# Factor structure of the ASQ:SE-2: Cross-Cultural # Similarlities and Differences ## Huichao Xie, Chieh-Yu Chen, Luis Anunciação, Nicolette Waschl --- # Significance: Social-Emotional Well-being in the Post-Pandemic Era - UK: Pandemic has disproportionately harmed more children than adults in their mental health, where an 81% increase of referral among children and 11% increase among adults were reported (BMJ, 2022). - US: In a 2020 survey, 71% of parent participants reported that the pandemic had taken a toll on their child’s mental health and 69% (Ann & Robert H. Lurie Children’s Hospital of Chicago, 2021). Mental health emergency visits increased by 24% for children ages 5-11 (Leeb, R. T., et al., 2020). - Asia: Child protection emergency calls increased by 50% in India (PTI, April, 2020). Family violence emergency calls increased by 33% in Singapore (CNA, 2020). --- # Agenda - Culture in early childhood social-emotional development and screening - Exploring the factor structure of the ASQ:SE and ASQ:SE-2 - Findings from China, Taiwan, Brazil, and the US - Future directions --- ## Definition of Culture in Social-Emotional Development Culture is defined as attitudes, values, beliefs, and behaviors that are shared by a group and passed on from generation to generation (Matsumoto, 1997). Culture is passed down via “unconscious transmission of adaptive childrearing mechanisms.” --- # Role of Culture in Social-Emotional Development ## It is essential to treat young children’s mental health problems within the context of their families, homes, and communities. Center on the Developing Child, retrieved in 2022 --- ## Role of Culture in Social-Emotional Assessment Cultural and family values shape the development and expectations of infants and young children (Squires et al., 2015). --- # Fairness in Assessment - Fairness in assessment: A test that is fair reflects the Standards 3.0-3.20 same construct(s) for all test takers and the scores from it have the same meaning for all individuals in the intended population. - Evaluation of the underlying construct of the test within one country or culture may not generalize across borders or cultures (APA, 2014). --- # Factor Structure of ASQ:SE: How consistent across cultures? --- # Factor Structure of ASQ:SE: A scoping review Anunciação, L., Squires, J., Clifford, J., & Landeira-Fernandez, J. (2019). Confirmatory analysis and normative tables for the Brazilian Ages and Stages Questionnaires: Social-emotional. Child: Care, Health and Development, 45(3), 387–393. Anunciação, L., Squires, J., Landeira-Fernandez, J., & Singh, A. (2022). An Exploratory Analysis of the Internal Structure of Test Through a Multimethods Exploratory Approach of the ASQ: SE in Brazil. Journal of Neurosciences in Rural Practice. Chen, C. Y., Xie, H., Filgueiras, A. et al. Examining the Psychometric Properties of the Brazilian Ages & Stages Questionnaires-Social-Emotional: Use in Public Child Daycare Centers in Brazil. J Child Fam Stud 26, 2412–2425 (2017). 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. 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. Chen, C. Y., Xie, H., Filgueiras, A. et al. Examining the Psychometric Properties of the Brazilian Ages & Stages Questionnaires-Social-Emotional: Use in Public Child Daycare Centers in Brazil. J Child Fam Stud 26, 2412–2425 (2017). Xie, H., Washl, N., Bian, X., Wang, R., Chen, C-Y., Anunciação, L., Chai, Z., Song, W., & Li, Y. (2021). Validity studies of a parent completed social-emotional measure in a representative sample of young children in China. Applied Developmental Science, Online First, 23 Sep 2021. --- ## Major Findings | | Brazil | China | Taiwan | United States | | --- | --- | --- | --- | --- | | ASQ:SE version | ASQ:SE | ASQ:SE-2 | ASQ:SE-2 | ASQ:SE | | Age intervals | All 8 intervals | All 9 intervals | 48 months | 6, 12, 18, 24, 30, 36, 48, and 60 months | | Sample size | N=2830 Interval n=309-323 | N=2830 Interval n=309-323 | N=1455 | 20,862 | | Evidence for social-emotional two factor structure | Adequate to good fit (2-factor solution but also unidimensional structure for certain ages) | Adequate to good fit except for 2-month | Adequate to good fit for 48-month | Adequate to good fit for 48-month 6, 12, 18, 24, 30, 36, 48, and 60 months (2-month data was too small to test) | | Items with poor fit | | “Does your child seem too friendly with strangers?” changed to load on emotional factor | “Does your child seem too friendly with strangers?” | “Does your child cling to you more than expected?” (Item 2) | --- ## Differentiated Item Functioning: Taiwan vs. U.S. Items that TW data indicated lower probability of scoring: - Does your child do what you ask - Does your child use words to tell you what she wants or needs? - reversed - Does your child use words to describe her feelings and the feelings of others? - reversed Items that US data indicated lower probability of scoring: - Does your child cling to you more - Does your child cling to you more than you expect? - Do you and your child enjoy - Do you and your child enjoy mealtimes together? - reversed --- # Discussion of Implications - ASQ:SE and ASQ:SE-2 are widely recognized across different countries (and cultures). - Both tools showed consistency in factor structure across cultures, with nuances in some items. - Both tools help practitioners in their daily lives. ## Future Directions: - Examining parental understanding and functionality of the “concern” option across cultures. - Developing resources for family-professional communication and collaboration. --- # References - Ann & Robert H. Lurie Children’s Hospital of Chicago. (2021). Children’s Mental Health During the COVID-19 Pandemic. Retrieved from [https://www.luriechildrens.org/en/blog/childrens-mental-health-pandemic-statistics/](https://www.luriechildrens.org/en/blog/childrens-mental-health-pandemic-statistics/) - Matsumoto, D. (1997). Culture and modern life. Pacific Grove, CA: Brookes/Cole. - Iacobucci, G. (2022). Covid-19: Pandemic has disproportionately harmed children’s mental health, report finds. BMJ 2022; 376 :o430 doi:10.1136/bmj.o430 - Leeb, R. T., Bitsko, R. H., Radhakrishnan, L., Martinez, P., Njai, R., & Holland, K. M. (2020). Mental health–related emergency department visits among children aged < 18 years during the COVID-19 pandemic—United States, January 1–October 17, 2020. Morbidity and Mortality Weekly Report, 69(45), 1675. - Lieberman, A.F. (1990). Culturally sensitive intervention with children and families. Child and Adolescent Social Work, 7(2), 101-120. - Center on the Developing Child (2022). Inbrief: Early childhood mental health. Retrieved in 2022 from [https://developingchild.harvard.edu/resources/inbrief-early-childhood-mental-health-video/](https://developingchild.harvard.edu/resources/inbrief-early-childhood-mental-health-video/) - Squires, J., Bricker, D., & Twombly, E. (2015). ASQ:Se-2 User's Guide. Baltimore, MA: Paul H. Brookes Publishing. - American Educational Research Association, American Psychological Association, & National Council on Measurement in Education (Eds.). (2014). Standards for educational and psychological testing. American Educational Research Association. - Schulze et al. (2001). Feeding practices and expectations among middle-class Anglo and Puerto Rican mothers of 12-month-old infants. Journal of Cross-Cultural Psychology, 32(4), 397-406.