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    "textoCompleto" => "<span class="elsevierStyleSections"><span id="sec0005" class="elsevierStyleSection elsevierViewall"><span class="elsevierStyleSectionTitle" id="sect0075">Introduction</span><p id="par0005" class="elsevierStylePara elsevierViewall">Early Intervention &#40;EI&#41; refers to the set of interventions targeting the paediatric population&#44; their families and the environment with the main purpose of addressing the needs of children with or at risk of developmental disorders&#46;<a class="elsevierStyleCrossRef" href="#bib0205"><span class="elsevierStyleSup">1</span></a> In recent years&#44; there have been numerous changes and advances in EI&#44; including the development of programmes for the prevention&#44; detection and treatment of all types of developmental disorders and the education of affected children and their families&#44;<a class="elsevierStyleCrossRef" href="#bib0210"><span class="elsevierStyleSup">2</span></a> which calls for the evaluation of not only their outcomes&#44; but also of the quality of the services provided&#46;<a class="elsevierStyleCrossRef" href="#bib0215"><span class="elsevierStyleSup">3</span></a></p><p id="par0010" class="elsevierStylePara elsevierViewall">The interest in service quality started in the corporate world&#46; Today&#44; quality does not only concern managers that wish to cut costs or assess performance&#44; but also researchers specialised in the health care field&#46;<a class="elsevierStyleCrossRef" href="#bib0220"><span class="elsevierStyleSup">4</span></a></p><p id="par0015" class="elsevierStylePara elsevierViewall">Service quality is understood as the balance of satisfaction and expectations in the mutual relationship between customers and the organisation addressing their needs&#46;<a class="elsevierStyleCrossRef" href="#bib0225"><span class="elsevierStyleSup">5</span></a> Quantifying service quality is a complex task&#44; and different strategies have been formulated to facilitate its measurement&#44; including the one proposed by Berry et al&#46;<a class="elsevierStyleCrossRef" href="#bib0230"><span class="elsevierStyleSup">6</span></a> based on 5 global dimensions&#58; <span class="elsevierStyleItalic">tangibles&#44; reliability&#44; responsiveness&#44; assurance</span> and <span class="elsevierStyleItalic">empathy&#46;</span></p><p id="par0020" class="elsevierStylePara elsevierViewall">Despite the substantial number of studies published in recent decades and the recommendations given by public institutions&#44;<a class="elsevierStyleCrossRefs" href="#bib0235"><span class="elsevierStyleSup">7&#44;8</span></a> there is still no consensus on to assess service quality&#46; The availability of measurement tools composed of key dimensions of proven validity has made it possible to estimate the quality of offered services&#46; In addition to allowing comparison with similar services&#44; such assessments also allow the correction of detected errors and the development of different strategies to increase customer satisfaction&#46;<a class="elsevierStyleCrossRefs" href="#bib0245"><span class="elsevierStyleSup">9&#8211;11</span></a></p><p id="par0025" class="elsevierStylePara elsevierViewall">When it comes to services for children&#44; the gold standard currently used in Spain is the European Foundation for Quality Model &#40;EFQM&#41;&#44; designed by the European Union to promote quality improvement&#46; As of this writing&#44; this model is only adapted to the management of corporate settings&#44; neglecting many important aspects that are inherent to EI services&#46;<a class="elsevierStyleCrossRefs" href="#bib0260"><span class="elsevierStyleSup">12&#44;13</span></a></p><p id="par0030" class="elsevierStylePara elsevierViewall">Service quality is often confused with customer satisfaction&#46;<a class="elsevierStyleCrossRef" href="#bib0270"><span class="elsevierStyleSup">14</span></a> There is no consensus regarding the similarities or differences in these two concepts&#44; as satisfaction is described as the expectations a client has of a service and how they diverge from the actual service&#46;<a class="elsevierStyleCrossRef" href="#bib0275"><span class="elsevierStyleSup">15</span></a> However&#44; both are recognised as key factors for the interpretation of consumer preferences for specific services&#46;<a class="elsevierStyleCrossRef" href="#bib0280"><span class="elsevierStyleSup">16</span></a></p><p id="par0035" class="elsevierStylePara elsevierViewall">Parasuraman et al&#46;<a class="elsevierStyleCrossRef" href="#bib0285"><span class="elsevierStyleSup">17</span></a> were pioneers in researching service quality in the health care field&#44; designing the first scale capable of measuring the quality perceived by users&#58; SERVQUAL&#46; This scale has been applied in the health care field with contradictory results&#46;<a class="elsevierStyleCrossRef" href="#bib0290"><span class="elsevierStyleSup">18</span></a></p><p id="par0040" class="elsevierStylePara elsevierViewall">Other authors&#44; such as Mesa-Selmo&#44;<a class="elsevierStyleCrossRef" href="#bib0295"><span class="elsevierStyleSup">19</span></a> Torres Moraga and Lastra Torres<a class="elsevierStyleCrossRef" href="#bib0250"><span class="elsevierStyleSup">10</span></a> and Romero-Galisteo et al&#46;&#44;<a class="elsevierStyleCrossRef" href="#bib0300"><span class="elsevierStyleSup">20</span></a> have started to investigate and develop new scales to measure service quality in health care facilities&#44; adapting them to the specific qualities of these settings&#46; This broad range of possibilities suggests that while it is possible to assess service quality in different fields using a universal questionnaire as reference&#44; the optimal approach is to use assessment tools specific for each type of setting&#46;</p><p id="par0045" class="elsevierStylePara elsevierViewall">We ought to highlight the importance of assessing how parents perceive the services received&#44; given their relevance in paediatric services&#44; as it is they that determine their quality&#46;<a class="elsevierStyleCrossRef" href="#bib0305"><span class="elsevierStyleSup">21</span></a></p><p id="par0050" class="elsevierStylePara elsevierViewall">The main aim of our study was to search the scientific literature to identify the tools used for service quality assessment in EI&#46; A secondary objective was to assess the methodological quality of the studies identified in the search&#46;</p></span><span id="sec0010" class="elsevierStyleSection elsevierViewall"><span class="elsevierStyleSectionTitle" id="sect0080">Methods</span><p id="par0055" class="elsevierStylePara elsevierViewall">We performed a systematic review of the literature for articles on the measurement tools currently available to assess service quality in EI&#46; We established criteria for the inclusion and exclusion of articles in the initial literature search and to assess the psychometric properties of the selected tools&#46;</p><p id="par0060" class="elsevierStylePara elsevierViewall">We carried out this review following the recommendations of the PRISMA statement&#46;<a class="elsevierStyleCrossRef" href="#bib0310"><span class="elsevierStyleSup">22</span></a> We registered the review in the PROSPERO database as file CRD42017077151&#46;</p><span id="sec0015" class="elsevierStyleSection elsevierViewall"><span class="elsevierStyleSectionTitle" id="sect0085">Database search</span><p