Selecting tools that are affordable and easy to use will make it easier to identify and support children with developmental difficulties.Ĭhildren who experience developmental disabilities are among the most vulnerable members of a society. We reviewed over 90 screening tools to identify which tools can be easily used in these settings. Many screening tools exist, but there is uncertainty about which tools work best in non-Western cultures or low-resource settings. Screening tools are short questionnaires or brief assessments used to identify children at risk of a developmental disability such as autism. Autism Res 2019, 12: 176–199 © 2019 International Society for Autism Research, Wiley Periodicals, Inc. A focus on improving the scientific rigor of early detection approaches and on enhancing the reach to underserved populations should be prioritized. Routine screening is an important first step toward addressing the need for services in LMIC, but high-quality tools take time to be conceptualized, developed, piloted, and validated, before implementation can happen. We identified 10 tools which show promise for use across settings these tools are brief, low-cost and can be implemented by paraprofessionals or lay community health workers. Our review identified a substantial number (35 for DD and 6 for ASD) of screening tools from LMIC. We included 99 screening tools in the review and created profiles for each tool to evaluate their properties and determine which tools could be effectively used in various LMIC. We conducted a review of the literature for screening tools for DD and autism to make recommendations for tool selection and use in low- and middle-income countries (LMIC). There is a lack of consensus around which screening tools are most effective, especially where tools are used in cultures other than those in which they were created. Screening has been widely encouraged to identify children with ASD or DD, and a large variety of screening instruments are suggested in the literature. Monitoring child development through the use of screening tools can help identify children who need further assessment or intervention. 2021 56(5): 423-428.Without intervention, developmental delay (DD) and autism spectrum disorders (ASDs) severely restrict children from reaching their developmental potential. Do the children of mothers with optimum PICCOLO scores have better Denver II test results?. 05).Ĭonclusion: Supporting all areas, especially the responsive and encouragement domains in mother–child interactions, may improve child development.Ĭite this article as: Ayar G, Yalçın SS, Bayoğlu B. When adjusted for child’s age, gender, presence of a sibling, maternal age, mother’s education level, mother’s occupation, and household size, multiple logistic regression revealed higher rates for optimum responsiveness and encouragement domains, and total scores in age-appropriate and questionable groups, than in the delayed development group (P <. The median PICCOLO score was 43 (interquartile range (IQR)=36-47) in the age-appropriate developmental group, 44 (IQR=35-51) in the questionable group, and 36 (IQR=32-45) in the delayed group. The mean age of the children was 29.0 ± 11.9 months. Results: A total of 142 children, whose developmental status was evaluated according to DDST-II and were grouped as age-appropriate (59), questionable (39), and delayed (44), were included in the study. Mother–child interaction was assessed using the “Parenting Interactions with Children: Checklist of Observations Linked to Outcomes” (PICCOLO) tool. Children were divided into 3 developmental groups using the Denver Developmental Screening Test II (DDST-II) as age-appropriate, questionable, and delayed. A 10-minute video recording was obtained while the participant mother–child couple played together in a room. Material and Methods: Children aged 1-5 years admitted to the outpatient clinic for child health supervision were evaluated for the study. We aimed to evaluate mother–child interactions in children with developmental delay compared to those with age-appropriate development. Aim: Positive parenting skills, especially mother–child interactions, are associated with positive effects in countless areas of child development.
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