Pediatric Neurorehabilitation Research Center

65 48 48 ‫ﻣﺴﻠﺴﻞ‬ ‫ﺷﻤﺎ‪Ã‬‬ ‫ﻣﺴﻠﺴﻞ‬ ‫ﺷﻤﺎ‪Ã‬‬ 1390 390 ‫ﭘﺎﻳﻴﺰ‬ ‫ﭘﺎﻳﻴﺰ‬ ‫ﺳﻮ¹‬ ‫ﺳﻮ¹‬ ‫ﺷﻤﺎ‪Ã‬‬ ‫ﺷﻤﺎ‪Ã‬‬ ‫{ﻫﻢ‬YÁ{ ÃÁ{ ‫{ﻫﻢ‬YÁ{ ÃÁ{ ‫ﺗﻬﺮ‪½Y‬‬ ‫ﺷﻬﺮ‬ ‫ﻣﺎﻫﻪ‬ 4-60 ‫ﻛﻮ{ﻛﺎ½‬ ‫ﺗﻜﺎﻣﻠﻰ‬ ‫ﻏﺮﺑﺎﻟﮕﺮ‪Õ‬‬ Á ‫{ﻧﻮ2‬ ‫ﺗﻜﺎﻣﻠﻰ‬ ‫ﻏﺮﺑﺎﻟﮕﺮ‪Õ‬‬ ‫ﻫﺎ‪Õ‬‬ ‫‪M‬ﻣﻮ½‬ Y ‫‪Y‬ﺳﺘﻔﺎ{‪Ã‬‬ ‫ﺑﺎ‬ ‫ﻣﺮ‪Y‬ﺣﻞ‬ Á ‫ﺳﻨﻴﻦ‬ ‫ﭘﺮﺳﺸﻨﺎﻣﻪ‬ 3 ‫ﻧﮋ‪{Y‬‬ ‫ﻛﺎﻇﻢ‬ ‫‪Y‬ﻧﻮﺷﻴﺮ‪½YÁ‬‬ ، 2 ‫ﺳﺎﺟﺪ‪Õ‬‬ ‫*ﻓﻴﺮ‪ÃÁ‬‬ ، 1 Õ}M ‫ﻧﺎ{ﻳﺎ‬ ، 2 ‫‪YÁ‬ﻣﻘﻰ‬ ‫‪Á‬ﺷﻨﻚ‬ ، 1 ‫ﺷﻬﺸﻬﺎﻧﻰ‬ ‫ﺳﻬﻴﻼ‬ ‫ﺗﺤﻘﻴﻘﺎ‪c‬‬ ‫ﻣﺮﻛــﺰ‬ ‫ﻛﻮ{ﻛﺎ½،‬ ‫ﻣﺘﺨﺼــﺺ‬ ‫1ـ‬ ‫{‪Y‬ﻧﺸــﮕﺎ‪Ã‬‬ ‫‪Y‬ﻃﻔﺎ‪،µ‬‬ ‫‪Y‬ﻋﺼﺎ[‬ ‫ﺗﻮ‪Y‬ﻧﺒﺨﺸــﻰ‬ ‫ﺗﻮ‪Y‬ﻧﺒﺨﺸﻰ‬ Á ‫ﺑﻬﺰﻳﺴﺘﻰ‬ ‫ﻋﻠﻮ¹‬ ‫ﻣﺮﻛﺰ‬ ‫{‪Y‬ﻧﺸــﻴﺎ‬ ‫ﻛﻮ{ﻛﺎ½،‬ ‫ﻣﺘﺨﺼﺺ‬ ‫2ـ‬ ‫‪Y‬ﻃﻔﺎ‪µ‬‬ ‫‪Y‬ﻋﺼﺎ[‬ ‫ﺗﻮ‪Y‬ﻧﺒﺨﺸــﻰ‬ ‫ﺗﺤﻘﻴﻘﺎ‪c‬‬ ‫ﻋﻠﻮ¹‬ ‫{‪Y‬ﻧﺸــﮕﺎ‪Ã‬‬ ‫ﺑﺎﻟﻴﻨﻰ‬ ‫ﻋﻠﻮ¹‬ ÃÁ‫ﮔﺮ‬ Á ‫ﺗﻮ‪Y‬ﻧﺒﺨﺸﻰ‬ Á ‫ﺑﻬﺰﻳﺴﺘﻰ‬ ÃÁ‫ﮔﺮ‬ ‫‪Y‬ﺳــﺘﺎ{‬ ‫ﺣﻴﺎﺗﻰ،‬ ‫‪M‬ﻣﺎ‬ ‫{ﻛﺘــﺮ‪ÕY‬‬ ‫3ـ‬ ‫ﻣﺪ‬ ‫ﺗﺮﺑﻴﺖ‬ ‫{‪Y‬ﻧﺸﮕﺎ‪Ã‬‬ ‫ﺣﻴﺎﺗﻰ‬ ‫‪M‬ﻣﺎ‬ 89/8/23 ‫ﻣﻘﺎﻟﻪ:‬ ‫{ﻳﺎﻓﺖ‬ 90/1/28 ‫ﻣﻘﺎﻟﻪ:‬ ‫ﭘﺬﻳﺮ‬ ‫ﻣﺴﺌﻮ‪:µ‬‬ ‫ﻧﻮﻳﺴﻨﺪ‪Ã‬‬ {M *