id="par0065" class="elsevierStylePara elsevierViewall">Two reviewers &#40;IJ and RR&#41; independently performed an exhaustive research during May 2017 in several databases&#58; MEDLINE &#40;through PubMed&#41;&#44; Web of Science&#44; PsycINFO&#44; Cochrane&#44; Scopus&#44; ERIC and Scielo&#46; Some articles were added following manual searches of other sources&#44; which allowed us to identify a larger number of works using any type of tool to assess the quality of EI services&#46;</p><p id="par0070" class="elsevierStylePara elsevierViewall">To identify as many tools as possible and their different versions&#44; we did not restrict the search to a specific time interval&#46; The descriptors used in the search were <span class="elsevierStyleItalic">quality of service&#44; early intervention and evaluation</span>&#44; using the search strategy &#8220;<span class="elsevierStyleItalic">ab &#40;quality of service&#41; AND ab &#40;evaluation&#41; AND ab &#40;early intervention&#41;</span>&#8221; adapted to the search systems of each of the different databases&#46;</p></span><span id="sec0020" class="elsevierStyleSection elsevierViewall"><span class="elsevierStyleSectionTitle" id="sect0090">Inclusion&#47;exclusion criteria</span><p id="par0075" class="elsevierStylePara elsevierViewall">The inclusion criteria were&#58; study published at any time that involved at least one tool for measuring service quality in the EI field&#44; with participation of family members&#47;carers or EI professionals&#44; in English or Spanish&#46; We excluded editorials&#44; doctoral dissertations&#44; opinion articles and articles that did not use a rigorous methodology&#46;</p></span><span id="sec0025" class="elsevierStyleSection elsevierViewall"><span class="elsevierStyleSectionTitle" id="sect0095">Study selection</span><p id="par0080" class="elsevierStylePara elsevierViewall">To ensure that the results of the review fulfilled the objectives of our study&#44; 2 blinded researchers &#40;IJ and RR&#41; independently selected the articles to be included from the total identified in the literature search&#46;</p><p id="par0085" class="elsevierStylePara elsevierViewall">The selection was carried out in several stages&#46; The initial stage involved the development of a database of all articles identified in the search&#44; eliminating duplicates&#46; This was followed by critical reading of the contents of the articles entered in this database&#46; We saved the selected sources in the MENDELEY reference manager&#46; Any disagreements between the reviewers were resolved with the help of a third reviewer &#40;NM&#41; with 23 years of experience in EI&#44; ultimately achieving a level of agreement corresponding to a Cohen kappa of 1&#46;</p><p id="par0090" class="elsevierStylePara elsevierViewall">Similarly&#44; we agreed to include all service quality assessment tools&#44; including both questionnaires and interviews used in the field of EI&#46; We did not exclude tools that assessed service quality in the context of specific disorders as long as it concerned a disorder susceptible of EI&#46;</p></span><span id="sec0030" class="elsevierStyleSection elsevierViewall"><span class="elsevierStyleSectionTitle" id="sect0100">Data extraction</span><p id="par0095" class="elsevierStylePara elsevierViewall">Two authors &#40;IJ and RR&#41; assessed the methodological quality of the studies independently by means of the Consensus-based Standards for the Selection of Health Measurement &#40;COSMIN&#41; checklist&#46; The COSMIN checklist<a class="elsevierStyleCrossRef" href="#bib0315"><span class="elsevierStyleSup">23</span></a> can be used to evaluate the methodological quality of studies that assess the psychometric properties of health-related measurement parameters&#46; Once again&#44; disagreements between reviewers were resolved by a consensus process with the help of a third author &#40;NM&#41;&#46;</p><p id="par0100" class="elsevierStylePara elsevierViewall">For each of the selected articles&#44; we collected the following information&#58; name of the instrument used&#44; population under study&#44; characteristics of the instrument and conclusions of the study&#46;</p></span></span><span id="sec0035" class="elsevierStyleSection elsevierViewall"><span class="elsevierStyleSectionTitle" id="sect0105">Results</span><p id="par0105" class="elsevierStylePara elsevierViewall">We identified a total of 1205 articles in the different databases&#46; Of these&#44; 269 were excluded as duplicates&#44; and 862 because they were not related to the subject under study&#46; A review of the abstracts of the remaining studies led to exclusion of another 39&#46; After a critical reading of the full text of the remaining articles&#44; another 25 were discarded&#44; leaving a total of 10 studies&#44; to which we added another 3 obtained from external sources &#40;<a class="elsevierStyleCrossRef" href="#fig0005">Fig&#46; 1</a>&#41;&#46;</p><elsevierMultimedia ident="fig0005"></elsevierMultimedia><p id="par0110" class="elsevierStylePara elsevierViewall">These 13 articles were the ones assessed applying the quality criteria that we had previously agreed on&#46; We decided that the review would only include those instruments with psychometric properties that indicated adequate validity and reliability &#40;<a class="elsevierStyleCrossRef" href="#tbl0005">Table 1</a>&#41;&#46; We assessed the methodological quality of the studies by means of the COSMIN checklist<a class="elsevierStyleCrossRef" href="#bib0315"><span class="elsevierStyleSup">23</span></a> &#40;<a class="elsevierStyleCrossRef" href="#tbl0010">Table 2</a>&#41;&#46; We now proceed to describe the characteristics of each of the selected tools&#46;</p><elsevierMultimedia ident="tbl0005"></elsevierMultimedia><elsevierMultimedia ident="tbl0010"></elsevierMultimedia><p id="par0115" class="elsevierStylePara elsevierViewall"><span class="elsevierStyleItalic">Early Intervention Quality &#40;EIQ&#41;&#46;</span><a class="elsevierStyleCrossRef" href="#bib0320"><span class="elsevierStyleSup">24</span></a> A self-assessment scale to be completed by the family of clients of EI centres or EI programme staff&#46; It consists of 22 items divided into 4 subscales&#46; The first 2 subscales assess the characteristics of home-based or centre-based therapies &#40;1 of the 2 is completed based on the type of intervention delivered&#41;&#44; and each comprises 11 items&#46; The third subscale &#40;5 items&#41; evaluates health&#47;medical services&#44; and the fourth subscale &#40;6 items&#41; the coordination of services&#46;</p><p id="par0120" class="elsevierStylePara elsevierViewall"><span class="elsevierStyleItalic">Early Intervention Services Assessment Scale &#40;EISAS&#41;&#46;</span><a class="elsevierStyleCrossRef" href="#bib0325"><span class="elsevierStyleSup">25</span></a> Scale currently under development consisting of 17 items divided into 5 subscales&#58; assessment&#44; intervention planning&#44; service provision&#44; transition and administration&#46; Items are rated on a scale ranging from 1 to 7&#46; This scale can be used both by families of clients and by EI professionals&#46;</p><p id="par0125" class="elsevierStylePara elsevierViewall"><span class="elsevierStyleItalic">Family Centred Services Questionnaire&#46;</span><a class="elsevierStyleCrossRef" href="#bib0330"><span class="elsevierStyleSup">26</span></a> Questionnaire package to assess the quality of services delivered through 