Asq manuscript central12/17/2023 ![]() Therefore, when an instrument is transferred to a new cultural setting, its original standardized norms or population-based cut off scores are of little value. Furthermore, unique cultural beliefs, expectations and norms in child-rearing practices may give rise to cultural specific variations in how children develop their skills. There are official recommendations for standards in the translational and adaptation process when transferring an instrument to a given cultural setting. Assessment tools that can be used in a wide age range and that are easily adaptable to a given cultural context are recommended. The assessment tool should meet the total range of the assessed children in order to discriminate between groups of children. Further, they recommend inexpensive items and materials that are easily obtainable, easy to use and enjoyable for the child. ![]() ![]() In their toolkit prepared for the World Bank Human Developmental Group, Fernald, Kariger, Engle and Raikes emphasize the significance of careful cultural adjustments of tools, and of assessing the psychometric qualities of the tools within the given cultural context. There is a range of quality criteria recommended for the assessment of child development in low and middle-income countries. For this purpose, easily administered and inexpensive assessment tools ensuring reliable and valid measurements of developmental status are called for. Large epidemiological studies are needed to identify modifiable risk factors and to clarify their relative importance for development. Poverty, poor health, poor nutrition and deficient care are major risk factors for brain development and cognitive functioning in infants and young children in low and middle-income countries. However, further adjustments are needed to obtain satisfying alpha values in all subscales, and to ensure variability in all items when transferred to a North Indian cultural context. Examiners were effectively trained over a short period of time, and the total ASQ scores showed adequate variability. We found that the translated and adjusted ASQ-3 “home procedure” was a feasible procedure for the collection of reliable data on the developmental status in infants and young children. The correlations between the total score and the subscale scores were consistently strong, while the correlations between subscale scores were moderate. The standardized alphas for the total ASQ-3 scale across all ages were strong, while the alpha values for the different subscales and age levels varied. In the Motor subscales and the Problem Solving subscale most items could be observed during the session. Inter-observer agreement was strong both during training exercises and during the main study. ![]() Pearson product moment correlation coefficient and standardized alphas were calculated to measure internal consistency. Intra class correlation coefficient was calculated to estimate the agreement between the raters and between the raters and a gold standard. During all sessions, the examiners recorded whether the scoring was based on observation of the skill during the session, or on caregiver’s report of the child’s skill. During the main study, ten % of the assessments were done by two examiners to estimate inter-observer agreement. Three examiners were trained by a clinical psychologist to perform the assessments. MethodsĪSQ-3 was translated and adjusted for a North Indian Hindi setting. This report evaluates the feasibility of the assessment tool Ages and Stages Questionnaire 3.edition (ASQ-3) “home procedure” in a field trial in 422 North Indian young children. For large epidemiological studies in low and middle-income countries, inexpensive and easily administered developmental assessment tools are called for. ![]()
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