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Updated: Jul 5, 2026
Universal Screening for Prevention of Reading, Writing, and Math Disabilities in Spanish
Published on: July 18, 2020
Early detection of risks in child development in Spanish-speaking countries: content validity
Luis Felipe Llanos1,2, María Martínez de Anguita3
1Faculty of Economics and Business, Universidad Anánuac Mexico, Huixquilucan de Degollado, Mexico.
Insights
This study developed an 18-item screening scale for early detection of developmental disorders in Spanish-speaking children. The tool aids timely intervention for conditions like ADHD, ASD, and LD in primary education settings.
Area of Science:
- Child Psychology
- Developmental Pediatrics
- Educational Psychology
Background:
- Early detection of developmental disorders (ADHD, ASD, LD) is crucial for educational success and interventions.
- A need exists for practical, reliable screening tools for Spanish-speaking children entering primary education.
Purpose of the Study:
- To develop and validate a culturally relevant screening scale for early identification of developmental risks in Spanish-speaking children.
- To address gaps in early identification services within Spanish-speaking regions.
Main Methods:
- A qualitative methodology was employed, involving 18 child therapy specialists from Spanish-speaking countries.
- Content validity was stabilized through expert consensus on an initial pool of 151 items.
Main Results:
- The validation process resulted in an 18-item scale with strong psychometric properties.
- High expert agreement and robust content validity were achieved, forming a culturally relevant screening tool.
- The scale is designed for early identification of developmental risks to support timely interventions.
Conclusions:
- The study highlights the importance of efficient screening tools in primary education, particularly in areas with limited early childhood education access.
- Future research should focus on large-scale validation, establishing cutoff points, and confirming generalizability across diverse Spanish-speaking populations.
Introduction:
Early detection of developmental disorders like ADHD, ASD, and LD is critical for improving educational outcomes and enabling timely interventions. This study aimed to develop a reliable, practical screening scale for Spanish-speaking children entering primary education, addressing gaps in early identification within the region.
Methods:
In total, 151 items were identified. With a qualitative methodology and with the help of 18 specialists in child therapy from various Spanish-speaking countries, stabilized content validity. The analysis was articulated in its aspects of relevance.
Results:
The validation process identified 18 items with strong psychometric properties. These items demonstrated high levels of agreement among experts and strong content validity, forming the foundation for a culturally relevant screening tool. The scale is designed to identify developmental risks early and support timely interventions in educational and clinical settings.
Discussion:
The study underscores the importance of efficient screening tools for primary education, especially in regions with limited access to early childhood education. Future research will validate the scale in larger, diverse samples to ensure its reliability, establish cutoff points, and confirm its generalizability across Spanish-speaking contexts.
