Cultural Adaptation and Psychometric Validation of the Ages and Stages Questionnaires for use in Georgia

Low- and middle-income countries need simple, technically sound developmental screening tools. The Ages and Stages Questionnaires, 3rd edition (ASQ-3) is widely accepted as a scientifically reliable and valid, user-friendly, and easy-to-learn and administer tool. This study documents the cultural adaptation, validation, and standardization of the Georgian ASQ-3 for children 1–66 months. The parents of 2974 children from one to 66 months completed the Georgian ASQ-3. We compared mean domain scores to the US normative sample, and performed multivariate analyses to detect variables associated with ASQ-3 cutoff scores. Cronbach's alpha values for all age groups varied from 0.643 to 0.824 across areas. We found significant differences in cutoff points between the Georgian ASQ-3 and US reference population in most domains across age groups. Child gender was associated with Communication (B, 0.453; p?=?0.01), Fine Motor (B, 0.457; p?=?0.01) and Personal–Social (B, 0.576; p?=?0.001) with scores for girls more frequently distributed above the cutoff. We found administration of the Georgian ASQ-3 was easy after adaptation. We recommend additional research to investigate sensitivity and specificity and gender differences.     

A confirmatory factor analysis of the WISC-III in a clinical sample with cross-validation in the standardization sample.

Maximum likelihood confirmatory factor analysis was applied to the Wechsler Intelligence Scale for Children-Third Edition (WISC-III; Wechsler, 1991) data of a mixed clinical sample of 318 children. Analyses were designed to determine which of nine hypothesized oblique factor solutions could best explain intelligence as measured by the WISC-III in the clinical sample. Competing latent variable models were identified in previous studies, and results in the clinical sample were cross-validated by testing all models in the WISC-III standardization sample (n = 2200). Findings in both the clinical and standardization samples supported a five-factor model including Verbal Comprehension, Constructional Praxis, Visual Reasoning, Freedom from Distractibility, and Processing Speed factors. The Visual Reasoning factor was defined primarily by Picture Arrangement, whereas Mazes did not appear to improve model fit. Potential opportunities and pitfalls with regard to the interpretation of the proposed Visual Reasoning factor are discussed.     

From “4Rs and 2Ss” to “Amaka Amasanyufu” (Happy Families): Adapting a U.S.-based Evidence-Based Intervention to the Uganda Context

In Uganda, one in five children presents mental health challenges, including disruptive behavior disorders (DBDs). DBDs can persist through adulthood and result in negative outcomes. Effective interventions for DBDs have been developed and tested in high-poverty communities in developed countries. Yet, most African countries, such as Uganda, lack such interventions. This paper describes the adaptation process of an evidence-based intervention of U.S. origin to optimize fit to context with intervention fidelity, as part of a randomized trial conducted with youth that exhibit behavioral challenges and their caregivers in 30 schools in Uganda. The process involved: initial meetings with headteachers and teachers to introduce the study and the main concepts of the intervention; initial manual review focusing on 4Rs and 2Ss content by the Uganda team; engagement of community stakeholders for additional feedback on content and cultural relevance; final revision of the manual; and collection of children’s drawings for the illustration of the manual. This paper describes both similarities and differences between the original and adapted intervention content and methods of delivery. The findings also highlight the importance of involving community stakeholders in the adaptation process.     

The effects of situational goal orientation and cultural learning values on team performance and adaptation to change

In this paper, we examine the unique effects of situational goal orientation and cultural learning values on team adaptation to change and the moderating role of cultural learning values in the relationship between goal orientation and team performance and adaptation. To do this, we conducted an experiment using a 2 × 2 × 2 repeated-measures factorial design, consisting of high and low levels of learning values, situational goal orientation (i.e., learning goals and performance goals). The experimental task involved two phases: we looked at team performance in Phase 1 and team adaptation to change in Phase 2. Forty 3-person teams were randomly assigned to four experimental conditions and all teams engaged in a complex bridge-planning task. Performance was measured in terms of the quality of the planned bridge. Results showed independent effects of situational goal orientation and cultural learning values on team performance and adaptation to change. Cultural learning values also moderated the relationship between goal orientation and performance and adaptation to change. Finally, the combination of learning goals and high learning values resulted in the highest levels of initial team performance (Phase 1) and adaptation to change and improved performance (Phase 2), as compared to all other examined conditions.     