4 dimensions&#46; The family version includes questionnaires about the child&#39;s disability&#44; the nature of the services received&#44; beliefs of the family regarding participation in EI&#44; perceptions about the organisation delivering services and perceptions about the quality of the services&#46; The version adapted to EI programme staff and managers includes items such as the number of clients served&#44; nature of services provided&#44; amount of information given to families&#44; overall budget&#44; changes implemented in the centre and perceived quality of services&#46;</p><p id="par0130" class="elsevierStylePara elsevierViewall"><span class="elsevierStyleItalic">Measure of Process of Care for families &#40;MPOC-56&#41;&#46;</span><a class="elsevierStyleCrossRef" href="#bib0335"><span class="elsevierStyleSup">27</span></a> Instrument consisting of 56 items divided in 5 domains&#58; the first one assesses enabling and partnership with the family during the intervention &#40;16 items&#41;&#59; the second&#44; the general information provided about the service &#40;9 items&#41;&#59; the third&#44; the specific information given about the characteristics and progress of the child &#40;5 items&#41;&#59; the fourth&#44; the quality of the coordination between the different professionals involved in care &#40;17 items&#41;&#59; lastly&#44; the fifth assesses the support and respect received in the context of care &#40;9 items&#41;&#46; Each domain describes family-centred behaviours&#44; and respondents are asked to rate them on a 7-point scale&#46;</p><p id="par0135" class="elsevierStylePara elsevierViewall"><span class="elsevierStyleItalic">Measure of Process of Care for Service Providers &#40;MPOC-SP</span>&#41;&#46;<a class="elsevierStyleCrossRef" href="#bib0340"><span class="elsevierStyleSup">28</span></a> Version for service providers comprising 27 items divided into 4 domains&#58; the first assesses interpersonal sensitivity &#40;10 items&#41;&#59; the second one&#44; the general information given &#40;5 items&#41;&#59; the third one&#44; the communication of specific information about the child &#40;3 items&#41;&#59; and the last one&#44; the respectful treatment of families &#40;9 items&#41;&#46; All these behaviours are rated on a 7-point scale ranging from 1 point &#40;never&#41; to 7 points &#40;to a great extent&#41;&#46; This scale is applicable to different fields&#46;</p><p id="par0140" class="elsevierStylePara elsevierViewall"><span class="elsevierStyleItalic">Patient Perspective on Care and Rehabilitation Process &#40;POCR&#41;&#46;</span><a class="elsevierStyleCrossRef" href="#bib0345"><span class="elsevierStyleSup">29</span></a> This instrument assesses patient-perceived quality of care&#44; including health outcomes&#46; It measures 7 dimensions&#58; need for adequate care &#40;3 items&#41;&#59; need for orientation within care context &#40;6 items&#41;&#59; need for knowledge and control &#40;3 items&#41;&#59; need for support and autonomy &#40;3 items&#41;&#59; medical and interactional needs &#40;4 items&#41;&#59; need for preparedness before discharge &#40;3 items&#41; and situation post-discharge &#40;2 items&#41;&#46;</p><p id="par0145" class="elsevierStylePara elsevierViewall"><span class="elsevierStyleItalic">My Views on Services questionnaire &#40;MVOS&#41;&#46;</span><a class="elsevierStyleCrossRef" href="#bib0350"><span class="elsevierStyleSup">30</span></a> Questionnaire divided into 4 sections that can be assessed independently&#58; &#40;1&#41; description of the structure of services evaluated according to timeliness and availability&#59; &#40;2&#41; content of intervention evaluated according to quantity&#44; importance&#44; and satisfaction&#59; &#40;3&#41; process of intervention evaluated according to the performance of professionals and the importance of the practice&#44; and &#40;4&#41; overall impact of the intervention&#46;</p><p id="par0150" class="elsevierStylePara elsevierViewall"><span class="elsevierStyleItalic">My View on Services questionnaire &#40;section 2&#41;&#46;</span><a class="elsevierStyleCrossRef" href="#bib0350"><span class="elsevierStyleSup">30</span></a> Only section 2 of the MVOS questionnaire&#44; which consists of 22 items relating to the content of the actual intervention&#46; These items are assessed based on the importance assigned by the responding family member on a 4-point scale&#46; This section is itself divided into 2 subscales&#46;</p><p id="par0155" class="elsevierStylePara elsevierViewall"><span class="elsevierStyleItalic">Early Childhood Services Survey &#40;ECSS&#41;&#46;</span><a class="elsevierStyleCrossRef" href="#bib0355"><span class="elsevierStyleSup">31</span></a> Assesses how families perceive their needs in relation to the child&#39;s disability and the extent to which EI services meet those perceived needs&#46; The ECSS includes 20 services related to disability&#46; For each service&#44; respondents are asked to indicate whether they consider they need the service &#40;&#8220;yes&#8221;&#41; or they do not &#40;&#8220;no&#8221;&#41;&#46; For services for which the answer was &#8220;yes&#8221;&#44; they are asked to rate the quality of the service on a scale from 1 to 3&#46;</p><p id="par0160" class="elsevierStylePara elsevierViewall"><span class="elsevierStyleItalic">Semistructured interview&#46;</span><a class="elsevierStyleCrossRef" href="#bib0360"><span class="elsevierStyleSup">32</span></a> Semistructured interview organised in 2 dimensions&#46; The first section collects information on the family to assess sociodemographic characteristics and family functioning&#46; The second section assesses the characteristics and perceived quality of services and the type of care offered by different institutions&#46;</p><p id="par0165" class="elsevierStylePara elsevierViewall"><span class="elsevierStyleItalic">Inventario de Calidad en los Centros de Atenci&#243;n Infantil Temprana &#40;Quality Inventory in Early Intervention Centres&#44; ICCAIT&#41;&#46;</span><a class="elsevierStyleCrossRef" href="#bib0365"><span class="elsevierStyleSup">33</span></a> Self-administered questionnaire that assesses the quality of EI services as perceived by the user&#46; It comprises 48 items with answers on a Likert scale ranging from 1 &#40;&#8220;totally disagree&#8221;&#41; to 5 &#40;&#8220;totally agree&#8221;&#41;&#44; including some questions to obtain sociodemographic data&#46; The questionnaire is structured in 5 dimensions&#58; facilities&#44; treatment rooms&#47;equipment&#44; customer service&#44; qualification of staff and technical information&#46;</p><p id="par0170" class="elsevierStylePara elsevierViewall"><span class="elsevierStyleItalic">Caregiver&#39;s survey&#47;Professional&#39;s survey&#47;Director&#39;s survey&#46;</span><a class="elsevierStyleCrossRef" href="#bib0370"><span class="elsevierStyleSup">34</span></a> Collection of surveys assessing how services are perceived by caregivers and by programme staff and managers&#46;</p><p id="par0175" class="elsevierStylePara elsevierViewall"><span class="elsevierStyleItalic">Investigator-developed survey&#46;</span><a class="elsevierStyleCrossRef" href="#bib0265"><span class="elsevierStyleSup">13</span></a> Scale divided into 6 dimensions&#46; It includes items on the characteristics of participants and their children&#44; type of involvement of parents in child&#39;s EI or preschool special education programme and 24 items asking parents to evaluate