Developmental Tool Research Articles

DEVELOPMENT OF MEDIA LITERACY AND COMMUNICATION SKILLS BY MEANS OF DIGITAL STORYTELLING IN JAPAN

The research substantiates Japanese experience of media literacy and oral communication skills development by digital storytelling (DST); reveals theoretical background and current practical application of DST in higher education of Japan. DST has significant advantages as an individual- and situation-oriented tool of oral communication as well as the instrument of psychological and learning influence on society. It is continuously implemented into Japanese educational and social practice. Famous universities of Japan initiate and realize scientific and academic projects, extending communication connections of Japanese population, improving their skills of critical thinking and argumentation, developing desires and abilities to communicate freely, fluently, confidently and persuasively. At present DST shows a positive growing tendency as a teaching and learning tool in higher education of both Japan and Ukraine. This is primarily linked with the global processes of social digitalization, computerization of education and urgent transferring to distance learning due to the COVID-19 pandemic. Evidence-based studies prove the efficacy of DST as the learning and evaluation instrument of oral communication skills, i. e. in English. Moreover, the technology can be applied in different specialties, i. e. medical one. The healthcare branch was drastically influenced by quarantine restrictions, having resulted in fundamental transformations of teaching and learning approaches, implementation of e-learning and telemedicine. DST has a confirmed positive influence on public health and medical knowledge development. In higher medical education it can be used as a new type of virtual patients. DST can improve physician-patient communication skills, professional qualities, tolerance and empathy. Our research confirms the potential of DST as a powerful developmental tool of media literacy and oral communication skills, and proves the requirement for the implementation of Japanese experience into higher education of Ukraine.

The development and validation of the assessment engagement scale.

The quality of student engagement in assessment within higher education affects learning outcomes. However, variations in conceptions of what quality in engagement looks like impacts assessment design and the way that students and lecturers engage with each other in the assessment process. Given that assessment is an important driver of student engagement in higher education, it is surprising that no specific measures to support understanding of this measure exist. To address this significant gap, we outline the evolution of an assessment engagement scale derived from a research-informed conceptual framework utilizing best practice in assessment and feedback. We consider the validity and utility of the assessment engagement scale in supporting students' understanding of assessment and their role within it using exploratory and confirmatory factor analyses. The resultant nine-item assessment engagement scale's underpinning two factors included: (i) Understanding of the Assessment Context (UAC) including one's role within it, and confidence in navigating assessment requirement, and (ii) Realising Engagement Opportunities (REO) (i.e., willingness to engage and ability to utilise the assessment context effectively to support one's understanding). Construct, criterion, and convergent validity of the scale were established. The AES is a powerful tool in promoting dialogue between lecturers and students about what high quality engagement in assessment looks like, and the respective roles of all parties in realising this. Implications for assessment practices are discussed along with the potential of the scale as a predictive and developmental tool to support enhancements in assessment design and student learning outcomes in higher education.

Barriers and facilitators to implementation of developmental screening and early intervention in Canadian organizations following completion of a training and coaching model: a thematic analysis.

Developmental delay affects approximately 1 in 4 children under 6 years old. Developmental delay can be detected using validated developmental screening tools, such as the Ages and Stages Questionnaires. Following developmental screening, early intervention can occur to address and support any developmental areas of concern. Frontline practitioners and supervisors must be trained and coached to organizationally implement developmental screening tools and early intervention practice. No prior work has qualitatively investigated the barriers and facilitators to implementing developmental screening and early intervention in Canadian organizations from the perspectives of practitioners and supervisors who have completed a specialized training and coaching model. Following semi-structured interviews with frontline practitioners and supervisors, thematic analysis identified four themes: cohesive networks support implementation efforts, implementation success is dependent on shared perspectives, established organizational policies increase implementation opportunities, and COVID-19 guidelines create organizational challenges. Each theme encompasses sub-themes that describe implementation facilitators: strong implementation context, multi-level multi-sectoral collaborative partnerships, adequate and collective awareness, knowledge, and confidence, consistent and critical conversations, clear protocols and procedures, and accessibility to information, tools, and best practice guidelines. The outlined barriers and facilitators fill a gap in implementation literature by informing a framework for organization-level implementation of developmental screening and early intervention following training and coaching.

