161
Posters Advancing Comprehensive Early Childhood Intervention
Session 2
ECI SERVICE DELIVERY Topic - Screening, Assessment, Identification, Referral p2.25 Adaptation and Validation of the ESLA and APTF Screening Language Grid for Children: 18-20 Months Presenting Author: Ana Raquel Gomes (Portugal) Affiliation: Boa Nova Private Hospital - Trofa Health Group Co-Author: Marta Joana Pinto Early screening of pre-linguistic predictors, before the appearance of the first words and phrases, can provide privileged indications to parents and professionals, facilitating early referral and timely assessment and intervention. Given that communication and language screening instruments for early childhood are scarce in Portugal, the need arose to contribute to the adaptation and validation of a Screening Grid developed by the European Speech and Language Therapy Association [ESLA] and the Portuguese Association of Speech Therapy [APTF] for children between 18-20 months of age in European Portuguese. This instrument can be completed by parents/caregivers, allowing them to participate in their children's assessment processes. The Screening Grid will be presented, as well as the contribution to its cultural adaptation and validation. Mastery motivation is a multi-dimensional psychological drive that leads individuals to continuously attempt to solve problems or master goals. Mastery motivation is closely related to the learning of abilities. However, its role in children's psychological pathology symptoms requires further exploration. The purpose of this study was to examine the relationship between mastery motivation in early childhood and its association with hyperactivity and attention symptoms in a school context. The study involved 312 children aged 3 to 8, along with their parents and teachers. The Motivation Questionnaire was rated by teachers including the domains of the cognitive/object, gross motor, and social interaction, as well as mastery pleasure and negative emotional responses to challenges. Parents rated their children's hyperactivity and attention symptoms using the Attention Deficit/Hyperactivity Disorder Test Revised. The results showed that mastery motivation significantly explained children's impulsivity and attention symptoms. Social motivation with children and negative emotional responses to challenges had significant negatively and positively predictions of children's hyperactivity and in-attention symptoms, respectively. p2.27 Cross-Sector Engagement in Examining Systems for Early Identification and Referral Presenting Author: Mary Lee Porterfield (USA) Affiliation: SRI International Co-Authors: Margaret Gillis, Howard Morrison p2.26 Associations Between Mastery Motivation in School-Context and Symptoms of Hyperactivity-Attention during Early Childhood Presenting Author: Su-Ying Huang (Taiwan) Affiliation: FU JEN Catholic University Effective systems for identifying delays and disabilities as early as possible rely on strong partnerships between early intervention and a broad array of agencies, organizations, and individuals that serve children and families to ensure that ALL children who are potentially eligible are identified, referred, evaluated, and enrolled. These key partners and families have important perspectives that can shed light on what is and is not working within the system and contribute to plans for improvements. This paper discusses evidence-based strategies used for bringing key community partners and families together to examine available data and assess the early identification system. p2.28 Cultural Adaptation of the AEPS-3 for Use in China Presenting Author: Huichao Xie (Ireland) Affiliation: University College Dublin Co-Authors: Lelin Liang, Yinhua Li, Xiaomei Peng, Xueyun Su The Assessment, Evaluation, and Programming System, Third Edition (AEPS-3; Bricker et al., 2021) was translated into Simplified Chinese following ITC guidelines (2017). A sample of 334 children aged 36–72 months was recruited to evaluate the cultural sensitivity and psychometric properties of the Chinese AEPS-3. Results showed: (1) infit and outfit MNSQ ranged from 0.91 to 1.68; (2) Cronbach’s α ranged from 0.87 to 0.98, inter-rater reliability from 0.70 to 0.94, and test-retest reliability from 0.70 to 0.99; (3) the content validity of the Chinese AEPS-3 was great rated by a panel of child development experts; and (4) some items showed moderate to large differential item functioning. This presentation will summarize the findings and discuss the implications for using the AEPS-3 with Chinese children and families, as well as lessons learned from translating and adapting a curriculum-based developmental measures for use with children in different cultural contexts.
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