49 55 55 ‫ﻣﺴﻠﺴﻞ‬ ‫ﺷﻤﺎ‪Ã‬‬ ‫ﻣﺴﻠﺴﻞ‬ ‫ﺷﻤﺎ‪Ã‬‬ 1391 1391 ‫ﻣﺴﺘﺎ½‬ ‫ﻣﺴﺘﺎ½‬ ‫ﭘﻨﺠﻢ‬ ‫ﭘﻨﺠﻢ‬ ‫ﺷﻤﺎ‪Ã‬‬ ‫ﺷﻤﺎ‪Ã‬‬ ‫ﺳﻴﺰ{ﻫﻢ‬ ÃÁ{ ‫ﺳﻴﺰ{ﻫﻢ‬ ÃÁ{ ‫‪Y‬ﻃﻔﺎ‪«µ‬‬ ‫‪Y‬ﻋﺼﺎ[‬ ‫ﺗﻮ‪Y‬ﻧﺒﺨﺸﻲ‬ ‫‪Y‬ﻃﻔﺎ‪µ‬‬ ‫‪Y‬ﻋﺼﺎ[‬ ‫ﺗﻮ‪Y‬ﻧﺒﺨﺸﻲ‬ ‫ﻧﺎﻣﻪ‬ Ã‫ﻳﮋ‬Á ‫ﻧﺎﻣﻪ‬ Ã‫ﻳﮋ‬Á» ‫ﺳﻨﻴﻦ‬ ‫ﻫﺎ‪É‬‬ ‫ﻧﺎﻣﻪ‬ ‫ﭘﺮﺳﺶ‬ Á ‫{ﻧﻮ2‬ ‫ﻏﺮﺑﺎﻟﮕﺮ‪É‬‬ ‫‪M‬ﻣﻮ½‬ ‫ﻣﻘﺎﻳﺴﻪ‬ ‫ﻣﺎﻫﻪ‬ 4-60 ‫ﻛﻮ{ﻛﺎ½‬ ‫ﺣﺮﻛﺘﻲ‬ ‫ﺗﻜﺎﻣﻞ‬ ‫ﺑﺨﺶ‬ { ‫ﻣﺮ‪Y‬ﺣﻞ‬ Á ‫ﺗﻬﺮ‪½Y‬‬ ‫ﺷﻬﺮ‬ 3 ‫ﻧﮋ‪{Y‬‬ ‫ﻛﺎﻇﻢ‬ ‫‪Y‬ﻧﻮﺷﻴﺮ‪½YÁ‬‬ ، 1 É}M ‫ﻧﺎ{ﻳﺎ‬ ، 2 ‫ﺳﺎﺟﺪ‪É‬‬ ‫ﻓﻴﺮ‪ÃÁ‬‬ ، 2 ‫‪YÁ‬ﻣﻘﻲ‬ ‫‪Á‬ﺷﻨﻚ‬ ، 1 ‫ﺷﻬﺸﻬﺎﻧﻲ‬ ‫*ﺳﻬﻴﻼ‬ ‫ﭼﻜﻴﺪ‪Ã‬‬ ‫{ﺷــﺖ(‬ Á ‫)ﻇﺮﻳﻒ‬ ‫ﺣﺮﻛﺘﻲ‬ ‫ﺗﻜﺎﻣﻞ‬ ‫ﺗﻮ‪Y‬ﻓﻖ‬ ‫ﻣﻴﺰ‪½Y‬‬ ‫ﺑﺮﺳــﻲ‬ ‫ﻣﻨﻈﻮ‬ ‫ﺑﻪ‬ ‫ﻣﻄﺎﻟﻌﻪ‬ ‫‪Y‬ﻳﻦ‬ ‫ﻫــﺪ¥:‬ ‫ﻛﻮ{ﻛﺎ½‬ { (ASQ) ‫ﻣﺮ‪Y‬ﺣﻞ‬ Á ‫ﺳــﻨﻴﻦ‬ ‫ﻧﺎﻣﻪ‬ ‫ﭘﺮﺳــﺶ‬ Á ‫{ﻧﻮ2‬ ‫ﺗﻜﺎﻣﻠﻲ‬ ‫ﻏﺮﺑﺎﻟﮕﺮ‪É‬‬ ‫ﻫﺎ‪É‬‬ ‫‪M‬ﻣﻮ½‬ ‫ﺿﺮﻳﺐ‬ ‫ﺗﻌﻴﻴﻦ‬ Á ‫ﺣﺮﻛﺘﻲ‬ ‫ﺗﻜﺎﻣﻞ‬ ‫ﺑﺨﺶ‬ { ‫‪M‬ﻣﻮ½‬ Á{ ‫ﻧﺘﺎﻳﺞ‬ ‫ﻣﻘﺎﻳﺴﻪ‬ Á ‫ﺗﻬﺮ‪½Y‬‬ ‫ﺷﻬﺮ‬ ‫ﻣﺎﻫﻪ‬ 4-60 ‫ﮔﺮﻓﺖ.