Neuropsychological Measures in the Arab World: A Systematic Review

Although Arabic is one of the most widely used languages in the world, little is known on the availability of standardized neuropsychological tests in Arabic. We review the literature published before 2016, using the keywords Arab*, cogniti*, and neuropsycholo*, as well as keywords for each Arab country. PubMed, PsycINFO, Education Source, Academic Search Complete, Education Resources Information Center, Shamaa, and Arabpsynet databases were searched, in addition to a selected number of Arabic medical and educational journals. After excluding case reports, studies conducted on Arab groups residing outside the Arab world or Israel, and studies that employed intelligence scales or cognitive screens without standardization, 384 studies were eventually reviewed. Tests with most extensive use, adaptation, validation and norming were identified. The Raven Matrices, with its variants, was the most normed cognitive test for Arab individuals (normed in 16 countries). The rate of neuropsychology publications from the Arab countries combined, per year, was less than half of that of each American journal (top 10 journals pertaining to cognition). Nonetheless, the rate in Arab countries has increased after 2010. Publications were mostly from Egypt and Saudi Arabia, but the ratio of test adaptation-to-publication was the largest in Jordan and Lebanon. Approximately half of these publications did not employ cognitive tests that were developed, translated, adapted, or standardized according to international guidelines of psychological measurement. We provide recommendations on improving clinical neuropsychology to better serve Arab patients.     

Cognitive ability,parenting and instruction in Vietnam and Germany

In a sample of N = 105 fifth graders from Vietnam and Germany, cognitive abilities (CogAT-Nonverbal, i.e. fluid figural, CogAT-Quantitative, i.e. crystallized mathematics), family attributes, parenting styles, leisure time activities, and attributes of school and instruction were compared. In spite of large cultural and economic differences, the general cognitive ability levels were similar (M_Vnm = 99.43 vs. M_Deu = 99.13 IQ points in current UK norms). This result is in contradiction to usual outcomes in developing countries. However, regarding family, parenting, school and instruction, differences were observed: German families had more books. German parents were less frequently married and German families less frequently consisted of both mother and father. Vietnamese parents had more children. Vietnamese parents showed higher levels of authoritarian and neglecting parenting. German children read more books. The Vietnamese did not attend kindergarten, had larger classes, more homework, and more private tuition. In a path analysis, parental educational level, number of books, burgher family, low birth order rank, amount of teaching, parental income, Confucian educational orientation and Vietnamese background all revealed a positive impact on children's intelligence.     

Global and Regional Perspectives on Testing Children and Youth: An Empirical Study

The results of an international survey of test use in 44 countries are reported. Data are presented and discussed for six groupings: highly industrialised, less industrialised Western, developing Third World, socialist, Middle East, and least developed nations. A total of 740 tests were identified. A number of similarities exist among the six groupings in their test use. Intelligence tests are most commonly used followed by personality and achievement tests. Important differences also exist. For example, the developing Third World and Middle East nations use more group than individually administered tests and fewer achievement tests. Many tests lack reliability and validity studies and norms. Additional tests are needed to assess achievement, intelligence, social development, personality, and vocational interests and aptitudes. Tests are especially needed for children and youth who are learning disabled, mentally retarded, and slow learners. Problems created by these conditions and implications of the frequent use of foreign developed tests are discussed.     