The Need for a Motor Assessment Tool for Children with Autism—An Opinion Article

There is a lot of evidence that early developmental therapy achieves impressive therapeutic results for those who require it. Therefore, developmental follow-up, which includes the process of monitoring the child’s development over time, makes it possible to identify possible developmental problems and treat them from a young age. This assumption is true in relation to all children with developmental difficulties but is mainly true in the context of children with a diagnosis of autism. However, despite the abundance of developmental scales for the neurotypical population, there are currently no valid scales for assessing motor function for children with autism. The current article focuses on the presentation of the motor delay, identified according to the literature, in many of the children with autism and requires the provision of professional and compatible treatment for these children. This motor delay and the lack of a motor assessment tool for children with autism raises the need for an adapted motor developmental assessment tool, which will produce measurable results, to enable the monitoring of the aforementioned disability and the receiving of tailored treatment from the physiotherapists who deal with the development of children with autism at an early age. The article reviews common existing assessment tools for use in assessing normal development in children with autism, presents the limitations and the challenges that arise when using these assessment tools with children on the autism spectrum and presents the need for a new developmental assessment tool that will be built and validated specifically for children with autism.

Counter Stories on the Meaning of Sport in the Lives of Black Youth Who Are Incarcerated

Although a significant focal point of research has been dedicated to the role of sport in the lives of youth, few articles have explored sporting experiences among incarcerated youth. Often overlooked, this population is highly disenfranchised and overrepresented by youth of color. Nonetheless, emerging research has proposed sport as an important developmental tool in the rehabilitation of juvenile offenders. Informed by critical race theory, the current study included semistructured interviews with nine incarcerated Black males, exploring the meaning of sport in their lives. Results included themes around family induction into sport, sport versus street life, sport teaching life skills, and sport as a distraction. Findings offer insight into how youth of color in the juvenile justice system conceptualize the role of sport and consequently, how sport may be harnessed for positive youth outcomes in correctional settings.

Construction and validation of ShaMaq developmental screening tool.

The diagnosis of developmental delay and early intervention ameliorates long-term sequelae. There is a need for an appropriate, regionally adapted and reliable developmental screening tool to be used in low and middle-income countries with scarce resources. The aim of this research is to construct and validate a screening tool for identifying developmental delay in Pakistani children. ShaMaq developmental screening tool (SDST) was developed consisting of five proformas to be administered at different age groups: 6-8weeks (Group 1), 6-10months (Group 2), 18-24 months (Group 3), 3-3.5years (Group 4), and 4.5-5.5years (Group 5). On an average, Groups 1-3 took 10-15 min, whereas Groups 4 and 5 took 20-25 min. We sampled children between the ages of 6weeks to 5.5years and tested them all within their designated age groups. Internal consistency was assessed by Cronbach's alpha. Interobserver testing was done for reliability and concurrent validity was undertaken by using the senior consultant developmental paediatrician's final diagnosis as the gold standard. Out of 550 healthy children, 8-19% in the five groups were found to have some form of developmental delay using SDST. Approximately 50% of the families were in the low-to-moderate income bracket, and nearly 93% lived in a joint family system. Internal consistency of items in the five groups ranged from 0.784 to 0.940, whereas both interobserver reliability and concurrent validity ranged from 0.737 to 1.0. SDST showed 94.4% sensitivity and 92.9% specificity. SDST is an effective tool for identifying delay in healthy children with good internal consistency, reliability, and validity.

Evaluation of the Effectiveness of Digital Game-Based Learning Given to Nursing Students for the Developmental Care of Infants in Neonatal Intensive Care Unit

Although simulation laboratories are widely used in today's nursing education programs, it is becoming more and more difficult to find adequate physical space, equipment, and instructors for laboratory practices in schools. With increasing access to quality technology, schools prefer Web-based education or virtual games as another way of learning through simulation laboratories. This study was carried out to evaluate the effect of digital game-supported teaching activity given to nursing students for the developmental care of infants in neonatal ICU on learning. This study is a quasi-experimental study with a control group. Within the scope of the study, the researchers, together with the technical team, developed a digital game in accordance with the purpose of the study. The study was conducted in a health sciences faculty, nursing department, between September 2019 and March 2020. Sixty-two students were included in the study, which were divided into two groups, with 31 students in the experimental group and 31 students in the control group. The study data were collected using a personal information tool and a developmental care information tool. Whereas the digital game learning method was used for the students in the experimental group, the traditional teaching method was used for the students in the control group. No significant difference has been found between the pretest knowledge scores of the students in the experimental and control groups (P > .05). A statistically significant difference has been found in the rates of giving correct answers between the groups in the posttest and retention test (P < .05). The students in the experimental group gave more correct answers in the posttest and retention test than the students in the control group. In line with these results, the learning method with digital games is effective in increasing the knowledge level of nursing undergraduate students. Therefore, it is recommended to integrate digital games into education.

