Parent-completed developmental screening for preschool children: A study of concurrent validity and reliability
Pool, Juli Lull, 1974-
Identifying children with developmental delays or disabilities as early as possible is a growing concern and has increased focus on the development of valid, reliable screening tools. The previous editions of the Ages and Stages Questionnaires (ASQ) have been investigated and found to be valid and reliable for screening children at risk for delay and in need of further evaluation. This study examined the psychometric properties of a newly revised third edition, including the utility of the addition of a "monitor" scoring category with preschool age children. Participants included 59 child/parent dyads ages 45-65 months with either no known risk factors ( n = 39) or one or more risk factors ( n = 20). Results from data analyses evaluating the psychometric properties were promising. Validity was investigated by examining concurrent validity using the Battelle Developmental Inventory, 2 nd Edition (BDI-2). Classifications (i.e., "typically developing" or "identified") of child's performance based on the domain scores of the ASQ were compared to the classifications of the child's performance based on total developmental quotient scores of the BDI-2. Percentage of agreement between classifications (91%) was computed. Based on BDI-2 and ASQ agreement, specificity was 91%, sensitivity 100%, and positive predictive value 20%. Reliability was examined with test-retest, inter-observer, and internal consistency. Intraclass correlations (ICC) and percent agreement were used to calculate test-retest and inter-observer reliability. ICC for test-retest ranged from .29 to a .88 when comparing individual domain scores from time one to time two. Percent agreement was calculated by comparing classifications at time one to classifications at time two, with 96% agreement. ICC for inter-observer reliability ranged from .22 to 1.00, with a percent agreement of 100%. Internal consistency means were calculated at: communication .66, gross motor.70, fine motor.52, problem solving .35, and personal-social .61. Results from the analyses addressing the utility of a "monitor" scoring category and using learning activities suggested that (a) parents and teachers found the activities easy to understand and use, and (b) the learning activities would be effective with a child scoring in this category.