Table 1 Comparison of PEDS and ASQs as developmental screening tools
Characteristic | PEDS | ASQ |
|---|---|---|
Screening approach | Parents' developmental concerns | Parents provide information about child’s skills |
Format | 10 questions covering 9 developmental concerns, 1 page Response options: no/yes/a little | 30 questions covering 5 developmental domains, 3 pages Response options: yes/sometimes/not yet |
Example of item | Expressive language: “Do you have any concerns about how your child talks and makes speech sounds?” | Communication skill at 18 mo: “Does your child say 8 or more words in addition to ‘Mama’ and ‘Dada’?” |
Time to screen | 5 min of parent time | 10–15 min of parent time |
1–2 min for provider/staff to score | 1–2 min for provider/staff to score | |
Scoring summary | Yields overall pass/fail score Path A: 2 significant concerns (refer for evaluation) Path B: 1 significant concern (administer formal skill-based screen) | Yields overall pass/fail score Each of 5 domain subscales (eg, communication, fine motor) yields pass/fail score |
Sensitivity | 0.74–0.79 (moderate) | 0.70–0.90 (moderate to high) |
Specificity | 0.70–0.80 (moderate) | 0.76–0.91 (moderate to high) |
Available languages | Arabic, Chinese, Dinka, Vietnamese, Korean, Lao, Somali, Khmer, Tamil, Thai, Hindi, Indonesian | Arabic, Spanish, Chinese, Korean |