Greening Monetary Policy: CBDCs and Community Development Banks

In the face of an ecological transition, central banks are finding conventional tools to manage the economic conditions are no longer adequate. Conventional tools manage short-term changes in demand, whereas climate change is a long-term phenomenon which will impact supply conditions. This article discusses the re-introduction of developmental monetary policies to provide liquidity to industries critical for social provisioning during an ecological transition. A potential new tool is central bank digital currencies (CBDCs). CBDCs could be lent and/or used to partially capitalize a system of community development banks. The article discusses the logistics and limitations of CBDCs as a developmental tool.

From Descriptive to Predictive: Linking Early Childhood Developmental and Behavioral Screening Results With Educational Outcomes in Kindergarten.

To assess the predictive value of a pediatric screening tool by linking 2 independent databases: an educational database that includes data from standardized academic assessments administered during kindergarten and a pediatric database that includes screening results. A database that includes results of the Survey of Well-being of Young Children (SWYC) completed during pediatric visits were linked to an educational database that includes STAR Early Literacy examinations in kindergarten. Linear multilevel regression modeling was used to examine if screening results on the developmental and behavioral sections of the most recently completed SWYC form predicted trends in the percentile rank on the STAR exam over the school year, adjusting for potential confounders. Linking the 2 databases resulted in a sample of 586 children who were administered at least one SWYC evaluation between 24 and 48 months and completed at least one STAR Early Literacy examination in kindergarten. The sample represents a diverse population with 55% Hispanic children, 25% Non-Hispanic black children, and 91% of children receiving a subsidized lunch. After adjusting for confounders, children with a positive developmental or behavioral screen had significantly lower percentile ranks on the STAR exam. Early developmental and behavioral screening results predicted performance on the STAR exam in kindergarten. Children with developmental and behavioral concerns may be less ready to enter kindergarten than peers without such concerns. These preliminary findings provide proof-of-principle of the potential utility of developmental screening tools in identifying children with reduced school readiness who may benefit from intervention prior to kindergarten.

A Systematic Literature Review on Human Ear Biometrics: Approaches, Algorithms, and Trend in the Last Decade

Biometric technology is fast gaining pace as a veritable developmental tool. So far, biometric procedures have been predominantly used to ensure identity and ear recognition techniques continue to provide very robust research prospects. This paper proposes to identify and review present techniques for ear biometrics using certain parameters: machine learning methods, and procedures and provide directions for future research. Ten databases were accessed, including ACM, Wiley, IEEE, Springer, Emerald, Elsevier, Sage, MIT, Taylor &amp; Francis, and Science Direct, and 1121 publications were retrieved. In order to obtain relevant materials, some articles were excused using certain criteria such as abstract eligibility, duplicity, and uncertainty (indeterminate method). As a result, 73 papers were selected for in-depth assessment and significance. A quantitative analysis was carried out on the identified works using search strategies: source, technique, datasets, status, and architecture. A Quantitative Analysis (QA) of feature extraction methods was carried out on the selected studies with a geometric approach indicating the highest value at 36%, followed by the local method at 27%. Several architectures, such as Convolutional Neural Network, restricted Boltzmann machine, auto-encoder, deep belief network, and other unspecified architectures, showed 38%, 28%, 21%, 5%, and 4%, respectively. Essentially, this survey also provides the various status of existing methods used in classifying related studies. A taxonomy of the current methodologies of ear recognition system was presented along with a publicly available occlussion and pose sensitive black ear image dataset of 970 images. The study concludes with the need for researchers to consider improvements in the speed and security of available feature extraction algorithms.

