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Chieh-Yu CHEN1,
Luis ANUNCIAÇÃO2, Jane SQUIRES3, Alberto FILGUEIRAS4, Jesus LANDEIRA-FERNANDEZ5 1National Taipei University of Education, Taiwan 2Federal University of Rio de Janeiro, Brazil 3University of Oregon, United States 4Rio de Janeiro State University, Brazil 5Pontifical Catholic University of Rio de Janeiro, BrazilNational Taipei University of Education, No.134, Sec. 2, Heping E. Rd., Da-an District, Taipei City 106, Taiwan. E-mail: twohu2001@gmail.com
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Received: 30-October-2018
Revised: 21-November-2018 |
Accepted: 27- November-2018
Online first: 28- November-2018 |
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Abstract
Background: Two developmental screening instruments for infants and young children, the Ages & Stages Questionnaires-Third Edition (ASQ-3) and the Ages & Stages Questionnaires: Social-Emotional (ASQ:SE), are widely used in the US and internationally. Both tools are sometimes used concurrently but the relation between children’s scores on the two tools is seldom investigated.
Methods: The Brazilian versions of ASQ-3 and ASQ:SE, known as the ASQ-BR and ASQ:SE-BR, were used for assessing 13,470 children ages one to four in public child daycare centres in Rio de Janeiro, Brazil. Four groups were defined according to children’s ages as one, two, three, and four year-olds. Correlation and multiple regression were employed to explore the relation between children’s scores on the ASQ-BR and the ASQ:SE-BR.
Results: Results indicated that the domain scores of ASQ-BR, including communication (r = -0.38 to -0.44), gross motor (r = -0.19 to -0.32), fine motor (r = -0.33 to -0.45), problem solving (r = -0.36 to -0.42), and personal-social (r = -0.38 to -0.51) were significantly correlated with ASQ:SE-BR scores. Regression analyses suggested that the communication and personal-social domains were significant predictors of social-emotional scores in most of the age groups.
Conclusion: General developmental assessment is suggested to be conducted with social-emotional screening. If the workload is heavy for administers to use both screeners concurrently, social-emotional screening is recommended for children who fail communication or personal-social domains on developmental screening tests.
Key words: development, developmental screening, social-emotional competence
Citation: Chen, CY., Anunciação, L., Squires, J., Filgueiras, A., Landeira-Fernandez, J. The relation between a developmental and social-emotional screening test used in public child daycare centers in Brazil. Journal for ReAttach Therapy and Developmental Diversities. https://doi.org/10.26407/2018jrtdd.1.11
Copyright ©2018 Chen, CY., Anunciação, L., Squires, J., Filgueiras, A., Landeira-Fernandez, J. This is an open-access article distributed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (CC BY-NC 4.0)
Corresponding address:
Chieh-Yu CHEN
National Taipei University of Education,
No.134, Sec. 2, Heping E. Rd., Da-an District,
Taipei City 106, Taiwan.
E-mail: twohu2001@gmail.com