Use of the ages and stages questionnaire adapted for South Africa and Zambia
Use of the ages and stages questionnaire adapted for South Africa and Zambia
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DOI：
10.1111/cch.12413
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发表时间：
2017-01-01
影响因子：
1.9
通讯作者：
Mabaso, M.
中科院分区：
文献类型：
--
作者：
Hsiao, C.;Richter, L.;Mabaso, M.
在南部非洲，很少有现成的、相对容易使用的、适应文化的幼儿发展评估工具。本研究的主要目的是测试年龄和阶段问卷第三版的心理测量学特性、情境适当性和21个年龄组的截止分数（Squires & Bricker，2009年），在南非和赞比亚的一组典型发育儿童中，方法样本包括853名2个月至60个月的儿童（50.5%赞比亚，50.1%赞比亚女孩和50%南非女孩）。护理人员的就业，教育和家庭资产的信息也gathered.Results的ASQ-3在南部非洲的心理测量特性与现存文献中发现的一致。每个年龄段的项目难度分析显示，大多数项目的难度水平足够，但问题解决领域除外，其中54个月和60个月的一半项目通过率很低。社会人口统计学变量与儿童的表现显著相关：较高的照顾者教育水平与较高的个人社会领域的幼儿得分和较高的问题解决领域的学龄前得分相关;有收入的看护者的儿童在幼儿期的精细运动得分较高，在学前班的问题解决得分较高，而参加学前班的儿童在幼儿期的粗大运动得分较高和更高的精细运动成绩在学龄前years.Conclusions研究结果提供证据支持的心理测量特性和可行性，使用ASQ-3在南非和赞比亚通过结合的adverver-report和直接观察。
Background There are few readily available, relatively easy to use and culturally adaptable developmental assessment tools for young children in southern Africa. The overarching aim of this study is to test the psychometric properties, contextual appropriateness and cut-off scores across 21 age groups of the Ages and Stages Questionnaire Third Edition (Squires & Bricker, 2009) among a group of typically developing children in South Africa and Zambia through a combination of both caregiver-report and direct observations, and to compare children's performance across sociodemographic variables.Methods The sample consisted of 853 children (50.5% Zambia, with 50.1% girls for Zambia and 50% girls for South Africa) aged 2months to 60 months. Information on caregiver employment, education and household assets were also obtained.Results The psychometric properties of the ASQ-3 in southern Africa are consistent with those found in the extant literature. Analysis of item difficulty at each age reveals adequate levels of difficulty for majority of the items, with exception of the problem solving domain where half of the items at 54 and 60 months have poor pass rates. Sociodemographic variables were significantly associated with children's performance: higher caregiver levels of education are associated with higher toddler scores on the personal-social domain and higher preschooler scores on the problem solving domain; children whose caregivers earn a salary have higher fine motor scores during toddlerhood and higher problem solving scores during preschool and children who attend preschools have higher gross motor scores during toddlerhood and higher fine motor scores during the preschool years.Conclusions Findings provide evidence to support the psychometric properties and feasibility of using the ASQ-3 in both South Africa and Zambia through a combination of caregiver-report and direct observations.