‬ ‫ﺻﻮ‪c‬‬ ‫‪M‬ﻣﻮ½‬ Á{ ‫ﺗﻮ‪Y‬ﻓﻖ‬ ASQ Á DDST-II ‫ﺑﻮﺳﻴﻠﻪ‬ ‫ﻣﺎﻫﻪ‬ 60 ‫ﺗﺎ‬ 4 ‫{ﺧﺘﺮ(‬ 93 Á ‫ﭘﺴﺮ‬ 104) ‫ﻛﻮ{‬ 197 ‫ﺑﺮﺳﻲ:‬ Á ‫ﺗﺤﻠﻴﻠﻲ‬ ‫ﻣﻄﺎﻟﻌﻪ‬ ‫‪Y‬ﻳﻦ‬ { ‫ﺗﻬﺮ‪½Y‬‬ ‫ﻏﺮ[‬ Á ‫ﺷﺮ©‬ ‫ﺟﻨﻮ[،‬ ‫ﺷﻤﺎ‪،µ‬‬ { ‫{ﻣﺎﻧﻲ‬ ‫ﺑﻬﺪ‪Y‬ﺷــﺘﻲ‬ ‫ﻣﺮﻛﺰ‬ ‫ﭼﻬﺎ‬ { Á ‫ﺑﻪ‬ ‫ﮔﻴﺮ‪É‬‬ ‫ﻧﻤﻮﻧﻪ‬ ‫ﮔﺮﻓﺘﻨﺪ.‬ ‫ﻗﺮ‪Y‬‬ ‫ﻇﺮﻳﻒ‬ Á ‫{ﺷــﺖ‬ ‫ﺣﺮﻛﺎ‪c‬‬ ‫ﺗﻜﺎﻣﻞ‬ ‫ﺑﺮﺳــﻲ‬ ‫ﻣﻮ{‬ ‫ﻛﺎﺑﺮ{‪É‬‬ Á ‫ﻗﺮ‪Y‬‬ ‫ﺗﺤﻠﻴﻞ‬ Á ‫ﺗﺠﺰﻳﻪ‬ ‫ﻣﻮ{‬ ‫‪Y‬ﻃﻼﻋﺎ‪c‬‬ ‫ﺷﺪ.‬ ‫‪Y‬ﻧﺠﺎ¹‬ ‫ﻧﻤﻮﻧﻪ‬ ‫ﺣﺠﻢ‬ ‫ﺗﻜﻤﻴﻞ‬ ‫ﺗﺎ‬ ‫{ﺳــﺘﺮ‬ { ‫ﮔﻴﺮ‪É‬‬ ‫ﻧﻤﻮﻧﻪ‬ ‫ﺷﺪ.‬ ‫ﺗﻌﻴﻴﻦ‬ ‫‪M‬ﻣﻮ½‬ Á{ ‫ﺗﻮ‪Y‬ﻓﻖ‬ ‫ﺿﺮﻳﺐ‬ Á ‫ﮔﺮﻓﺖ‬ ‫ﻣﺸﻜﻮ‬ ‫ﻛﻮ{ﻛﺎ½‬ Y 5٪ Á 7/11٪ ‫ﺗﺮﺗﻴﺐ‬ ‫ﺑﻪ‬ ASQ Á DDST-II ‫ﺑﺎ‬ ‫ﺷﺪ‪Ã‬‬ ‫‪Y‬ﻧﺠﺎ¹‬ ‫ﺑﺮﺳﻲ‬ { ‫ﻫﺎ:‬ ‫ﻳﺎﻓﺘﻪ‬ ‫{ﺷــﺖ‬ ‫ﺣﺮﻛﺎ‪c‬‬ ‫ﺗﻜﺎﻣﻞ‬ ‫ﺗﺄﺧﻴﺮ‬ ‫ﺑﻪ‬ ‫ﻣﺸــﻜﻮ‬ 6/3٪ Á 11/2٪ Á ‫ﻇﺮﻳﻒ‬ ‫ﺣﺮﻛﺎ‪c‬‬ ‫ﺗﻜﺎﻣﻞ‬ ‫ﺗﺄﺧﻴﺮ‬ ‫ﺑــﻪ‬ ‫ﺣﻴﻄﻪ‬ { Á 0/05 ‫ﻇﺮﻳــﻒ‬ ‫ﺣﺮﻛﺎ‪c‬‬ ‫ﺣﻴﻄﻪ‬ { ‫‪M‬ﻣﻮ½‬ Á{ ‫ﺑﻴﻦ‬ ‫ﻛﺎﭘــﺎ‬ ‫ﺗﻮ‪Y‬ﻓﻖ‬ ‫ﺿﺮﻳﺐ‬ ‫ﺷــﺪﻧﺪ.‬ ‫ﺷــﻨﺎﺧﺘﻪ‬ ‫ﺑﻮ{.‬ 0/24 ‫{ﺷﺖ‬ ‫ﺣﺮﻛﺎ‪c‬‬ ،ASQ Á ‫{ﻧﻮ2‬ Y‫ﺑﺰ‬Y Á{ ‫ﺑﺎ‬ ‫ﺗﻬﺮ‪Y‬ﻧﻲ‬ ‫ﻛﻮ{ﻛﺎ½‬ ‫ﺣﺮﻛﺘﻲ‬ ‫ﺗﻜﺎﻣﻞ‬ ‫ﺑﺮﺳــﻲ‬ Y ‫ﻣﻄﺎﻟﻌﻪ‬ ‫‪Y‬ﻳﻦ‬ { ‫ﮔﻴﺮ‪:É‬‬ ‫ﻧﺘﻴﺠﻪ‬ ‫ﻳﻚ‬ ‫‪Y‬ﻧﺘﺨﺎ[‬ ÉY‫ﺑﺮ‬ ‫‪Y‬ﺳﺖ.