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Permanent link (DOI): https://doi.org/10.7939/R3B853Q7N

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Evaluating the Psychometric Properties of the 18-month "Ages and Stages Questionnaires" using a Canadian Sample: Making Inferences about Decision Consistency from Item and Subscale-Level Data Open Access

Descriptions

Other title
Subject/Keyword
developmental screening
psychometrics
Ages and Stages Questionnaires
Type of item
Thesis
Degree grantor
University of Alberta
Author or creator
Chudnovskaya, Ekaterina
Supervisor and department
Gierl, Mark (Educational Psychology)
Examining committee member and department
Gokiert, Rebecca (Faculty of Extension)
Poth, Cheryl (Educational Psychology)
Department
Department of Educational Psychology
Specialization
Measurement, Evaluation and Cognition
Date accepted
2014-08-19T10:07:09Z
Graduation date
2014-11
Degree
Master of Education
Degree level
Master's
Abstract
Developmental screening tools, such as "Ages and Stages Questionnaires" (ASQ) are an important addition to the pediatric care to identify developmental delays at critical age periods. ASQ questionnaires have demonstrated good psychometric properties in the US context; however sample-dependent methods were used to establish this evidence and set cut-off scores. The purpose of this study was to evaluate the psychometric properties of the ASQ for 18 month children in the new context – primary care population in a Western Canadian community. A combination of classical test theory and non-parametric item response theory methods for item and subscale analysis were used to make inferences about potential consistency of classifications with the original cut-off scores. Results indicate that (a) cut-off locations do not match the original distribution for most subscales; (b) high probability of misclassification exists for subscales, despite acceptable internal consistency; (c) item difficulty ranges from low to acceptable, but contributes to low discrimination around cut-offs for some subscales; (d) all domains provide lower precision and discrimination at higher ability levels, thus increasing potential of misclassification for children not clearly at risk. Implications of these findings for research and tool use, including scoring and interpretation of results, are discussed.
Language
English
DOI
doi:10.7939/R3B853Q7N
Rights
Permission is hereby granted to the University of Alberta Libraries to reproduce single copies of this thesis and to lend or sell such copies for private, scholarly or scientific research purposes only. Where the thesis is converted to, or otherwise made available in digital form, the University of Alberta will advise potential users of the thesis of these terms. The author reserves all other publication and other rights in association with the copyright in the thesis and, except as herein before provided, neither the thesis nor any substantial portion thereof may be printed or otherwise reproduced in any material form whatsoever without the author's prior written permission.
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