The relation between adaptive behavior and intelligence: Testing alternative explanations

Adaptive behavior has become an increasingly important component of the assessment of children referred for learning and behavioral problems in educational settings. Yet the construct of adaptive behavior remains ill defined, and fundamental questions about the nature of adaptive behavior remain unanswered. As a result, measures of adaptive behavior are often problematic. Among the most important of these fundamental questions is the nature of the underlying relation between adaptive behavior and intelligence. The present study used confirmatory factor analysis and 556 school-age children from the overlap of the standardization sample of the Vineland Adaptive Behavior Scale and the Kaufman Assessment Battery for Children to test three models of the relation between adaptive behavior and intelligence: as identical underlying constructs, as completely unrelated constructs, or as separate but related constructs. The model specifying adaptive behavior and intelligence as separate but related constructs proved significantly better than either competing model. Similar results were obtained for preschool children and low-ability school-age children, further suggesting that adaptive behavior and intelligence should be considered as separate but related constructs. Two plausible models to further explain the nature of this relation are presented.     

Variations in WISC-R patterns of learning disabled children

The WISC-R was administered to 19 learning disabled students at the time of diagnosis and following a period of time in special program placements. Group analyses indicated fluctuations between testing times in the Verbal and Full-Scale IQs and the V-P IQ discrepancies. Small but significant differences in Verbal, Performance and V-P scatter indices were observed at one or both testings in comparison to the normal standardization sample. Although the suggested group pattern for learning disabled children based on the Bannatyne categories was confirmed on both occasions, there was considerable variation for individual subjects.     

Performance of children with epilepsy and normal age-matched controls on the WISC-III.

Research findings regarding the effects of childhood epilepsy on general intelligence have produced variable results. The aim of this study was to investigate the effects of epilepsy, age of seizure onset, and Antiepileptic Drugs (AED) on intellectual ability as assessed by the Wechsler Intelligence Scale for Children, 3rd Edition (WISC-III; Wechsler, 1991). This study included children with epilepsy assessed with the WISC-III who achieved either a Full Scale, Verbal Scale, or Performance Scale IQ score >or= 70. A clinical sample of children diagnosed with epilepsy (n = 32) were age- and gender-matched with subjects from the normative standardization sample for the WISC-III, yielding a total sample of 64 subjects. Comparison using a MANOVA revealed significant differences across WISC-III Index standard scores (p = 0.0005) and subtest scaled scores (p = 0.0013), with control participants performing better than epileptic participants. Secondary analyses were also conducted considering monotherapy (n = 14) versus polytherapy (n = 11), and age of seizure onset (<6 years, n = 12; 6 > years, n = 15). MANOVA comparisons revealed no significant differences between groups across WISC-III Index standard scores.     

How do different aspects of self-regulation predict successful adaptation to school?

Self-regulation plays an important role in successful adaptation to preschool and school contexts as well as in later academic achievement. The current study relates different aspects of self-regulation such as temperamental effortful control and executive functions (updating, inhibition, and shifting) to different aspects of adaptation to school such as learning-related behavior, school grades, and performance in standardized achievement tests. The relationship between executive functions/effortful control and academic achievement has been established in previous studies; however, little is known about their unique contributions to different aspects of adaptation to school and the interplay of these factors in young school children. Results of a 1-year longitudinal study (N=459) revealed that unique contributions of effortful control (parental report) to school grades were fully mediated by children's learning-related behavior. On the other hand, the unique contributions of executive functions (performance on tasks) to school grades were only partially mediated by children's learning-related behavior. Moreover, executive functions predicted performance in standardized achievement tests exclusively, with comparable predictive power for mathematical and reading/writing skills. Controlling for fluid intelligence did not change the pattern of prediction substantially, and fluid intelligence did not explain any variance above that of the two included aspects of self-regulation. Although effortful control and executive functions were not significantly related to each other, both aspects of self-regulation were shown to be important for fostering early learning and good classroom adjustment in children around transition to school.     

The impact of periventricular brain injury on reading and spelling abilities in the late elementary and adolescent years.

