Purpose: The purpose of the current study is to examine relationships between parent completed scores of full term and preterm infants on two standardized questionnaires: 1) Ages and Stages Questionnaire (ASQ) measuring all areas of development and 2) Ages and Stages Questionnaire Social Emotional (ASQ-SE) measuring social-emotional development. Methods: Participants included parents of 25 preterm infants who were referred to UNMH Special Baby Clinic and 25 term infants. Parents filled out the ASQ and the ASQ:SE as well as a Social History Questionnaire. Results: No significant correlations were found between individual ASQ domains with the ASQ:SE for separate groups of infants. When groups were combined, scores for ASQ Gross Motor (r = -.30: p = .03), Personal Social (r = -.28: p = .05), and Total (r = -.32: p = .02) reached significance. Between group analyses yielded significant differences on the ASQ:SE (p = .01) as well ASQ Personal Social domain (p = .05). Trends towards significance were: ASQ Total Scores compared to ASQ:SE scores in the at-risk infants (r = -0.36: p = 0.08), and the ASQ Communication domain with both groups combined (r = -0.24: p = 0.09). Conclusions: Significant differences between groups on the ASQ:SE were found, however the at-risk group was not above the cut off for developmental concerns. Significant but weak correlations were revealed with combined groups on the ASQ Gross Motor, Personal Social and Total scores, indicating that the ASQ:SE and the ASQ have preliminary construct validity in these areas. Additional research with a larger sample size may establish construct validity between the ASQ and the ASQ:SE.
Level of Degree
Occupational Therapy Graduate Program
First Committee Member (Chair)
Second Committee Member
Infants--Development--Testing, Child development deviations--Diagnosis.
Koledin, Myriah. "Social emotional assessment of infants at-risk using the Ages and stages questionnaire social emotional (ASQ:SE)." (2010). https://digitalrepository.unm.edu/octh_etds/1