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

Abstract

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.

Psychometric properties of (the) ages and stages questionnaire (ASQ-3) in a Colombian population

“…Findings indicated that the prevalence of cases of children with levels of typical neurodevelopment for their age was 77.3% (n=360), and that the prevalence of a deficit in one or more of the neurodevelopmental areas evaluated by the ASQ-3 was 22.7% (n=106). Similar results were found in Kyerematen et al, 16 Wei et al, 22 Schonhaut et al 28 and Romero-Otalvaro et al 13 Table 1 shows the distribution of the cases with a deficit according to age in the ASQ-3 and EAD-3. Moreover, looking at neurodevelopmental areas evaluated in the ASQ-3, the prevalence analysis revealed that the gross motor skill scale showed the highest deficit distribution (11.8%), followed by the fine motor skill scale (9%).…”

ASQ‐3 scores are sensitive to small differences in age in a Peruvian infant population

“…Juneja et al () found the 24‐ and 18‐month ASQs had greater sensitivity than younger age interval questionnaires, demonstrating a trend similar to Gollenberg et al (). In contrast, increased accuracy in detecting developmental delay using the 8‐month ASQ in comparison to older age ASQs was seen by Schonhaut et al (). These inconsistencies bring about the question of the ASQ's sensitivity to control for age variation when screening for developmental delays.…”

“…Limbos and Joyce () found that the ASQ‐2 had a consistent and moderate sensitivity and specificity across age groups, using the American Academy of Pediatrics's recommended ages for screening. However, other studies have reported great variation in scores and conflicting sensitivity and predictive value of ASQ scores of different age questionnaire intervals (Group ; Juneja et al ; Janson et al ; Gollenberg et al ; Schonhaut et al ). Janson et al () found that in a sample of 2633 children with ASQ‐2 scores, 10% of children within the appropriate age for a given screening interval received a positive screening in comparison to 22% of children 1–2 months too young and 5% of children 1–2 months too old.…”

Estimulación temprana en el hogar de infantes que asisten a un centro infantil

“…Las experiencias en el hogar son determinantes para el éxito en el aprendizaje, ligadas a la presencia de un entorno familiar estimulante 7,8 . Estudios apoyan que los ambientes enriquecidos culturalmente pueden asociarse a mejores rendimientos en el campo cognitivo y académico 9,10 , estos resultados refuerzan la recomendación sobre el apoyo de la educación infantil en contextos familiares, educativos y la evaluación constante del desarrollo 11 .…”