‬ ‫ﺿﻌﻴﻒ‬ ‫‪M‬ﻣﻮ½‬ Á{ ‫ﺑﻴﻦ‬ ‫ﻛﺎﭘﺎ‬ ‫ﺗﻮ‪Y‬ﻓﻖ‬ ‫ﺿﺮﻳﺐ‬ Á Ã‫ﻣﺪ‬M ‫{ﺳﺖ‬ ‫ﺑﻪ‬ ‫ﻣﺘﻔﺎ‪Á‬ﺗﻲ‬ ‫ﻧﺘﺎﻳﺞ‬ ‫ﻃﻼﻳﻲ‬ ‫ﺗﺸﺨﻴﺼﻲ‬ ‫‪Y‬ﺳــﺘﺎﻧﺪ‪{Y‬‬ ‫‪M‬ﻣﻮ½‬ ‫ﻳﻚ‬ ‫ﺑﺎ‬ ‫ﺑﺎﻳﺪ‬ ‫ﻏﺮﺑﺎﻟﮕﺮ‪É‬‬ ‫ﻧﺘﺎﻳﺞ‬ ‫ﺣﺮﻛﺘﻲ،‬ ‫ﻣﻨﺎﺳــﺐ‬ ‫ﻏﺮﺑﺎﻟﮕﺮ‬ Y‫ﺑﺰ‬Y ‫ﺷﻮﻧﺪ.‬ ‫ﻣﻘﺎﻳﺴﻪ‬ Á ‫ﺳــﻨﻴﻦ‬ ‫ﻫﺎ‪É‬‬ ‫ﻧﺎﻣﻪ‬ ‫ﭘﺮﺳــﺶ‬ ‫{ﻧﻮ2،‬ ‫‪M‬ﻣﻮ½‬ ‫ﺣﺮﻛﺘﻲ،‬ ‫ﺗﻜﺎﻣﻞ‬ ‫ﻏﺮﺑﺎﻟﮕــﺮ‪،É‬‬ ‫ﻛــﻮ{ﻛﺎ½،‬ ‫ﻫــﺎ:‬ ‫ﻛﻠﻴﺪ‪YÁ‬ژ‪Ã‬‬ ‫ﻣﺮ‪Y‬ﺣﻞ‬ ‫ﺗﺤﻘﻴﻘــﺎ‪c‬‬ ‫ﻣﺮﻛــﺰ‬ ‫ﻛــﻮ{ﻛﺎ½،‬ ‫ﻣﺘﺨﺼــﺺ‬ ‫1ـ‬ ‫ﻋﻠﻮ¹‬ ‫{‪Y‬ﻧﺸﮕﺎ‪Ã‬‬ ‫‪Y‬ﻃﻔﺎ‪،µ‬‬ ‫‪Y‬ﻋﺼﺎ[‬ ‫ﺗﻮ‪Y‬ﻧﺒﺨﺸﻲ‬ ½Y‫ﻳﺮ‬Y ‫ﺗﻬﺮ‪،½Y‬‬ ‫ﺗﻮ‪Y‬ﻧﺒﺨﺸﻲ‬ Á ‫ﺑﻬﺰﻳﺴﺘﻲ‬ ‫ﺗﺤﻘﻴﻘﺎ‪c‬‬ ‫ﻣﺮﻛــﺰ‬ ‫ﻛــﻮ{ﻛﺎ½،‬ ‫ﻣﺘﺨﺼﺺ‬ ‫2ـ‬ ÃÁ‫ﮔﺮ‬ Á ‫‪Y‬ﻃﻔــﺎ‪µ‬‬ ‫‪Y‬ﻋﺼــﺎ[‬ ‫ﺗﻮ‪Y‬ﻧﺒﺨﺸــﻲ‬ ‫ﻋﻠﻮ¹‬ ‫{‪Y‬ﻧﺸﮕﺎ‪Ã‬‬ ‫{‪Y‬ﻧﺸــﻴﺎ‬ ‫ﺑﺎﻟﻴﻨﻲ،‬ ‫ﻋﻠﻮ¹‬ ½Y‫ﻳﺮ‬Y ‫ﺗﻬﺮ‪،½Y‬‬ ‫ﺗﻮ‪Y‬ﻧﺒﺨﺸﻲ،‬ Á ‫ﺑﻬﺰﻳﺴﺘﻲ‬ ‫{‪Y‬ﻧﺸﮕﺎ‪Ã‬‬ ‫‪Y‬ﺳــﺘﺎ{‬ ‫ﺣﻴﺎﺗﻲ،‬ ‫‪M‬ﻣﺎ‬ ‫{ﻛﺘﺮ‪ÉY‬‬ ‫3ـ‬ ‫ﺣﻴﺎﺗﻲ،‬ ‫‪M‬ﻣــﺎ‬ ÃÁ‫ﮔﺮ‬ ‫ﻣﺪ،‬ ‫ﺗﺮﺑﻴــﺖ‬ ½Y‫ﻳﺮ‬Y ‫ﺗﻬﺮ‪،½Y‬‬ 91/04/17 ‫ﻣﻘﺎﻟﻪ:‬ ‫{ﻳﺎﻓﺖ‬ 91/11/15 ‫ﻣﻘﺎﻟﻪ:‬ ‫ﭘﺬﻳﺮ‬ ‫ﻣﺴﺌﻮ‪:µ‬‬ ‫ﻧﻮﻳﺴﻨﺪ‪Ã‬‬ {M * ‫ﺧﻴﺎﺑﺎ½‬ ‫{‪Y‬ﻧﺸــﺠﻮ،‬ ‫ﺑﻠﻮ‪Y‬‬ ،‫ﻳﻦ‬ÁY ‫ﺗﻬﺮ‪،½Y‬‬ Á ‫ﺑﻬﺰﻳﺴﺘﻲ‬ ‫ﻋﻠﻮ¹‬ ‫{‪Y‬ﻧﺸــﮕﺎ‪Ã‬‬ ‫ﻛﻮ{ﻛﻴﺎ،‬ ‫ﺗﻮ‪Y‬ﻧﺒﺨﺸﻲ‬ ‫ﺗﺤﻘﻴﻘﺎ‪c‬‬ ‫ﻣﺮﻛﺰ‬ ‫ﺗﻮ‪Y‬ﻧﺒﺨﺸﻲ،‬ ‫‪Y‬ﻃﻔﺎ‪µ‬‬ ‫‪Y‬ﻋﺼﺎ[‬ +98 (21) 22180142 ‫ﺗﻠﻔﻦ:‬ * ‫‪Y‬ﻳﺎﻧﺎﻣﻪ:‬ *

Objective: This research was designed to identify the validity and reliability of the Prescreening Developmental Questionnaire 2 (PDQ-II) in Tehran in comparison with the Denver Developmental Screening Test-II (DDST-II). Methods: After translation and back translation, the final Persian version of test was verified by three pediatricians and also by reviewing relevant literature for content validity. The test was performed on 237 children ranging from 0 to 6 years old, recruited by convenient sampling, from four health care clinics in Tehran city. They were also evaluated by DDST II simultaneously. Interrater methods and Cronbach's α were used to determine reliability of the test. The Kappa agreement coefficient between PDQ and DDST II was determined. The data was analyzed by SPSS software. Findings: All of the questions in PDQ had satisfactory content validity. The total Cronbach's α coefficient of 0-9 months, 9-24 months, 2-4 years and 4-6 years questionnaires were 0.951, 0.926, 0.950 and 0.876, respectively. The Kappa measure of agreement for interrater tests was 0.89. The estimated agreement coefficient between PDQ and DDST II was 0.383. Based on two different categorizing possibilities for questionable scores, that is, "Delayed" or "Normal", sensitivity and specificity of PDQ was determined to be 35.7–63% and 75.8-92.2%, respectively. Conclusion: PDQ has a good content validity and reliability and moderate sensitivity and specificity in comparison with the DDST-II, but by considering their relatively weak agreement coefficient, using it along with DDST-II for a two-stage developmental screening process, remains doubtful.

