The Effect of an Instructional Video on Parental Test-Retest Reliability When Scoring the ASQ-3

Introduction Less than one-fifth of children with developmental delay receive early intervention before age 3. At well-child visits, parents may voice concerns they have about their child; however, physicians may not consider their input in overall decision making. Parents can complete formal screening tools across different settings, suggesting their ability to complete assessments in the home. Verbal parental input can be supplemented by viewing an instructional video on typical development and completing standardized screening tools. Objective The purpose of this study is to investigate the effect of an instructional video explaining test administration of the ASQ-3 on parental test-retest reliability. We hypothesize that ASQ-3 scores from the second session will be different from the first session, indicating an instructional video is beneficial in parents\u27 abilities to complete standardized screening tools at home. Participants Five children and parents from Lasting Impressions Child Care Center. Methods Outcome measure: 36-month, 42-month, 48-month, and 54-month ASQ-3 questionnaires Standardized developmental screening tool designed to test a wide age range across five developmental domains Administered by parents and various professionals Questionnaires were converted into Google Forms for easy administration Developmental screening was conducted across two testing sessions with the parent watching the instructional video before completing the second session. SPTs waited 1-2 weeks before sending out instructional video and Google Form for second session in order to avoid the learning effect. Session 1: Parent scored child\u27s performance from memory on their child\u27s age appropriate ASQ-3 questionnaire through Google Forms. Session 2: SPT sent parent instructional video to watch prior to scoring child\u27s performance from memory on their child\u27s age appropriate ASQ-3 questionnaire for a second time again through Google Forms. Results Fine motor was the only domain with changes made by all participants at post-test. More space for change in the fine motor domain. 13 of 30 responses were yes Other domains 22-26 of 30 responses yes Following the instructional video, parents changed responses in at least two domains. Two parents changed more responses following the instructional video. Conclusion Based on these trends, fine motor scoring appears to be more influenced by the instructional video. If a child\u27s performance matched typical peers, it decreased the chance of a parent changing their answer in the second trial. A ceiling effect may be present for typically developing children. Clinical Relevance Standardized testing is feasible to complete virtually. Instructional videos may augment developmental surveillance allowing parents to contribute to the detection of delay. Recommend future exploration into: Larger sample size for statistical analysis; and, recruitment through social media to target typical parental age