; Stofel & Berg, 2008; Nordtorp et al, 2013). Cultural adaptation improves consistency in the face and content validity between the original and culturally adapted versions of a measure (Guillemin et al, 1993).…”