The Child Evaluation Checklist (CHECK): A Screening Questionnaire for Detecting Daily Functional “Red Flags” of Underrecognized Neurodevelopmental Disorders among Preschool Children

Abstract

Background Early identification of invisible comorbid neurodevelopmental disorders, such as specific learning disorders, attention deficit hyperactive disorders, and developmental coordination disorders, is crucial to improving children's daily functional deficits related to executive functions. However, a practical questionnaire to address parents' concerns is lacking. Aims To develop a reliable and valid assessment tool that can identify young children at risk for invisible underrecognized neurodevelopmental disorders. This article describes the development and standardization of the Child Evaluation Checklist (CHECK). Methods and Procedures Participants were 186 children aged 3 to 6 years: 91 with suspected invisible neurodevelopmental disorders, and 95 controls with typical development. Parents completed a demographic questionnaire, the CHECK, and the Behavior Rating Inventory of Executive Function-Preschool Version (BRIEF-P). Outcomes and Results The CHECK's construct validity indicated high internal consistency for each part (Part A: α = .94; Part B: α = .90) and moderate-to-high consistency for each of Part A's four factors. Significant correlations, as well as significant group differences, were found between the CHECK factors and BRIEF-P scores. Conclusions and Implications Use of the CHECK allows for timely identification of suspicious (“red flags”) invisible neurodevelopmental disorders. It may support parents' sufficient awareness and knowledge to refer their children for comprehensive evaluation and intervention.

Environmental factors and daily functioning levels among adolescents with executive function deficits

“…After acceptance into the study, the parents completed the Behavior Rating Inventory of Executive Function (BRIEF; Gioia et al., 2000), a demographic questionnaire, and the CHECK (Rosenblum, 2012) to provide data regarding their children’s current daily functioning. The participants were divided into two groups – one, 41 adolescents with EFD; the other, 40 adolescents with typical development (TD) – according to the BRIEF scores.…”

“…For example, Fogel et al. (2019) found that compared to adolescents with typical development, parents of adolescents with EFD perceived their children as having lower functioning and less participation in home, school and community environment activities and, therefore, less involvement in them, according to the parent-reported Child Evaluation Checklist (CHECK), which helps identify the level of functioning (Rosenblum, 2012).…”

Exploring the Impacts of Environmental Factors on Adolescents’ Daily Participation: A Structural Equation Modelling Approach

“…A brief screening instrument used to identify children at risk for under-recognised, invisible neurodevelopmental conditions, the Child Evaluation Checklist (CHECK) [ 24 ], emphasises small nuances in the performance features of children’s daily activities as related to the children’s EFs. The CHECK tool includes two parts.…”

“…It assumes the mediating factor is adol daily activities performance. To that end, this research uses the Participation an ronment Measure for Children and Youth (PEM-CY) [20,22], which is a reliable, v well-documented tool for assessing both participation and environmental factor tionally, the study uses the Child Evaluation Checklist (CHECK) questionnaire was also found to be valid and reliable, to examine the daily activities performa reflects EF in young children [23,24] and adolescents [25]. Combining these two q naires (completed by the adolescents' parents) connects the current concept prese the ICF-CY [3], which views children's and adolescents' functioning holistically reflects previous studies' recommendations to examine the complexity of the relat between participation and environmental requirements and abilities.…”

Profile of neurodevelopmental and behavioural problems and associated psychosocial factors among a cohort of newly looked after children in an English local authority

“…While the SDQ is commonly used for this in England, several other screening tools are being piloted by the Danish Gillberg Neuropsychiatry and other research centres for better identifying the wide spectrum of ESSENCE disorders. These include the 12-item ESSENCE-Q, the 181-item Five to Fifteen-R (FTF-R) questionnaire and 124-item toddler version, FTF-T (Lambek and Trillingsgaard, 2015) and the Child Evaluation Checklist (CHECK) for preschool children (Rosenblum, et al., 2019).…”