The psychometric properties of the Ages &amp; Stages Questionnaires for ages 2‐2.5: a systematic review

Velikonja, Tjasa; Edbrooke‐Childs, Julian; Calderón, Ana; Sleed, Michelle; Brown, Anna; Deighton, Jessica

doi:10.1111/cch.12397

Cited by 70 publications

(62 citation statements)

References 45 publications

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“…New Zealand has no comparative data pertaining to detection of developmental concerns in infants under 12 months of age. There are no other studies using the ASQ‐3 or the ASQ‐SE in this setting, and there are concerns about the validity of screening at this early age (Velikonja et al., ). Despite this, the rate of detection in this study, 51.4%, is high and concerning.…”

Section: Discussionmentioning

confidence: 99%

Mothers and Their Infants Co‐admitted to a Newly Developed Mother–baby Unit: Characteristics and Outcomes

Wright¹,

Stevens

Wouldes

2018

Infant Mental Health Journal

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Research on Mother-Baby Units (MBUs) has mainly focused on maternal psychiatric outcomes, not the well-being of infants. This study investigated infant development and mental health along with maternal characteristics and the mother-infant relationship in 45 dyads (60% New Zealand European, 20% Māori, 11% Pacific) admitted to a new MBU. Maternal psychopathology was measured with the Health of the Nations Outcome Scale (HoNOS,

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Section: Discussionmentioning

confidence: 99%

Mothers and Their Infants Co‐admitted to a Newly Developed Mother–baby Unit: Characteristics and Outcomes

Wright¹,

Stevens

Wouldes

2018

Infant Mental Health Journal

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“…Multiple American Academy of Pediatrics recommendations, nationwide initiatives (e.g. Birth to Five Watch Me Thrive! [https://www.acf.hhs.gov/ecd/child-health-development/watch-me-thrive], Healthy Steps [https://www.healthysteps.org], Nurse‐Family Partnership [https://www.nursefamilypartnership.org]), and expanding statewide initiatives (e.g. Assuring Better Child Development [https://nashp.org/abcd-history/] or Help Me Grow [https://helpmegrownational.org]) have fuelled ASQ‐ and ASQ:SE‐related research.…”

Section: Discussionmentioning

confidence: 99%

“…They are feasible for use in multiple settings and take 10 to 20 minutes for parents/caregivers to complete . A previous systematic review of the ASQ focused on its psychometric properties at 2 years to 2 years 6 months of age . A narrative review focused on its use in low‐ and middle‐income countries .…”

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confidence: 99%

Comparative use of the Ages and Stages Questionnaires in the USA and Scandinavia: a systematic review

Marks

Sjö

Wilson

2018

Develop Med Child Neuro

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Aim The aim of this systematic review was to investigate screening practices with the Ages and Stages Questionnaires (ASQ) and the Ages and Stages Questionnaires: Social‐Emotional (ASQ:SE) in the USA and Scandinavia and to identify practical lessons and research opportunities. Method The review was performed for ASQ‐ and ASQ:SE‐related studies in children from birth to 5 years. From nine databases and 1689 references (published from 1988–2018), 127 articles were included and categorized using Covidence online software. The Critical Appraisal Skills Programme Checklists were used before data synthesis. Results US studies primarily use the ASQ/ASQ:SE to detect delays in general and at‐risk populations in medical settings, which increases early detection, clinician‐referral, and intervention rates. Scandinavian studies commonly use the ASQ/ASQ:SE to monitor developmental–behavioural differences in intervention/exposure‐based cohorts. Pre‐visit screening yields completion/return rates of 83% to more than 90% and fosters same‐day interpretation. When referrals are indicated, systemwide care coordination or colocation with a developmental–behavioural specialist is beneficial. Interpretation Practical implementation lessons are reviewed. Research opportunities include investigating and measuring the ASQ/ASQ:SE's ‘overall’ sections. Danish, Norwegian, and Swedish translations are available but up‐to‐date norming and validation studies are needed throughout Scandinavia. Randomized controlled trials are needed to investigate outcomes in screened versus unscreened cohorts. What this paper adds General and at‐risk populations broadly benefited from periodic Ages and Stages Questionnaires (ASQ) and/or Ages and Stages Questionnaires: Social‐Emotional (ASQ:SE) screening. Pre‐visit ASQ and/or ASQ:SE screenining implementation systems work best. The ASQ and ASQ:SE ‘overall’ sections are not quantifiable and under‐researched.

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“…However, the age of the samples and the cutoff values applied varied between these studies. Another review by Velikonja et al (2016) concluded that the psychometric properties of the original versions of the ASQ:SE for children two to two and a half years generally exhibited good reliability, sensitivity and specificity against the CBCL comparator, whereas the adapted or translated versions of these age forms exhibited more mixed results. However, the cutoff values applied on the CBCL are not reported.…”

Section: Introductionmentioning

confidence: 99%

Screening for mental health problems in a Norwegian preschool population. A validation of the ages and stages questionnaire: Social‐emotional (ASQ:SE)

Stensen

Stenseng

Lydersen

et al. 2018

Child Adoles Ment Health

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Background Early detection of mental health problems in childhood is important. However, studies on screening instruments for preschool children are rare. The aim of this study was to validate the Ages and Stages Questionnaire: Social‐Emotional (ASQ:SE) with teacher reports and examine its screening accuracy in a preschool population. Methods A total of 1428 children, aged 18 months – 5 years, attending child‐care centers were recruited in Norway. Their teachers completed a survey including the ASQ:SE and the Caregiver‐Teacher Report Form (C‐TRF). The Spearman's correlation was calculated for the convergence between the ASQ:SE and the C‐TRF and the screening accuracy of the ASQ:SE was assessed using receiver operating characteristic (ROC) analysis with the criterion of a score at or above the 90th percentile for the C‐TRF total problem score. Results The Spearman's correlation between the total scores for the ASQ:SE and the C‐TRF were from .49 to .72. The ROC analyses demonstrated that the ASQ:SE had a promising ability to classify children at risk based on the C‐TRF criterion with AUC ranging from .87 to .96 for the different forms. The ASQ:SE generally demonstrated high specificity across all forms and some forms (from age 30 months upwards) produced both high sensitivity and high specificity using the selected cutoff values. Conclusions The ASQ:SE could serve as a good starting point for screening for social‐emotional problems among children in child‐care centers. The 30‐ to 60‐month ASQ:SE forms exhibit promising psychometric properties and may prove useful for early detection. The 18‐ to 24‐month ASQ:SE forms demonstrate more limited efficacy in detecting children at risk.

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The psychometric properties of the Ages & Stages Questionnaires for ages 2‐2.5: a systematic review

Cited by 70 publications

References 45 publications

Mothers and Their Infants Co‐admitted to a Newly Developed Mother–baby Unit: Characteristics and Outcomes

Mothers and Their Infants Co‐admitted to a Newly Developed Mother–baby Unit: Characteristics and Outcomes

Comparative use of the Ages and Stages Questionnaires in the USA and Scandinavia: a systematic review

Screening for mental health problems in a Norwegian preschool population. A validation of the ages and stages questionnaire: Social‐emotional (ASQ:SE)

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