the primary service provider&#46;</p></span><span id="sec0040" class="elsevierStyleSection elsevierViewall"><span class="elsevierStyleSectionTitle" id="sect0110">Discussion</span><p id="par0180" class="elsevierStylePara elsevierViewall">In recent years&#44; the involvement of the family has grown increasingly important in the EI field&#46; Further efforts are necessary to continue to raise awareness in EI professionals of the family as a unit of intervention that can contribute opinions and participate in decision-making&#46;<a class="elsevierStyleCrossRef" href="#bib0305"><span class="elsevierStyleSup">21</span></a> This perspective brings forth a challenge we need to address by assessing the perceptions of family members regarding services received&#44; the interventions practised and the changes that could be made to improve them&#46;</p><p id="par0185" class="elsevierStylePara elsevierViewall">One possible approach to involving families and knowing how they perceive EI is the use of tools to assess service quality&#46; However&#44; there is no consensus yet on how to assess service quality the EI field&#46;<a class="elsevierStyleCrossRef" href="#bib0375"><span class="elsevierStyleSup">35</span></a></p><p id="par0190" class="elsevierStylePara elsevierViewall">Based on the reviewed literature&#44; experts on the subject disagree regarding the dimensions that should be included in the assessment of service quality&#44; as evinced by the heterogeneity of the tools presented in the articles selected in our study&#46; Each of them assigns more or less importance to specific aspects&#46; On one hand&#44; it is true that each instrument or questionnaire should be adapted to the specific nature of the service that it seeks to assess and the organisational structure in which it unfolds&#44; but on the other this variability presents disadvantages not only in EI&#44; but also in other fields&#44; in the comparison of results and the establishment of standardised criteria&#46;</p><p id="par0195" class="elsevierStylePara elsevierViewall">Despite the importance of assessing the effectiveness and efficiency of EI&#44; there is little published evidence on performance beyond the assessment of developmental outcomes in children&#44; with other aspects being neglected&#44;<a class="elsevierStyleCrossRef" href="#bib0380"><span class="elsevierStyleSup">36</span></a> which poses a potential limitation for the use of assessment scales&#46; In our review&#44; we found only 10 tools with good-enough psychometric properties to be considered valid and reliable&#44;<a class="elsevierStyleCrossRefs" href="#bib0265"><span class="elsevierStyleSup">13&#44;24&#44;26&#8211;31&#44;33&#44;34</span></a> of which 3 rated poor or fair in some of the indicators of the COSMIN checklist&#46;</p><p id="par0200" class="elsevierStylePara elsevierViewall">On the other hand&#44; the authors of 3 studies chose to use scales that had not been validated or questionnaires they had developed themselves without assessing their psychometric properties&#46; Thus&#44; Law et al&#46;&#44;<a class="elsevierStyleCrossRef" href="#bib0330"><span class="elsevierStyleSup">26</span></a> used a combination of already validated scales but did not analyse the association between them&#44; and Cerqueira et al&#46;<a class="elsevierStyleCrossRef" href="#bib0360"><span class="elsevierStyleSup">32</span></a> and Aytch et al&#46;<a class="elsevierStyleCrossRef" href="#bib0325"><span class="elsevierStyleSup">25</span></a> took as valid the results obtained using tools with internal consistency values below recommended thresholds&#46; While these articles enhance and increase our knowledge on quality assessment in this area&#44; they also illustrate the scarcity and poor quality of the research available on the subject&#46; It is not possible to determine the reasons leading various researchers choose these options instead of using instruments that have already been validated&#46;</p><p id="par0205" class="elsevierStylePara elsevierViewall">A large proportion of the studies on assessment tools included data on psychosocial or sociocultural variables&#46;<a class="elsevierStyleCrossRefs" href="#bib0265"><span class="elsevierStyleSup">13&#44;20&#44;26&#44;30&#44;31&#44;33&#44;34&#44;37&#44;38</span></a> The analysis of socioeconomic and demographic factors reveals that variables such as educational attainment&#44; social status or age may impact the perception of families of the quality of services&#46; Differences are also observed among EI professionals&#44; although in this case the factors that have the most influence are usually educational attainment and the number of years of experience in the EI field&#46;<a class="elsevierStyleCrossRef" href="#bib0395"><span class="elsevierStyleSup">39</span></a></p><p id="par0210" class="elsevierStylePara elsevierViewall">Given the characteristics of the population under study and the inability of young children to fill out any type of form&#44; families are frequently the source used to assess service quality&#46; Nevertheless&#44; several studies<a class="elsevierStyleCrossRefs" href="#bib0265"><span class="elsevierStyleSup">13&#44;24&#44;26&#44;32&#44;34&#44;39</span></a> have highlighted the importance of assessing quality from the perspective of professionals in the field&#44; as this could enhance the information obtained from families and contribute new data&#46; The scarcity of studies in professionals underscores the need to conduct further research from the perspective of this collective&#46;</p><p id="par0215" class="elsevierStylePara elsevierViewall">Last of all&#44; the association between service quality and quality of live analysed by some authors is another interesting aspect to consider&#46;<a class="elsevierStyleCrossRef" href="#bib0355"><span class="elsevierStyleSup">31</span></a> This opens a new field of inquiry that expands the competencies associated with service quality&#44; suggesting new directions for research&#46;</p><p id="par0220" class="elsevierStylePara elsevierViewall">When it comes to clinical implications&#44; based on the results of our literature review&#44; we propose including the assessment of service quality from the client&#39;s perspective<a class="elsevierStyleCrossRef" href="#bib0265"><span class="elsevierStyleSup">13</span></a> in the overall assessment of service quality performed by agents involved in the delivery of EI services&#46;</p><p id="par0225" class="elsevierStylePara elsevierViewall">One of the current positive aspects in this area&#44; based on most of the studies reviewed&#44; is that families are now considered a reference for service quality assessment in EI&#44; as opposed to professionals alone&#46; However&#44; this does not seem to be a customary practice in Spain yet&#46; The systematic assessment of perceived service quality would enhance the wellbeing and satisfaction of users of EI services&#46; It would also provide an objective baseline that could guide ongoing efforts to improve the management of EI centres&#46;</p></span><span id="sec0045" class="elsevierStyleSection elsevierViewall"><span class="elsevierStyleSectionTitle" id="sect0115">Conflicts of interest</span><p id="par0230" class="elsevierStylePara elsevierViewall">The authors have no conflicts of interest to declare&#46;</p></span></span>"
