Turkish cultural adaptation and psychometric evaluation of the children activity scales–parent and teacher forms (ChAS-P/T)

Abstract

Background Developmental Coordination Disorder (DCD) is a prevalent neurodevelopmental condition that negatively affects children's participation in daily activities at home and school. Screening tools based on parent and teacher reports are particularly valuable for early identification, as they capture functional performance in natural contexts. The Children Activity Scales–Parent and Teacher Forms (ChAS-P/T) were developed for this purpose; however, a Turkish version for Turkish children has not previously been available. Objective This study aimed to translate and culturally adapt the ChAS-P/T into Turkish and to examine its reliability and validity in children aged 4–8 years. Methods The study followed internationally recommended guidelines for cross-cultural adaptation and psychometric validation. The ChAS-P/T was translated, culturally adapted, and pre-tested before psychometric evaluation. Parents and teachers of 340 Turkish children aged 4–8 years, including typically developing children and 34 children diagnosed with DCD, participated. The psychometric evaluation assessed the reliability, construct validity, discriminant validity, and criterion-related validity of the Turkish version. Results The Turkish ChAS-P and ChAS-T demonstrated excellent internal consistency and strong test–retest reliability. Confirmatory factor analyses supported the original four-factor structure of the parent form and three-factor structure of the teacher form. Significant group differences supported discriminant validity. ROC analyses indicated good to excellent criterion-related validity, with optimal cut-off scores yielding high sensitivity and specificity. Strong correlations between parent and teacher reports further supported convergent validity across informants. Conclusions The Turkish versions of the ChAS-P and ChAS-T are reliable and valid screening instruments for identifying children aged 4–8 years at risk for DCD. Their robust psychometric properties and multi-informant structure support their use in clinical and educational settings to facilitate early identification and referral.