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In low- and middle-income countries (LIMCs) measuring early childhood development (ECD) with standard tests in large scale surveys (i.e. evaluations of interventions) is difficult and expensive. Multi-dimensional screeners and single-domain tests ('short tests') are frequently used as alternatives. However, their validity in these circumstances is unknown. We examine the feasibility, reliability, and concurrent validity of three multi-dimensional screeners -the Ages and Stages Questionnaires (ASQ-3), the Denver Developmental Screening Test (Denver-II), the Battelle Developmental Inventory screener (BDI-2) -and two single-domain tests- the MacArthur-Bates Short-Forms (SFI and SFII) and the WHO Motor Milestones (WHO-Motor)-in 1,311 children 6-42 months in Bogota, Colombia. We compare scores on these short tests to those on the Bayley Scales of Infant and Toddler Development (Bayley-III), which we take as the 'gold standard'. The Bayley-III was given at a center by psychologists; whereas the short tests were administered in the home by interviewers, as in a survey setting. Concurrent validity of the multi-dimensional tests' cognitive, language, and fine motor scales with the corresponding Bayley-III scale is low below 19 months but increases with age, becoming moderate-to-high over 30 months. In contrast, gross motor scales' concurrence is high under 19 months and then decreases. Of the single-domain tests, the WHO-Motor has high validity with gross motor under 16 months, and the SFI and SFII expressive scales show moderate correlations with language under 30 months. Overall, the Denver-II seems the most feasible and valid multi-dimensional test and the ASQ-3 performs poorly under 31 months. By domain, gross motor development has the highest concurrence below 19 months, and language above. Results do not vary by household socio-economic status. Predictive validity investigation is nonetheless needed to further guide the choice of instruments for large scale studies.

Concurrent Validity and Feasibility of Short Tests Currently Used to Measure Early Childhood Development in Large Scale Studies: Methodology and Results