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        "resumen" => "<span id="abst0005" class="elsevierStyleSection elsevierViewall"><span class="elsevierStyleSectionTitle" id="sect0010">Introduction</span><p id="spar0005" class="elsevierStyleSimplePara elsevierViewall">Early Intervention &#40;EI&#41;&#44; as a paediatric service&#44; has the duty of quantifying the results and the quality of its services provided&#46; The accessibility of valid and reliable tools allows professionals to evaluate the quality of these services&#46;</p></span> <span id="abst0010" class="elsevierStyleSection elsevierViewall"><span class="elsevierStyleSectionTitle" id="sect0015">Main objective</span><p id="spar0010" class="elsevierStyleSimplePara elsevierViewall">The aim of this study is to review the scientific literature on tools used to measure the methodological and service quality in EI&#46;</p></span> <span id="abst0015" class="elsevierStyleSection elsevierViewall"><span class="elsevierStyleSectionTitle" id="sect0020">Methods</span><p id="spar0015" class="elsevierStyleSimplePara elsevierViewall">A search was made in different databases&#58; Medline &#40;from PubMed&#41;&#44; Web of Science&#44; PsycINFO&#44; Cochrane&#44; Scopus&#44; ERIC and Scielo&#46; The methodological quality of the studies was tested using the COSMIN scale&#46;</p></span> <span id="abst0020" class="elsevierStyleSection elsevierViewall"><span class="elsevierStyleSectionTitle" id="sect0025">Results</span><p id="spar0020" class="elsevierStyleSimplePara elsevierViewall">A total of 13 manuscripts met the criteria to be included in this review&#46; Ten of them received a &#8220;good&#8221; or &#8220;reasonable&#8221; score based on the COSMIN scale&#46;</p></span> <span id="abst0025" class="elsevierStyleSection elsevierViewall"><span class="elsevierStyleSectionTitle" id="sect0030">Conclusions</span><p id="spar0025" class="elsevierStyleSimplePara elsevierViewall">Despite its importance&#44; there is no consensus among authors on the measurement of service quality in EI&#46; It is often the family of the children attended in EI that are considered the target to study&#44; although the opinion of professionals carries more weight and completes the information&#46;</p></span>"
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        "resumen" => "<span id="abst0030" class="elsevierStyleSection elsevierViewall"><span class="elsevierStyleSectionTitle" id="sect0040">Introducci&#243;n</span><p id="spar0030" class="elsevierStyleSimplePara elsevierViewall">La Atenci&#243;n Temprana &#40;AT&#41;&#44; como servicio pedi&#225;trico&#44; obliga a cuantificar resultados de intervenci&#243;n y calidad de servicio ofrecido&#46; La disposici&#243;n de instrumentos de medida v&#225;lidos y fiables permitir&#225; a los profesionales evaluar la calidad de estos servicios&#46;</p></span> <span id="abst0035" class="elsevierStyleSection elsevierViewall"><span class="elsevierStyleSectionTitle" id="sect0045">Objetivo principal</span><p id="spar0035" class="elsevierStyleSimplePara elsevierViewall">Revisar la literatura cient&#237;fica&#44; analizar la calidad metodol&#243;gica de las herramientas utilizadas en AT para la medici&#243;n de la calidad de servicio&#46;</p></span> <span id="abst0040" class="elsevierStyleSection elsevierViewall"><span class="elsevierStyleSectionTitle" id="sect0050">M&#233;todos</span><p id="spar0040" class="elsevierStyleSimplePara elsevierViewall">Se realiz&#243; una b&#250;squeda en diferentes bases de datos&#58; Medline &#40;a trav&#233;s de Pubmed&#41;&#44; Web of Science&#44; PsycINFO&#44; Cochrane&#44; Scopus&#44; ERIC y Scielo&#46; La calidad metodol&#243;gica de los estudios identificados se evalu&#243; a trav&#233;s de la escala Consensus-based Standards for the Selection of Health Measurement &#40;COSMIN&#41;&#46;</p></span> <span id="abst0045" class="elsevierStyleSection elsevierViewall"><span class="elsevierStyleSectionTitle" id="sect0055">Resultados</span><p id="spar0045" class="elsevierStyleSimplePara elsevierViewall">Se seleccionaron 13 art&#237;culos que cumplieron los criterios de inclusi&#243;n&#44; de los cuales 10 obtuvieron una puntuaci&#243;n &#171;buena&#187; o &#171;razonable&#187; seg&#250;n la escala COSMIN&#46;</p></span> <span id="abst0050" class="elsevierStyleSection elsevierViewall"><span class="elsevierStyleSectionTitle" id="sect0060">Conclusiones</span><p id="spar0050" class="elsevierStyleSimplePara elsevierViewall">Pese a su importancia&#44; a&#250;n no existe consenso entre los autores sobre la medici&#243;n de la calidad de servicio en AT&#46; Habitualmente&#44; es la familia de los ni&#241;os atendidos en AT la poblaci&#243;n sobre la que se realizan los estudios&#44; aunque la perspectiva de los profesionales toma auge y completa la informaci&#243;n&#46;</p></span>"
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        "nota" => "<p class="elsevierStyleNotepara" id="npar0005">Please cite this article as&#58; Jemes Campa&#241;a IC&#44; Romero-Galisteo RP&#44; Labajos Manzanares MT&#44; Moreno Morales N&#46; Evaluaci&#243;n de la calidad de servicio en Atenci&#243;n Temprana&#58; revisi&#243;n sistem&#225;tica&#46; An Pediatr &#40;Barc&#41;&#46; 2019&#59;90&#58;301&#8211;309&#46;</p>"
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                  \t\t\t\t" class=""><thead title="thead"><tr title="table-row"><th class="td" title="table-head  " align="left" valign="top" scope="col" style="border-bottom: 2px solid black">Article&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</th><th class="td" title="table-head  " align="left" valign="top" scope="col" style="border-bottom: 2px solid black">Participants&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</th><th class="td" title="table-head  " align="left" valign="top" scope="col" style="border-bottom: 2px solid black">Characteristics of measurement tool&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</th><th class="td" title="table-head  " align="left" valign="top" scope="col" style="border-bottom: 2px solid black">Conclusion&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</th></tr></thead><tbody title="tbody"><tr title="table-row"><td class="td-with-role" title="table-entry ; entry_with_role_rowhead " align="left" valign="top">Kontos and Diamond&#46;<a class="elsevierStyleCrossRef" href="#bib0320"><span class="elsevierStyleSup">24</span></a> Measuring the quality of early intervention services for infants and toddlers&#58; Problems and prospects&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="left" valign="top">209 family members<br>177 professionals&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="left" valign="top">Early Intervention Quality<br>22 items<br>4 subscales&#58; home-based therapies &#40;11 items&#41;&#59; centre-based therapies &#40;11 items&#41;&#59; medical services &#40;5 items&#41;&#59; service coordination &#40;6 items&#41;&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="left" valign="top">Approximation to the conceptualisation of quality assessment in EI services&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td></tr><tr title="table-row"><td class="td-with-role" title="table-entry ; entry_with_role_rowhead " align="left" valign="top">Aytch et al&#46;<a class="elsevierStyleCrossRef" href="#bib0325"><span class="elsevierStyleSup">25</span></a> Early Intervention Services Assessment Scale &#40;EISAS&#41;-Conceptualisation and development of a programme quality self-assessment instrument&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="left" valign="top">Ongoing&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="left" valign="top">Early