The present study was designed: (1) to investigate the long-term consequences of both the presence and the severity of periventricular brain injury (PVBI) on intellectual, academic, and cognitive outcome in extremely-low-birthweight (ELBW: < 1,000 grams) children at a mean age of 11 years; and (2) to determine the nature of the underlying difficulties associated with academic problems in these children. The results indicated that ELBW children without PVBI performed as well as full-term children on intelligence, academic, and cognitive ability tests. In contrast, ELBW children with mild and severe PVBI achieved significantly lower scores than either ELBW children without PVBI or children who were born at term. A second analysis indicated that, after accounting for Full Scale IQ, working memory and phonological processing were significant predictors of reading and spelling performance in ELBW children. These findings suggest that the presence and severity of PVBI, and not ELBW status alone, is associated with performance on tests of intelligence, and academic and cognitive functioning, and that some of the same factors known to be associated with learning disabilities in full-term children contribute to learning disabilities in ELBW children.     

Intellectual growth in children as a function of domain specific and domain general working memory subgroups

This study examined whether children's growth on measures of fluid (Raven Colored Progressive Matrices) and crystallized (reading and math achievement) intelligence was attributable to domain-specific or domain-general functions of working memory (WM). A sample of 290 elementary school children was tested on measures of intelligence across three testing waves. Two methods, a hierarchical factor model predicting latent growth and a double dissociation design comparing children divided into high and low performers, tested whether general and/or specific components accounted for performance on intelligence measures. A general domain model for the total sample provided the best fit for latent growth on all measures. Further, the lack of a significant WM subgroup × domain interaction suggested that a general WM system underlies the individual differences on measures of fluid and crystallized intelligence. Overall, the findings support a domain-general view of WM capacity on intelligence measures in children, but also suggest that domain specific storage systems may come into play on isolated measures.     

The Impact of Periventricular Brain Injury on Reading and Spelling Abilities in the Late Elementary and Adolescent Years

The present study was designed: (1) to investigate the long-term consequences of both the presence and the severity of periventricular brain injury (PVBI) on intellectual, academic, and cognitive outcome in extremely-low-birthweight (ELBW: < 1,000 grams) children at a mean age of 11 years; and (2) to determine the nature of the underlying difficulties associated with academic problems in these children. The results indicated that ELBW children without PVBI performed as well as full-term children on intelligence, academic, and cognitive ability tests. In contrast, ELBW children with mild and severe PVBI achieved significantly lower scores than either ELBW children without PVBI or children who were born at term. A second analysis indicated that, after accounting for Full Scale IQ, working memory and phonological processing were significant predictors of reading and spelling performance in ELBW children. These findings suggest that the presence and severity of PVBI, and not ELBW status alone, is associated with performance on tests of intelligence, and academic and cognitive functioning, and that some of the same factors known to be associated with learning disabilities in full-term children contribute to learning disabilities in ELBW children.     

流动儿童心理韧性对文化适应的影响:社会认同的中介作用

本研究旨在探讨流动儿童心理韧性、社会认同及文化适应的关系。采用青少年心理韧性量表、流动儿童社会认同量表、流动儿童文化适应困难量表对北京市932名流动儿童进行了调查。经过分析发现：（1）女生、未转学、家庭收入高、父母教育程度高、公立学校的流动儿童文化适应更好;（2）流动儿童的心理韧性对其文化适应的直接预测效应显著;（3）流动儿童的心理韧性可以分别通过老家总认同和城市总认同间接影响文化适应,也可以通过老家总认同和城市总认同的整合更好地间接影响文化适应。     

汉区高校少数民族大学生压力对其学校适应的影响机制

在压力反应一般模式、应对交互作用模式、生态系统理论、风险缓冲模型和压力缓冲假说模型基础上构建了一个有调节的中介模型,探讨了压力、应对方式、文化智力和汉区高校少数民族大学生学校适应之间关系。采用了压力量表、应对方式问卷、文化智力量表和学校适应问卷对779名汉区高校少数民族大学生进行调查,结果显示：（1）压力影响汉区高校少数民族大学生学校适应;（2）应对方式部分中介了压力与汉区高校少数民族大学生学校适应间的关系;（3）文化智力调节了压力通过应对方式影响汉区高校少数民族大学生学校适应这一中介过程的前半路径和直接路径。研究结论对提高汉区高校少数民族大学生学校适应有重要的参考价值。     

