Psychometric characteristics of the Portuguese version of the Preschool Pediatric Symptom Checklist for children aged 18 to 60 months

Authors

DOI:

https://doi.org/10.17575/psicologia.v35i2.1767

Keywords:

Confirmatory factor analysis, Infant, Pediatric symptoms, Preschool, Psychometrics

Abstract

Early detection of social-emotional and behavioral problems in children is important, because this anticipation allows for more effective intervention. Therefore, this quantitative, cross-sectional and instrumental study examined the factor structure, internal consistency, and various other psychometric properties of the Portuguese version of the Preschool Pediatric Symptom Checklist (PPSC). The participants were 398 Portuguese parents who completed the PPSC and a sociodemographic questionnaire. The PPSC, consisting of 18 items, measures the social-emotional statuses of children from the ages of 18 to 60 months. Three competing models (the unifactorial, 3-factorial and 4-factorial models) were tested as regards the PPSC’s factor structure using a confirmatory factor analysis. Our findings suggest that the original unifactorial scale of the PPSC is the most suitable in terms of the Portuguese version of this measure. The use of the PPSC in primary healthcare, its diagnostic accuracy, and children’s related social-emotional adjustment factors are then discussed.

Downloads

Download data is not yet available.

Author Biography

Cristina Nunes, Department of Psychology and Educational Sciences of University of Algarve

Associate Professor with habilitation in the Department of Psychology and Educational Sciences of University of Algarve and member of Psychology Research Centre (CIP/UAL). Director of the Master in Clinical and Health Psychology. Main research area: Assessement of programs to promote positive parenting with children growing up in families at psychosocial risk.

References

Abad, F., Olea, J., Ponsoda, V., & Garcia, C. (2011). Medición en ciencias sociales y de la salud [Measurement in health and social sciences]. Editorial Sintesis.

Abidin, R. (1995). Parenting stress index. Professional manual (3rd ed.). Psychological Assessment Resources.

Alakortes, J., Kovaniemi, S., Carter, A. S., Bloigu, R., Moilanen, I., & Ebeling, H. (2017). Do child healthcare professionals and parents recognize social-emotional and behavioral problems in 1-year-old infants? European Child & Adolescent Psychiatry, 26, 481–495. https://doi.org//10.1007/s00787-016-0909-3

Briggs‐Gowan, M. J., & Carter, A. S. (1998). Preliminary acceptability and psychometrics of the infant–toddler social and emotional assessment (ITSEA): A new adult‐report questionnaire. Infant Mental Health Journal, 19, 422-445. https://doi.org/10.1002/(SICI)1097-0355(199824)19:4<422::AID-IMHJ5>3.0.CO;2-U

Briggs-Gowan, M. J., Carter, A. S., Skuban, E. M., & Horwitz, S. M. (2001). Prevalence of social emotional and behavioral problems in a community sample of 1- and 2-year-old children. Journal of the American Academy of Child and Adolescent Psychiatry, 40, 811–819. https://doi.org/10.1097/00004583-200107000-00016

Clark, L. A., & Watson, D. B. (1995). Constructing validity: basic issues in objective scale development. Psychological Assessment, 7, 309-319. https://doi.org/10. 1037/1040-3590.7.3.309

Finello, K. M., & Poulsen, M. K. (2018). Behavioral Assessment of Baby’s Emotional & Social Style (BABES) Toolkit: Intervention Strategies for Developmental Guidance & Support. WestEd

Greenspan, S. I. (2004). Greenspan Social-Emotional Growth Chart. Harcourt Assessment.

Halperin, J.M., & Marks, D.J. (2019). Practitioner Review: Assessment and treatment of preschool children with attention‐deficit/hyperactivity disorder. Journal of Child Psychology and Psychiatry, 60, 930-943. https://doi.org/10.1111/jcpp.13014

Halperin, J.M., & Marks, D.J. (2019). Practitioner Review: Assessment and treatment of preschool children with attention‐deficit/hyperactivity disorder. Journal of Child Psychology and Psychiatry, 60, 930-943. https://doi.org/10.1111/jcpp.13014

Jahromi, L. B., Bryce, C. I., & Swanson, J. (2013). The importance of self-regulation for the school and peer engagement of children with high-functioning autism. Research in Autism Spectrum Disorders, 7, 235-246. https://doi.org/10.1016/j.rasd.2012.08.012

Kaplan, R., & Saccuzzo, D. (2013). Psychological Testing: Principles, Applications, and Issues (8th ed). Cengage Learning

Klein, A., Schlesier-Michel, A., Otto, Y., White, L., Andreas, A., Sierau, S., Bergmann, S., Perren, S., & Von Klitzing, K. (2019). Latent trajectories of internalizing symptoms from preschool to school age: A multi-informant study in a high-risk sample. Development and Psychopathology, 31, 657-681. https://doi.org/10.1017/S0954579418000214

Linberg, A., Burghardt, L., Freund, J. D., & Weinert, S. (2020). Differential effect of duration of early childcare under the age of three on social-emotional outcomes. Early Child Development and Care, 190, 2505-2519. https://doi.org/10.1080/03004430.2019.1588891

