This tool has received the Measurement Tools Rating of
A – Psychometrics Well-Demonstrated based on the published, peer-reviewed research available. The tool must have 2 or more published, peer-reviewed studies that have established the measure’s psychometrics (e.g., reliability and validity, sensitivity and specificity, etc.). Please see the
Measurement Tools Rating Scale for more information.
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All Research Articles
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Chen, C. -Y., Squires, J., Chen, C. -I., Wu, R., & Xie, H. (2020). The adaptation and psychometric examination of a social-emotional developmental screening tool in Taiwan. Early Education and Development, 31(1), 27–46. https://doi.org/10.1080/10409289.2019.1611126
Participants: 1,455 children and their families in Taiwan
Sample / Population:
- Race/Ethnicity — Not specified
Summary:
The purpose of the study was to examine the psychometric properties of Ages & Stages Questionnaires: Social-Emotional, Second Edition – Traditional Chinese (ASQ:SE-2-TC), including item fit, item difficulty, and reliability, and determine which items presented differential item function (DIF) when comparing the ASQ:SE-2-TC and the Ages & Stages Questionnaires: Social-Emotional, Second Edition (ASQ:SE-2). Data were analyzed by item response theory modeling. A multidimensional Rasch Partial credit model was chosen for data analysis. Differential item functioning (DIF) was used to explore the difference between the Traditional Chinese ASQ:SE-2 and the English ASQ:SE-2 (N = 3,005) administered in the U.S. Results indicate that (a) item fit statistics was between 0.88 – 1.26 (M = 1.00, SD = 0.10), (b) difficulty was between -0.79 – 3.19 (M = 2.06, SD = 0.84), (c) reliability was 0.79 for all items, 0.75/0.74 for Emotion/Sociality dimension, and (d) there were six out of 35 items (17.1%) with moderate to large DIF.
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Chen, C.-Y., Squires, J., & Scalise, K. (2020). Evaluating the dimensionality and psychometric properties of a social–emotional screening instrument for young children. Infants & Young Children, 33(2), 142–159. https://doi.org/10.1097/IYC.0000000000000163
Participants: 20,862 children aged 1–72 months (12,172 male and 8,690 female)
Sample / Population:
- Race/Ethnicity — 75% Anglo American, 9% Mixed Race/Ethnicity, 6% Hispanic American, 5% African American, 5% Asian American, 1% Native American, and 0.3% Pacific Islander/Hawaiian
Summary:
The purpose of the study was to examine the dimensionality and psychometric properties of the Ages & Stages Questionnaires: Social–Emotional, Second Edition (ASQ:SE-2) using item response theory models. A comparison was conducted between a unidimensional model, reflecting a compound construct—social–emotional competence, and a multidimensional model, based on the theoretical framework that posits that social competence and emotional competence are highly related but different constructs. Analyses indicated that the multidimensional structure presented a better fit for the ASQ:SE-2 sample across most intervals (i.e., 6, 12, 18, 24, 30, 36, 48, and 60 months). The psychometric properties estimated by the multidimensional model reflected congruence between the levels of item difficulty and the design of the ASQ:SE-2 and indicated a high quality of items based on the fit item statistics. However, the expected a posteriori/plausible value reliability estimates for several younger age intervals (i.e., 6, 12, 18, and 24 months) did not meet the 0.70 benchmark. The relationship between the 2 dimensions presented a moderate correlation during infancy (r = .43–.56) and a stronger relationship in older ages (r = .71–.83). The sensitivity of the ASQ-SE2 ranged from 77% to 84% and the specificity from 76% to 98%, with the Cronbach’s coefficient α ranging from 0.71 to 0.90.
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Chen, C.-Y., Anunciação, L., & Stegenga, S. M. (2023). Developmental and social-emotional screening: What tests can tell us. Infants and Young Children, 36(4), 285–295. https://doi.org/10.1097/IYC.0000000000000249
Participants: 16,739 children, ages birth to 6 years old, in the United States
Sample / Population:
- Race/Ethnicity — 66% Anglo American, 13% Missing data, 7%% Mixed Race/Ethnicity, 5% Hispanic American, 4% African American, 4% Asian American, 1% Native American, 0.2% Pacific Islander, 0.1% and Hawaiian
Summary:
The purpose of the study was to examine the agreement between the Ages & Stages Questionnaires, Third Edition (ASQ-3), and the Ages & Stages Questionnaires: Social-Emotional, Second Edition (ASQ:SE-2), and investigate the relationship of the overall indication of “parental concerns” about their child’s behavior on the ASQ-3 and the results of the ASQ:SE-2. Analyses included calculation of agreements (1) between the ASQ-3 and the ASQ:SE-2, as well as (2) between the indication of “parental concerns” about their child’s behavior on the ASQ-3 and the results from the child’s ASQ:SE-2. Findings indicated 0.80 agreement between “typical” classification on the ASQ-3 and the ASQ:SE-2; as well as 0.57 agreement on the “at-risk” status. The sensitivity was 0.66, the specificity was 0.74, with an overall accuracy of 0.71. When parents indicated a “behavioral concern” about their child on the ASQ-3 overall questions, 74% of these children were identified by a subsequent ASQ:SE-2. High agreement on the “at-risk” status between developmental and social-emotional screening tests was found. High agreement between parental concerns about child’s behavior and results of the social-emotional screening test was found.