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Background: Advances in perinatal and neonatal care have substantially improved the survival of at-risk infants over the past two decades. Objectives: The purpose of this study was to assess the reliability and validity of the Bayley Scales of infant and toddler developmental Screening test in Persian-speaking children. Methods: This was a cross-sectional prospective study of 403 children aged 1-42-months. The Bayley scales screening instrument, which consists of five domains (cognitive, receptive, and expressive communication and fine and gross motor items), was used to measure infants' and toddlers' development. The psychometric properties examined included the face and content validity of the scale, in addition to cultural and linguistic modifications to the scale and its test-retest and inter-rater reliability. Results: An expert team changed some of the test items relating to cultural and linguistic issues. In almost all the age groups, cultural or linguistic changes were made to items in the communication domains. According to Cronbach's alpha for internal consistency, the reliability of the cognitive scale was r = 0.79, and the reliability of the receptive scale was r = 0.76. The reliability for expressive communication, fine motor, and gross motor scales was r = 0.81, r = 0.80, and r = 0.81, respectively. The construct validity of the tests was confirmed using a factor analysis and comparison of the mean scores of the age groups. The intra-and inter-rater reliabilities of the Bayley Scales were good-to-excellent. Conclusions: The results indicated that the Bayley Scales had a high level of reliability in the present study. Thus, the scale can be used in a Persian population.

Objectives: This research was performed to compare the results of two parental-based developmental questionnaires. Methods: In this study the developmental status of 196, 4-60 months old children were screened using Ages and Stages Questionnaires (ASQ) and prescreening developmental Questionnaire (PDQ) in 4 primary health care clinics in Tehran. Convenient sampling was used. Data was analyzed by SPSS software. Results: Using ASQ 18% of children were detected as having developmental disorders. Developmental screening with PDQ showed that developmental delay or doubtful condition was seen in 20% and 19% of children respectively. The estimated consistency coefficient between PDQ II and ASQ for fine and gross motor domains was 0.05 and 0.24, and for language and personal-social issues were 0.18 and 0.06, respectively. Based on two different categorizing possibilities for questionable scores of PDQ-II, that is, "delayed" or "normal", the total agreement coefficient between two questionnaires were determined 0.30 and 0.20, respectively Discussion: The process of developmental screening was changed in recent years and performing a correct and useful developmental screening is easier today. Several screening tools are available now. Recent studies showed that parental information about their child's development have good accuracy. For selecting a suitable tool we must consider the validity, reliability, sensitivity, specificity and all other positive and negative points about the tool of the test. Conclusion: This study showed that the results of developmental screening of 4-60 months old children in Tehran using ASQ and PDQ lead to different results. This is necessary that the results of screening are compared with a diagnostic gold standard test.

Development is a process that continues from childhood to death, and most developmental changes occur during childhood. UNICEF introduced early storybook-reading (ESR) and storytelling as part of child care indicators. The aim of this study was to investigate the status of book-reading to children and its relationship with early childhood development in Iran. This is a descriptive-analytic study conducted in Tehran April-May 2017. In total, 272 mothers of children aged 3-30 months, who were referred to health centers, were selected using a convenience sampling method. Exclusion criteria was scoring below the cutoff point of any developmental domains of the Ages and Stages Questionnaire (ASQ). ESR was assessed by checklist and child development was assessed by the ASQ. Data were analyzed using SPSS. The mean number of children's books owned was 10.23±8.642, and 84.75% had at least 3 books. The average book reading, storytelling and singing duration for children was 10±9.65, 11.48...