Emotional intelligence as a predictor of employees' career adaptability

Emotional intelligence and career adaptability are crucial psychosocial meta-capacities for successful adaptation in various spheres of life, including the realm of careers. However, little is known about the relationship between emotional intelligence and Savickas's (2005) notion of career adaptability. The current research examines the relation of emotional intelligence to career adaptability. A cross-sectional survey was conducted with a sample of 409 early career black call center agents (Mean age = 32) employed in three of the largest outsourced financial call centers in Africa. Canonical correlation analysis and structural equation modeling confirmed the predictive validity of emotional intelligence in relation to career adaptability. The results showed that managing one's own emotions contributes the most in explaining overall emotional intelligence a n d the variance in overall career adaptability with its four domains of career concern, career control, career confidence and career curiosity. The results of the study highlight the importance of developing individuals' emotional intelligence in order to strengthen their career adaptability. The research contributed new and valuable insights that may inform career development interventions for call center agents.     

Development of movement schema in young children

To examine the development of movement schema in young school-age children, i.e., whether principles which govern fine eye-hand coordination skill learning as suggested by Schmidt's schema theory apply to the learning of gross motor skills Exp. 1 involved 48 right-handed first-grade children. On a modification of the Fitts Reciprocal Tapping task children moved a stylus (held in the hand or attached to a special shoe worn on the foot) between two metal targets separated by different distances. Children were randomly assigned to one of eight groups: two control or no-practice groups and six experimental or transfer groups. A one-way analysis of variance followed by appropriate Scheffé post hoc tests indicated that movements of the lower limbs were not organized into a movement schema, but a pattern of schema of movement for the upper limbs developed. That no movement schema developed for lower limb movements suggests development of movement schema is intricately linked to both the existing as well as the potential for developing precise movement in those limbs. Exp. 2 involved 40 first-grade children who were randomly assigned to perform a gross-motor agility task under one of three conditions: direct practice on the criterion task, constant practice on a modification of the criterion task, or variable practice on several different modifications of the criterion task. A groups X trials analysis of variance with appropriate post hoc tests indicated that there were no significant differences among direct, constant, or variable practice groups. Data suggest that the amount of practice may be as important as the type of practice in developing movement schema involved in gross motor skills in young children.     

THE CROSS-CULTURAL STUDY OF INTELLIGENCE: PIAGET AND THE BAOULÉ*

There are two aspects of Piaget's theory that can be at least partly distinguished: (1) The stage theory, or the development of particular concepts through a series of hierarchical stages; (2) The metatheory, or the interactionist model of adaptation (assimilation and accommodation) that explains the mechanisms of cognitive development. Most cross-cultural research has been based on the first of these aspects, using and adapting “Piagetian tasks ”in various conceptual areas. Some findings of this line of enquiry, and the methodological problems encountered, are briefly reviewed. It is argued that no specific task, nor a combination of them, can be taken to measure a general cognitive level; the tasks measure the attainment of particular concepts rather than “intelligence”. New evidence is presented on the reliability and validity of Piagetian tasks used in a cross-cultural setting. In the second model, intelligence is broadly defined as adaptation to the environment; in this conception it would be reasonable to expect divergent paths of cognitive development in different cultures. In other words, one might need a different Piagetian psychology in each culture, but based on universal deep mechanisms. As a modest contribution to a more “emic ”study of intelligence, the concept of intelligence as defined by the Baoulé of Ivory Coast, n'glouèlě is presented and discussed. Ratings on n'glouèlě and its different components are related to performance on Piagetian tasks in a sample of 8- to 9-year-old rural Baoulé children. The thrust of the paper is to point out once more the cultural relativity of any conception of intelligence, be it from a Piagetian or any other perspective.