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Reliability and Validity of an Adapted and Translated Version of the Mullen Scales of Early Learning (AT‐MSEL) in Rural Guatemala.

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Title: Reliability and Validity of an Adapted and Translated Version of the Mullen Scales of Early Learning (AT‐MSEL) in Rural Guatemala.
Authors: Colbert, Alison M. (AUTHOR), Lamb, Molly M. (AUTHOR), Asturias, Edwin J. (AUTHOR), Muñoz, Flor M. (AUTHOR), Bauer, Desirée (AUTHOR), Arroyave, Paola (AUTHOR), Hernández, Sara (AUTHOR), Martínez, Maria Alejandra (AUTHOR), Paniagua‐Avila, Alejandra (AUTHOR), Olson, Daniel (AUTHOR), Calvimontes, D. Mirella (AUTHOR), Bolaños, Guillermo A. (AUTHOR), El Sahly, Hana M. (AUTHOR), Connery, Amy K. (AUTHOR)
Source: Child: Care, Health & Development. May2020, Vol. 46 Issue 3, p327-335. 9p. 6 Charts.
Subjects: Age distribution, Child development, Statistical correlation, Developing countries, Infant development, Language acquisition, Research methodology, Psychometrics, Research evaluation, Rural conditions, Visual perception, Early intervention (Education), Inter-observer reliability, Research methodology evaluation, Descriptive statistics, Intraclass correlation
Geographic Terms: Guatemala
Abstract: Background: A growing literature base supports the use of tests developed in high‐income countries to assess children in low resource settings when carefully translated, adapted, and applied. Evaluation of psychometric properties of adapted and translated measures within populations is necessary. The current project sought to evaluate the reliability and validity of an adapted and translated version of the Mullen Scales of Early Learning (AT‐MSEL) in rural Guatelama. Methods: The reliability and validity of the AT‐MSEL in rural Guatemala were analyzed for children ages 0–5 years. Results: Interrater reliability coefficients (ICC = 0.99–1.0) and internal consistency (Cronbach's alpha = 0.91–0.93) were excellent for all subscales. General linear models utilizing paired data showed consistency between standard scores (p < 0.0001). Mean raw scores increased with chronological age, as expected. Across age groups, subscales were significantly, positively correlated with one another (p < 0.05 ‐ < 0.001) with one exception, visual reception and expressive language at the 0–10 month age range (p = 0.43). Conclusions: The AT‐ MSEL showed strong psychometric properties in a sample of young children in rural Guatemala. Findings demonstrate that the AT‐MSEL can be used validly and reliably within this specific population of children. This work supports the concept that tests developed in high‐income countries can be used to assess children in low resource settings when carefully translated, adapted and applied. [ABSTRACT FROM AUTHOR]
Copyright of Child: Care, Health & Development is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Reliability and Validity of an Adapted and Translated Version of the Mullen Scales of Early Learning (AT‐MSEL) in Rural Guatemala.
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  Data: Background: A growing literature base supports the use of tests developed in high‐income countries to assess children in low resource settings when carefully translated, adapted, and applied. Evaluation of psychometric properties of adapted and translated measures within populations is necessary. The current project sought to evaluate the reliability and validity of an adapted and translated version of the Mullen Scales of Early Learning (AT‐MSEL) in rural Guatelama. Methods: The reliability and validity of the AT‐MSEL in rural Guatemala were analyzed for children ages 0–5 years. Results: Interrater reliability coefficients (ICC = 0.99–1.0) and internal consistency (Cronbach&#39;s alpha = 0.91–0.93) were excellent for all subscales. General linear models utilizing paired data showed consistency between standard scores (p &lt; 0.0001). Mean raw scores increased with chronological age, as expected. Across age groups, subscales were significantly, positively correlated with one another (p &lt; 0.05 ‐ &lt; 0.001) with one exception, visual reception and expressive language at the 0–10 month age range (p = 0.43). Conclusions: The AT‐ MSEL showed strong psychometric properties in a sample of young children in rural Guatemala. Findings demonstrate that the AT‐MSEL can be used validly and reliably within this specific population of children. This work supports the concept that tests developed in high‐income countries can be used to assess children in low resource settings when carefully translated, adapted and applied. [ABSTRACT FROM AUTHOR]
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        Value: 10.1111/cch.12748
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        Text: English
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        PageCount: 9
        StartPage: 327
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        Type: general
      – SubjectFull: Child development
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      – SubjectFull: Statistical correlation
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      – SubjectFull: Guatemala
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