Mingebach, T., Kamp-Becker, I., Christiansen, H., & Weber L. (2018). Meta-meta-analysis on the effectiveness of parent-based interventions for the treatment of child externalizing behavior problems. PLoS One, 13, e0202855. https://doi.org/10.1371/journal.pone.0202855

Montero, I., León, O. G. (2007). A guide for naming research studies in Psychology. International Journal of Clinical and Health Psychology, 7(3), 847-862

Moreira, R. S., Magalhães, L. C., Siqueira, C. M., & Alves. C. R. L. (2019). Cross-cultural adaptation of the child development surveillance instrument “Survey of Wellbeing of Young Children (SWYC)” in the Brazilian context. Journal of Human Growth and Development, 29, 28-38. https://doi.org/10.7322/jhgd.145001

Nunes, C., & Ayala, A. (2013). ¿Consejo o prescripción? Análisis de las recomendaciones pediátricas en las consultas del programa del niño sano [Advice or prescription? Analysis of the pediatric recommendations in the healthy child program visits]. Revista de Pediatría de Atención Primaria, 15, e135-e143. http://scielo.isciii.es/pdf/pap/v15n60/original1.pdf

Nunes, C., & Ayala, M. (2011). ¿De qué hablan los pediatras y las madres en la consulta de seguimiento de la salud infantil? [What do pediatricians and mothers talk about in the well-child program visits?]. Anales de Pediatría, 75, 239-246. https://doi.org/10.1016/j.anpedi.2011.03.020

Nunnally, J., & Bernstein, I. (1994). Psychometric theory (3rd ed.). McGraw-Hill.

Ortiz, R. M. R. & Barnes, J. (2019). Temperament, parental personality and parenting stress in relation to social-emotional development at 51 months. Journal Early Child Development and Care, 189, 1978-1991. https://doi.org/10.1080/03004430.2018.1425297

Peralta-Carcelen, M., Carlo, W. A., Pappas, A., Vaucher, Y. E., Yeates, K. O., Phillips, V. A., Gustafson, K. E., Payne, A. H., Duncan, A. F., Newman, J. E., & Bann, C. M. (2017). Behavioral problems and social-emotional competence at 18 to 22 months of extremely premature children. Pediatrics, 139, e20161043. https://doi.org/10.1542/peds.2016-1043

Perrin, E. C., Sheldrick, R. C., Visco, Z., & Mattern, K. (2016). The survey of well-being of young children (SWYC) user’s manual. Floating Hospital for Children at Tufts Medical Center. https://www.tuftschildrenshospital.org/The-Survey-of-Wellbeing-of-Young-Children/Manual-Training-Resources

Rolim, L. Amaral, J. & Leite, A. (2019). Instrumentos que avaliam o vínculo materno e os riscos de alteração no desenvolvimento infantil [Instruments that validate or maternal bond and the risks of alteration or child development]. International Journal of Developmental and Educational Psychology INFAD, 2, 35-44. http://www.infad.eu/RevistaINFAD/OJS/index.php/IJODAEP/article/view/1736/1535

Sheldrick, R. C., Henson, B. S., Neger, E. N., BA; Merchant, S., & Murphy, J. M. (2012). The preschool pediatric symptom checklist (PPSC): Development and initial validation of a new social/emotional screening instrument. Academic Pediatrics, 12, 456–467. https://doi.org/10.1016/j.acap.2012.06.008

Silva, D. I., Mello, D. F., Mazza, V. A., Toriyama, A. T. M., & Veríssimo, M. L. Ó. R. (2019). Dysfunctions in the socio emotional development of infants and its related factors: an integrative review. Texto Contexto Enfermagem, 28, e20170370. https://doi.org/10.1590/1980-265X-TCE-2017-0370

Sim, F., Thompson, L., Marryat, L., Ramparsad, N., & Wilson, P. (2019). Predictive validity of preschool screening tools for language and behavioural difficulties: A PRISMA systematic review. PLoS ONE, 14, e0211409. https://doi.org/10.1371/journal.pone.0211409

Squires, J., Bricker, D. D., & Potter, L. (1995). Ages and stages questionnaires user's guide. Brookes Publishing Company.

West, S., Taylor, A., & Wu, W. (2012). Model fit and model selection in structural equation modeling. In R. Hoyle (Ed.). Handbook of structural equation modeling (pp. 209–231). The Guilford Press.

Yoon, S., Yoon, D., Wang, X., Tebben, E., Lee, G., & Pei, F. (2017). Co-development of internalizing and externalizing behavior problems during early childhood among child welfare-involved children. Children and Youth Services Review, 82, 455-465. https://doi.org/10.1016/j.childyouth.2017.10.016

Downloads

Published

2021-12-20

How to Cite

Rocha, B., & Nunes, C. (2021). Psychometric characteristics of the Portuguese version of the Preschool Pediatric Symptom Checklist for children aged 18 to 60 months . PSICOLOGIA, 35(2), 109–118. https://doi.org/10.17575/psicologia.v35i2.1767

Issue

Section

Non-thematic articles