Does the tourism and travel industry really matter to economic growth and environmental degradation in the US: A sustainable policy development approach

The tourism and travel industry (TTI) has become a vital developmental tool for boosting economic growth globally; however, this economic thriving is adversely connected to the environment. This study examines the impacts of eight TTI subsectors on economic growth and environmental pollution in the United States of America by contextualizing energy consumption and globalization. We applied the ARDL bounds test and Granger causality approach on time-series data (2005 1st quarter–2019 4th quarter). Granger causality uncovers TLGH, GLTH, and feedback hypotheses between TT subindustries. The subindustries supporting TLGH’s proposal that long-term investment in these sectors could enhance economic growth. In addition, industries supporting GLTH indicate that a strong economy would be beneficial for these industries. Maximum subindustries indicate a significant positive association with energy consumption. The long-run dynamics show that TT subindustries have different influences on greenhouse gases (CO2, CH4, N2O) and air pollutants (CO, NH3, NOx, SO2, VOC, and PM2.5). Long-run dynamics show that food and drinking places emit more GHG than other entertainment and hospitality subsectors. Amusement, gambling, and entertainment contribute more to air pollutants among the entertainment and hospitality subsectors. Road and railway transportation contribute more to GHG emissions than other travel sectors in the long run. Air transportation in the travel subsector is responsible for high air pollutants. The Granger causality results reveal that art, gambling and recreation in entertainment and hospitality industries, and ground transportation contribute the most to environmental pollution. Globalization has varying effects on economic growth, energy consumption, and environmental pollution indicators. We have provided sustainable policy implications for reducing GHG emissions and air pollutants.

Predictive Validity of the Infant Toddler Checklist in Primary Care at the 18-month Visit and School Readiness at 4 to 6 Years.

The American Academy of Pediatrics recommends developmental surveillance and screening in early childhood in primary care. The 18-month visit may be an ideal time for identification of children with delays in language and communication, or symptoms of autism spectrum disorder (ASD). Little is known about the predictive validity of developmental screening tools administered at 18 months. Our objective was to examine the predictive validity of the Infant Toddler Checklist (ITC) at the 18-month health supervision visit, using school readiness at kindergarten age as the criterion measure. We designed a prospective cohort study, recruiting in primary care in Toronto, Canada. Parents completed the ITC at the 18-month visit. Teachers completed the Early Development Instrument (EDI) when the children were in Kindergarten, age 4-6 years. We calculated screening test properties with 95% confidence intervals (CIs). We used multivariable logistic and linear regression analyses adjusted for important covariates. Of 293 children (mean age 18 months), 30 (10.2%) had a positive ITC including: concern for speech delay (n=11, 3.8%), concern for other communication delay (n=13, 4.4%), and concern for both (n=6, 2.0%). At follow-up (mean age 5 years), 54 (18.4%) had overall EDI vulnerability, 19 (6.5%) had vulnerability on the 2 EDI communication domains. The ITC sensitivity ranged from 11% to 32%, specificity from 91% to 96%, false positive rates from 4% to 9%, PPV from 16% to 35%, NPV from 83% to 95%. A positive ITC screen and ITC concern for speech delay were associated with lower scores in EDI communication skills and general knowledge (β=-1.08; 95% CI: -2.10, -0.17; β=-2.35; 95% CI: -3.63, -1.32) and EDI language and cognitive development (β=-0.62; 95% CI: -1.25, -0.18; β=-1.22; 95% CI: -2.11, -0.58). The ITC demonstrated high specificity suggesting that most children with a negative ITC screen will demonstrate school readiness at 4-6 years, and low false positive rates, minimizing over-diagnosis. The ITC had low sensitivity highlighting the importance of ongoing developmental surveillance and screening.

REACh for the preschoolers; a developmental assessment tool for 2–5 year old children in Sri Lanka

BackgroundPreschool children in low resource settings are at higher risk of missing developmental potential due to the lack of standardized and validated methods for the timely detection of children with developmental delays or neurodevelopmental disorders. The preschool teacher is a non-specialist resourceful link within the community to detect and offer interventions early. This paper discusses the preliminary iteration of designing and testing the psychometric properties of a developmental assessment for children aged 24 to 60 months in Sri Lanka. This assessment is designed to be conducted by preschool teachers in their preschool setting.MethodsThree processes followed: 1. Designing and development of the Ragama Early Assessment for Children (REACh) complete preschool developmental assessment and a tool kit 2. Testing and training teachers on conducting the REACh assessment 3. Preliminary assessment of the psychometric properties including content validity, internal consistency, interrater reliability and concurrent validity.ResultsA literature search identified 11 assessments and 542 items representing cognitive, social-emotional and adaptive, language and motor domains. Content validity was assessed to select and adapt items. A complete assessment tool was designed to be administered in four settings within the preschool. This was further improved during pre and pilot testing and teacher training. Cronbach's alpha measuring internal consistency was > 0.70 for cognitive, language, social-emotional and adaptive domains across all three age groups in 1809 children. Interrater reliability was > 65% for age groups 36–47 and 47- 60 months. Concurrent validity using a clinical gold standard demonstrated sensitivity of more than 0.75 for all age groups with variable specificities (24–35 months: 0.71, 36- 47 months: 0.43 and 48–60 months: 0.67) assessed in 75 children.ConclusionsThis culturally and linguistically adapted tool was tested nationally in Sri Lanka. The inte-rrater reliability between teachers and research assistants was higher than 65% for all domains in children more than 36 months. The preliminary iteration confirms it as an acceptable screening assessment for all age groups but with significantly lower specificity in the 36-47 month age group. Further improvement in certain domains together with intense teacher training is likely to enhance the validity and reliability of the assessment.Trial registrationEthics clearance for the procedure was granted prospectively from the Ethics Review Committee, Faculty of Medicine, University of Kelaniya (ERC no. P 131/06/2018).