Intervention Services Assessment Scale &#40;EISAS&#41;<br>5 subscales&#58; assessment&#44; intervention planning&#44; service provision&#44; transition and administration<br>17 items<br>Items rated on a scale from 1 to 7&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="left" valign="top">There is no consensus on its generalised use among EI professionals&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td></tr><tr title="table-row"><td class="td-with-role" title="table-entry ; entry_with_role_rowhead " align="left" valign="top">Law et al&#46;<a class="elsevierStyleCrossRef" href="#bib0330"><span class="elsevierStyleSup">26</span></a> Factors affecting family-centred service delivery for children with disabilities&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="left" valign="top">494 family members<br>324 professionals<br>15 managers&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="left" valign="top">Family Centred Services Questionnaire<br>4 dimensions&#58; beliefs regarding family-centred services&#44; satisfaction with services&#44; perception of offered services and organisation of services&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="left" valign="top">Family-centred interventions influence how the quality of services is perceived&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td></tr><tr title="table-row"><td class="td-with-role" title="table-entry ; entry_with_role_rowhead " align="left" valign="top">Dyke et al&#46;<a class="elsevierStyleCrossRef" href="#bib0395"><span class="elsevierStyleSup">39</span></a> Use of the Measure of Process of Care for families &#40;MPOC-56&#41; and service providers &#40;MPOC-SP&#41; to evaluate family centred services in a paediatric disability setting&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="left" valign="top">64 family members<br>20 professionals&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="left" valign="top">Measure of Process of Care for families &#40;MPOC-56&#41;<br>56 items<br>5 domains&#58; partnership &#40;16 items&#41;&#44; general information &#40;9 items&#41;&#44; specific information &#40;5 items&#41;&#44; care coordination &#40;17 items&#41; and supportive and respectful care &#40;9 items&#41;<br>Measure of Process of Care for Service Providers &#40;MPOC-SP&#41;<br>27 items<br>4 domains&#58; interpersonal sensitivity &#40;10 items&#41;&#44; general information &#40;5 items&#41;&#44; specific information &#40;3 items&#41; and respectful treatment &#40;9 items&#41;&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="left" valign="top">Service delivery can be adapted to fit the needs of the family better&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td></tr><tr title="table-row"><td class="td-with-role" title="table-entry ; entry_with_role_rowhead " align="left" valign="top">&#214;dman et al&#46;<a class="elsevierStyleCrossRef" href="#bib0400"><span class="elsevierStyleSup">40</span></a> Parent&#39;s perception of the quality of 2 intensive training programmes for children with cerebral palsy&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="left" valign="top">48 families&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="left" valign="top">Patient Perspective on Care and Rehabilitation Process &#40;POCR&#41;<br>24 items<br>Based on 7 needs&#58; care &#40;3 items&#41;&#44; orientation &#40;6 items&#41;&#44; knowledge &#40;3 items&#41;&#44; support &#40;3 items&#41;&#44; medical &#40;4 items&#41;&#44; preparation before discharge &#40;3 items&#41; and situation post-discharge &#40;2 items&#41;&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="left" valign="top">Quality assessment is necessary to justify the intervention&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td></tr><tr title="table-row"><td class="td-with-role" title="table-entry ; entry_with_role_rowhead " align="left" valign="top">Young et al&#46;<a class="elsevierStyleCrossRef" href="#bib0350"><span class="elsevierStyleSup">30</span></a> The design and validation of a parent-report questionnaire for assessing the characteristics and quality of early intervention over time&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="left" valign="top">105 family members&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="left" valign="top">My Views on Services questionnaire &#40;MVOS&#41;<br>4 sections measured independently&#58; description of the structure&#44; content of the intervention&#44; process of the intervention and overall impact of the intervention&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="left" valign="top">The effectiveness of EI should be understood in terms of what is significant to families&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td></tr><tr title="table-row"><td class="td-with-role" title="table-entry ; entry_with_role_rowhead " align="left" valign="top">Gascon-Ramos et al&#46;<a class="elsevierStyleCrossRef" href="#bib0385"><span class="elsevierStyleSup">37</span></a> Influences on parental evaluation of the content of early intervention following early identification of deafness&#58; a study about parents&#8217; preferences and satisfaction<br>&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="left" valign="top">82 family members&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="left" valign="top">My View on Services questionnaire &#40;section 2&#41;<br>2 subscales&#58; Supporting a Deaf Child and Supporting Parents<br>22 items&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="left" valign="top">Provides guidance on how to address the needs of family members and increase the effectiveness of the intervention&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td></tr><tr title="table-row"><td class="td-with-role" title="table-entry ; entry_with_role_rowhead " align="left" valign="top">Epley et al&#46;<a class="elsevierStyleCrossRef" href="#bib0390"><span class="elsevierStyleSup">38</span></a> Family outcomes of early intervention&#58; Families&#8217; perceptions of need&#44; services&#44; and outcomes&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="left" valign="top">77 family members&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="left" valign="top">Early Childhood Services Survey &#40;ECSS&#41;<br>Includes 20 services<br>Respondent rates quality of services on a scale from 1 to 3&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="left" valign="top">Reinforces the importance of parents in identifying needs&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td></tr><tr title="table-row"><td class="td-with-role" title="table-entry ; entry_with_role_rowhead " align="left" valign="top">Cerqueira et al&#46;<a class="elsevierStyleCrossRef" href="#bib0360"><span class="elsevierStyleSup">32</span></a> Evaluation of the care services for families of disabled children&#46; Perspective of family members and professionals in Brazil&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="left" valign="top">54 family members<br>26 professionals&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="left" valign="top">Semistructured interview&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="left" valign="top">Provides guidance on how to approach the needs of family members and improve the effectiveness of the intervention&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td></tr><tr title="table-row"><td class="td-with-role" title="table-entry ; entry_with_role_rowhead " align="left" valign="top">Romero-Galisteo et al&#46;<a class="elsevierStyleCrossRef" href="#bib0300"><span class="elsevierStyleSup">20</span></a> Percepci&#243;n de la calidad en centros de Atenci&#243;n Temprana&#58; resultados de un an&#225;lisis comparativo&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="left" valign="top">397 family members&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="left" valign="top">Inventario de Calidad en los Centros de Atenci&#243;n Infantil Temprana &#40;ICCAIT&#41;<br>48 items<br>5 dimensions&#58; facilities&#44; treatment rooms&#47;equipment&#44; customer service&#44; qualification of staff and technical information<br>Answers on 1&#8211;5 Likert scale&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="left" valign="top">In general&#44; families perceived the quality of the care as high&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td></tr><tr title="table-row"><td class="td-with-role" title="table-entry ; entry_with_role_rowhead " align="left" valign="top">Romero-Galisteo et al&#46;<a class="elsevierStyleCrossRef" href="#bib0365"><span class="elsevierStyleSup">33</span></a> Desarrollo de una herramienta para la evaluaci&#243;n de la calidad percibida en los centros de atenci&#243;n infantil temprana&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="left" valign="top">672 family members&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="left" valign="top">Inventario de Calidad en los Centros de Atenci&#243;n Infantil Temprana &#40;ICCAIT&#41;<br>48 items<br>6 dimensions&#58; facilities&#44; treatment rooms&#47;equipment&#44; customer service&#44; qualification of staff&#44; general information and technical information&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="left" valign="top">Allows an assessment of EI services that fits actual practices better&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td></tr><tr title="table-row"><td class="td-with-role" title="table-entry ; entry_with_role_rowhead " align="left" valign="top">Van Cong et al&#46;<a class="elsevierStyleCrossRef" href="#bib0370"><span class="elsevierStyleSup">34</span></a> Early identification and intervention services for children with autism in Vietnam&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="left" valign="top">90 family members<br>115 professionals<br>10 managers&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="left" valign="top">Caregiver&#8216;s survey&#47;Professional&#39;s survey&#47;Director&#8216;s survey<br>Assesses how services are perceived by family members&#44; providers and managers<br>Escala Likert de 1 a 5&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="left" valign="top">Difficulties involved in obtaining an objective assessment from family members&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td></tr><tr title="table-row"><td class="td-with-role" title="table-entry ; entry_with_role_rowhead " align="left" valign="top">Bruder and Dunst&#46;<a class="elsevierStyleCrossRef" href="#bib0265"><span class="elsevierStyleSup">13</span></a> Parental judgments of early childhood intervention personnel practices&#58; Applying a consumer science perspective&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="left" valign="top">124 parents of children in EI<br>144 parents of children in special education&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="left" valign="top">Investigator-developed survey<br>6 dimensions<br>24 additional questions&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="left" valign="top">Proposes the use of a consumer science framework to assess service quality in the field of EI&nbsp;\t\t\t\t\t\t\n
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                  \t\t\t\t</th><th class="td" title="table-head  " align="" valign="top" scope="col" style="border-bottom: 2px solid black">&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</th><th class="td" title="table-head  " align="" valign="top" scope="col" style="border-bottom: 2px solid black">&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</th><th class="td" title="table-head  " colspan="2" align="center" valign="top" scope="col" style="border-bottom: 2px solid black">Reliability</th><th class="td" title="table-head  " colspan="3" align="center" valign="top" scope="col" style="border-bottom: 2px solid black">Validity</th></tr><tr title="table-row"><th class="td" title="table-head  " align="left" valign="top" scope="col" style="border-bottom: 2px solid black">Name&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</th><th class="td" title="table-head  " align="left" valign="top" scope="col" style="border-bottom: 2px solid black">Author&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</th><th class="td" title="table-head  " align="left" valign="top" scope="col" style="border-bottom: 2px solid black">Year&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</th><th class="td" title="table-head  " align="left" valign="top" scope="col" style="border-bottom: 2px solid black">Internal consistency&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</th><th class="td" title="table-head  " align="left" valign="top" scope="col" style="border-bottom: 2px solid black">Test-retest&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</th><th class="td" title="table-head  " align="left" valign="top" scope="col" style="border-bottom: 2px solid black">Content validity&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</th><th class="td" title="table-head  " align="left" valign="top" scope="col" style="border-bottom: 2px solid black">Structural validity&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</th><th class="td" title="table-head  " align="left" valign="top" scope="col" style="border-bottom: 2px solid black">Hypothesis testing&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</th></tr></thead><tbody title="tbody"><tr title="table-row"><td class="td-with-role" title="table-entry ; entry_with_role_rowhead " align="left" valign="top"><span class="elsevierStyleItalic">Early Intervention Quality &#40;EIQ&#41;</span>&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="left" valign="top">Kontos and Diamond&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">2002&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="left" valign="top">Good&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="left" valign="top">Good&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="left" valign="top">Good&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="left" valign="top">Poor&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="left" valign="top">&#8211;&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td></tr><tr title="table-row"><td class="td-with-role" title="table-entry ; entry_with_role_rowhead " align="left" valign="top"><span class="elsevierStyleItalic">Early Intervention Services Assessment Scale &#40;EISAS&#41;</span>&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="left" valign="top">Aytch et al&#46;&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">2004&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="left" valign="top">&#8211;&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="left" valign="top">&#8211;&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="left" valign="top">Poor&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="left" valign="top">Poor&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="left" valign="top">&#8211;&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td></tr><tr