The Child Evaluation Checklist (CHECK): A Screening Questionnaire for Detecting Daily Functional "Red Flags" of Underrecognized Neurodevelopmental Disorders among Preschool Children.
Sara Rosenblum, Irit Ezra Zandani, Tsofia Deutsch-Castel and 1 others
PMID 31866801WHAT IT FOUND
Parent ratings on CHECK were consistent, related to an existing executive function questionnaire, and differed between preschool children with suspected invisible neurodevelopmental disorders and typical peers.
It may help flag daily functional red flags, not diagnose.
Key findings
01Parents' ratings were consistent across the 30 Part A items and the 10 Part B items.
02CHECK scores moved opposite to scores on an existing executive function questionnaire: higher CHECK scores meant better performance, while higher questionnaire scores meant more executive function difficulties.
03After accounting for age, CHECK Part A scores differed significantly between children with suspected invisible neurodevelopmental disorders and children with typical development.
STILL TO COME
How it was doneWhat they foundWhat it means for OTs
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What it does not show
The children were all from the northern region and referred to a regional child developmental center, so the results may not apply elsewhere. The typical group was recruited by chain referral and parents reported no concerns, but the children did not have a developmental assessment. The paper started with 96 children in the suspected group but reports results for 91, and it does not explain the difference. The developmental pediatrician labelled children as suspected but did not give a specific diagnosis. No follow-up confirmed which children later received SLD, ADHD, or DCD diagnoses, so CHECK cannot be treated as a diagnostic tool. The paper does not report sensitivity, specificity, or cut-off scores for screening.
The easy way to misread this
Do not treat CHECK as a diagnostic test for SLD, ADHD, or DCD. The study used children labelled as suspected by a pediatrician, not confirmed diagnoses, and the typical group was not developmentally assessed.