The Examination of Developmental Evaluation Tools Used in The Theses of Graduate Theses in Turkey

The Examination of Developmental Evaluation Tools Used in The Theses of Graduate Theses in Turkey

Wezesha Watoto: Implementation of Clinic-Based Developmental Screening in Kenya

Background: The importance of child developmental screening is gaining increased traction within low-resourced settings, but little is known about the implementation of screening programs within clinical systems. This study aimed to evaluate the acceptability, feasibility, fidelity, and sustainability of integrating a child developmental screening tool in a maternal and child health (MCH) clinic in western Kenya.&#x0D; Methods: This implementation study takes place within infrastructure of Academic Model Providing Access to Healthcare (AMPATH). Developmental screening was integrated into MCH care in September 2021 and is ongoing for children ages 18-36 months with perinatal HIV exposure. Feasibility, sustainability, and fidelity are measured with weekly time-motion analysis of clinic flow and daily clinic record review. Acceptability, feasibility, and sustainability were evaluated using semi-structured interviews of caregivers and clinic staff, completed at baseline and 6 months post-implementation. Mixed methods data were analyzed using descriptive statistics, thematic coding, and triangulation.&#x0D; Results: Since onset, 187 children were screened (69.8% of eligible children), with rate of screening consistent over time. Average time to complete screening is 5.4 minutes and decreasing over time. Perceived time of screening was inflated at baseline (≈16min) and 6 months (≈20min). Facilitators to screening included staff teamwork and caregiver cooperation. Lack of time and child’s mood were barriers. Caregivers appreciated others’ concern for their child’s development and noted ease in answering questions. Staff’s remarks were congruent, while emphasizing the need for motivating incentives for children and staff. At 6 months, staff noted screening had become routine. They desired feedback on performance and provided ideas for improvement. Caregivers frequently asked about availability of assistance if potential delays are identified during screening.&#x0D; Conclusion: The integration of developmental screening is aided by positive perceptions from both clinic staff and caregivers. Regular retraining, staff feedback, and referral resources may optimize integration. Research evaluating cost effectiveness is needed.

Video Installation Art as a Platform for Promoting Mental Health Awareness

The author has been exploring the efficacy of video installation art as a meritorious health promotion medium. The researcher first created an original award-winning video installation art project, “The Besiegement: Advocating Mental Health,” which was exhibited for different age groups in various venues around Zimbabwe from 2019 until April 2020. The project did not continue exhibiting until the end of 2020 as planned due to the COVID-19 pandemic. The author has been critically analysing recorded interviews, discussions, audience reception, and views on the installation art experience regarding its possibilities and challenges. The project outcome suggests its potential as an effective medium for empowerment and enlightenment on mental health issues. Thus, video installation art has potential as a commendable developmental communication tool.

Development and validation of the Ibadan Simplified Developmental Screening chart.

Developmental assessment remains an integral part of the routine evaluation of the wellbeing of every child. Children in resource-poor countries are not routinely assessed for signs of developmental delay and developmental disorders are frequently overlooked. A major gap exists in the availability of culturally appropriate and cost-effective developmental screening tools in many low and middle income countries (LMICs) with large populations. To bridge the existing gap, we describe the process of the development and validation of the Ibadan Simplified Developmental Screening (ISDS) chart, for routine developmental screening in Nigerian children. We developed an item pool across 4 domains of development namely, the gross motor, vision-fine motor, communication and socio-behavioural domains. The ISDS chart consists of 3-4 item questions for each domain of development, and responses are to be provided by the caregiver. Each chart is age-specific, from 6 weeks to 12 months. A total score derived from the summation of the scores in each domain are plotted on the ISDS scoring guide with a pass or fail score. Each child was evaluated by the Ages and Stages Questionnaire as the standard. A total of 950 infants; 453 males and 497 females were enrolled. The estimates of internal consistency between the two instruments ranged between 0.7-1.0. Using the ASQ as the gold standard, the ISDS chart demonstrated a sensitivity of 98.8%, 78.4% and 99.7% in the gross motor, communication and the social and emotional domains respectively, for detecting infants who might require further assessment for developmental delays. The indigenous tool fills a major gap in the need for cost-effective interventions for developmental monitoring in LMICs. Future work should include the deployment of the tool in the wider population, using digital health approaches that could underpin policy making in the region.

