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Table 4 Convergent validity: correlations between perceived need for support on SPARK-domains and domain scores on self-report questionnaires

From: Validity and reliability of a structured interview for early detection and risk assessment of parenting and developmental problems in young children: a cross-sectional study

perceived need for support (from CHC nurse) Spear-man’s rho ASQ communication >ASQ gross motor ASQ fine motor ASQ problem solving ASQ personal social ASQ general ASQ:SE total ASQ:SE general KIPPPI total score KIPPPI Life Events NOSIK
infancy review Corr. -,047 -,037 -,073 -,049 -,024 ,083 ,069 -,095 ,108 ,087 ,066
Sig ,110 ,212 ,013 ,101 ,412 ,005 ,019 ,001 ,000 ,004 ,027
somatic health Corr. -,045 -,079 ,017 -,042 -,033 ,100 ,084 -,103 ,043 ,006 ,029
Sig ,129 ,008 ,569 ,159 ,267 ,001 ,005 ,000 ,148 ,844 ,329
motor development Corr. -,104 -,224 -,075 -,053 -,060 ,135 ,051 -,052 ,057 ,056 ,022
Sig ,000 ,000 ,011 ,076 ,045 ,000 ,087 ,081 ,057 ,061 ,465
language-, speech- and cognitive development Corr. -,305 -,036 -,125 -,093 -,022 ,124 ,071 ,027 ,128 ,007 ,045
Sig ,000 ,226 ,000 ,002 ,467 ,000 ,017 ,361 ,000 ,810 ,128
language use of parents Corr. ,102 ,063 -,076 -,072 -,015 ,003 ,150 -,038 ,044 ,104 ,000
Sig ,093 ,298 ,210 ,249 ,807 ,956 ,013 ,532 ,479 ,096 ,990
emotional development Corr. -,028 -,036 -,088 -,030 ,025 -,019 ,086 -,060 ,141 ,045 ,168
Sig ,352 ,226 ,003 ,315 ,410 ,527 ,004 ,045 ,000 ,135 ,000
contact between child and others Corr. -,031 -,004 -,019 -,091 -,019 ,010 ,093 -,042 ,127 ,052 ,112
Sig ,290 ,891 ,524 ,002 ,529 ,736 ,002 ,156 ,000 ,086 ,000
child behavior Corr. ,024 -,012 -,042 -,062 -,030 ,002 ,148 -,159 ,210 ,046 ,149
Sig ,423 ,684 ,156 ,038 ,319 ,945 ,000 ,000 ,000 ,123 ,000
parenting approach Corr. -,062 -,023 -,049 -,069 -,002 -,003 ,139 -,060 ,167 ,068 ,156
Sig ,037 ,429 ,098 ,022 ,950 ,929 ,000 ,043 ,000 ,025 ,000
developmental stimulation Corr. -,084 -,058 -,069 -,061 -,003 ,043 ,097 -,051 ,098 ,011 ,018
Sig ,005 ,051 ,020 ,042 ,910 ,150 ,001 ,086 ,001 ,722 ,555
how the child spends its time Corr. -,036 -,029 -,080 -,072 -,041 ,012 ,074 -,077 ,096 ,023 ,108
Sig ,230 ,327 ,007 ,017 ,176 ,677 ,013 ,010 ,001 ,441 ,000
living environment in and outside the home Corr. -,034 -,027 -,070 -,069 -,025 ,016 ,052 -,061 ,050 ,104 ,044
Sig ,257 ,368 ,019 ,022 ,409 ,586 ,079 ,042 ,099 ,001 ,143
(social contacts and informal support Corr. -,048 -,024 -,073 -,033 ,000 ,043 ,042 ,013 ,069 ,130 ,081
Sig ,105 ,423 ,014 ,275 ,992 ,149 ,160 ,664 ,022 ,000 ,006
day-care for the child Corr. -,031 -,018 -,053 -,025 ,005 ,046 ,017 -,053 ,061 ,075 ,063
Sig ,304 ,551 ,075 ,405 ,855 ,121 ,575 ,076 ,044 ,014 ,036
concerns communicated by others Corr. -,072 -,046 -,047 -,049 -,048 ,046 ,064 -,105 ,041 ,022 ,025
Sig ,016 ,121 ,118 ,101 ,108 ,119 ,033 ,000 ,168 ,465 ,399
family issues Corr. -,041 ,009 -,021 ,001 -,017 ,042 ,084 -,060 ,048 ,230 ,140
Sig ,163 ,760 ,490 ,967 ,575 ,162 ,004 ,045 ,112 ,000 ,000
Something forgotten Corr. ,124 ,026 -,007 ,040 ,163 ,022 ,045 -,111 -,019 ,035 ,061
  Sig ,024 ,642 ,903 ,475 ,003 ,688 ,418 ,045 ,735 ,527 ,267
  1. Corr = Spearman’s correlation. Sig = significance. Negative correlations are caused by differing scoring directions.