Reliability and Validity of an Adapted and Translated Version of the Mullen Scales of Early Learning (AT‐MSEL) in Rural Guatemala

Background A growing literature base supports the use of tests developed in high‐income countries to assess children in low resource settings when carefully translated, adapted, and applied. Evaluation of psychometric properties of adapted and translated measures within populations is necessary. The current project sought to evaluate the reliability and validity of an adapted and translated version of the Mullen Scales of Early Learning (AT‐MSEL) in rural Guatelama. Methods The reliability and validity of the AT‐MSEL in rural Guatemala were analyzed for children ages 0–5 years. Results Interrater reliability coefficients (ICC = 0.99–1.0) and internal consistency (Cronbach's alpha = 0.91–0.93) were excellent for all subscales. General linear models utilizing paired data showed consistency between standard scores (p < 0.0001). Mean raw scores increased with chronological age, as expected. Across age groups, subscales were significantly, positively correlated with one another (p < 0.05 ‐ < 0.001) with one exception, visual reception and expressive language at the 0–10 month age range (p = 0.43). Conclusions The AT‐ MSEL showed strong psychometric properties in a sample of young children in rural Guatemala. Findings demonstrate that the AT‐MSEL can be used validly and reliably within this specific population of children. This work supports the concept that tests developed in high‐income countries can be used to assess children in low resource settings when carefully translated, adapted and applied.