Invading the void: social time production as a developmental tool in the late Soviet periphery

ABSTRACT This paper examines the multi-temporal character of postwar Soviet development. By analyzing personal histories of the timber production workers’ settlement of Muezerka in northwest Karelia, the author argues that industrial development did not entirely standardize social space and time, but it initially served as a vehicle of disintegration in newly developed areas. She shows that, in order to start the development of a new territory, it was necessary to create a symbolic starting point – “zero time.” Each time a new settlement emerged, the entire path to progress had to be traversed anew, and the production of a special temporality of development, which implied a temporary withdrawal from modernity, was an essential working element in this path.

Early childhood tracking application: Correspondence between crowd-based developmental percentiles and clinical tools.

Barriers to child developmental screening lead to delayed diagnosis and intervention. babyTRACKS, a mobile application for tracking developmental milestones, presents parents their child's percentiles computed relative to crowd-based data. This study evaluated correspondence between crowd-based percentiles and traditional development measures. Research analyzed babyTRACKS diaries of 1951 children. Parents recorded attainment age for milestones across Gross Motor, Fine Motor, Language, Cognitive, and Social domains. Fifty-seven parents completed the Ages and Stages Questionnaire (ASQ-3), and 13 families participated in the Mullen Scales of Early Learning (MSEL) expert assessment. Crowd-based percentiles were compared with: Centers for Disease Control (CDC) norms for comparable milestones, ASQ-3 and MSEL scores. babyTRACKS percentiles correlated with the percentage of unmet CDC milestones, and with higher ASQ-3 and MSEL scores across several domains. Children who did not meet CDC age thresholds had lower babyTRACKS percentiles by about 20 points and those at ASQ-3 risk had lower babyTRACKS Fine Motor and Language scores. Repeated measures tests showed significantly higher MSEL versus babyTRACKS percentiles in the Language domain. Although ages and milestones in diary varied, the app percentiles corresponded with traditional measures, particularly in fine motor and language domains. Future research is needed for determining referral thresholds while minimizing false alarms.

Systematic Review and Meta-analysis: Real-World Accuracy of Children’s Developmental Screening Tests

This review presents a list of developmental screening tests used in clinical settings worldwide and provides a broad estimate of their accuracy (PROSPERO: CRD42021236474). Following the PRISMA Diagnostic Test Accuracy (DTA) guidelines, this review involved searching PubMed, PsycINFO, Cochrane, EMBASE, CINAHL, and Google Scholar (for manual searching). Inclusion criteria included studies published in English through 2020 that compared the accuracy of developmental screening tests against developmental diagnostic tests among children under 13 years of age. Six researchers, in pairs, independently selected the studies and extracted the data. A hierarchical model was applied to meta-analyze the diagnostic accuracy of the tests, and meta-regression was used to identify the moderators using R 4.1.3 software. The meta-analysis included 56 studies (17 screening tests and 61 outcomes). The most frequently used screening tests were the Ages and Stages Questionnaire (ASQ), Denver Developmental Screening Test (DDST), and Parent's Evaluation of Developmental Status (PEDS). The pooled sensitivity and specificity were 0.75 (95% CI= 0.69-0.80) and 0.76 (95% CI= 0.71-0.80), and the overall diagnostic accuracy of the total outcomes (area under the curve) was 0.80. High heterogeneity was observed between the included studies with various thresholds of the tests. Participants' developmental concerns at the baseline significantly moderated the accuracy of the screening tests, resulting in double the positive predictive value and prevalence compared to those without the concerns. We recommend a standardized process of validation studies for diagnostic accuracy, to ensure the effectiveness of developmental screening tests in clinical settings. Accuracy of Developmental Screening Tools among Children in Real World: a Systematic Review and Meta Analysis; https://www.crd.york.ac.uk/; CRD42021236474.