title="table-row"><td class="td-with-role" title="table-entry ; entry_with_role_rowhead " align="left" valign="top"><span class="elsevierStyleItalic">Family Centred Services Questionnaire</span>&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="left" valign="top">Law et al&#46;&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">2003&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="left" valign="top">&#8211;&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="left" valign="top">&#8211;&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="left" valign="top">Fair&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="left" valign="top">&#8211;&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="left" valign="top">Excellent&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td></tr><tr title="table-row"><td class="td-with-role" title="table-entry ; entry_with_role_rowhead " align="left" valign="top"><span class="elsevierStyleItalic">MPOC-56</span>&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="left" valign="top">King et al&#46;&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">2008&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="left" valign="top">Excellent&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="left" valign="top">Excellent&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="left" valign="top">Excellent&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="left" valign="top">Good&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="left" valign="top">Excellent&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td></tr><tr title="table-row"><td class="td-with-role" title="table-entry ; entry_with_role_rowhead " align="left" valign="top"><span class="elsevierStyleItalic">MPOC-SP</span>&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="left" valign="top">Woodside et al&#46;&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">2001&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="left" valign="top">Good&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="left" valign="top">Good&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="left" valign="top">Excellent&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="left" valign="top">Excellent&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="left" valign="top">&#8211;&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td></tr><tr title="table-row"><td class="td-with-role" title="table-entry ; entry_with_role_rowhead " align="left" valign="top"><span class="elsevierStyleItalic">Patient Perspective on Care and Rehabilitation Process &#40;POCR&#41;&#46;</span>&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="left" valign="top">Krevers and &#214;berg&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">2002&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="left" valign="top">Good&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="left" valign="top">&#8211;&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="left" valign="top">Good&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="left" valign="top">Good&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="left" valign="top">&#8211;&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td></tr><tr title="table-row"><td class="td-with-role" title="table-entry ; entry_with_role_rowhead " align="left" valign="top"><span class="elsevierStyleItalic">My Views on Services questionnaire &#40;MVOS&#41;</span>&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="left" valign="top">Young et al&#46;&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">2009&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="left" valign="top">Excellent&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="left" valign="top">Good&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="left" valign="top">Excellent&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="left" valign="top">Excellent&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="" valign="top">&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td></tr><tr title="table-row"><td class="td-with-role" title="table-entry ; entry_with_role_rowhead " align="left" valign="top"><span class="elsevierStyleItalic">Early Childhood Services Survey &#40;ECSS&#41;</span>&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="left" valign="top">Summers et al&#46;&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">2007&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="left" valign="top">Poor&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="left" valign="top">&#8211;&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="left" valign="top">Fair&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="left" valign="top">Fair&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="left" valign="top">&#8211;&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td></tr><tr title="table-row"><td class="td-with-role" title="table-entry ; entry_with_role_rowhead " align="left" valign="top"><span class="elsevierStyleItalic">Semi-structured interview</span>&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="left" valign="top">Cerqueira et al&#46;&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">2012&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="left" valign="top">&#8211;&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="left" valign="top">&#8211;&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="left" valign="top">Poor&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="left" valign="top">&#8211;&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="left" valign="top">&#8211;&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td></tr><tr title="table-row"><td class="td-with-role" title="table-entry ; entry_with_role_rowhead " align="left" valign="top"><span class="elsevierStyleItalic">Inventory of Quality in Early Childhood Intervention Centres &#40;ICCAIT&#41;</span>&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="left" valign="top">Romero-Galisteo et al&#46;&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">2015&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="left" valign="top">Good&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="left" valign="top">&#8211;&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="left" valign="top">Excellent&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="left" valign="top">Good&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="left" valign="top">&#8211;&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td></tr><tr title="table-row"><td class="td-with-role" title="table-entry ; entry_with_role_rowhead " align="left" valign="top"><span class="elsevierStyleItalic">Caregiver&#39;s survey&#47;Professional&#39;s survey&#47;Director&#8216;s survey</span>&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="left" valign="top">Van Cong et al&#46;&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">2015&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="left" valign="top">Fair&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="left" valign="top">&#8211;&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="left" valign="top">Good&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="left" valign="top">Fair&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="left" valign="top">&#8211;&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td></tr><tr title="table-row"><td class="td-with-role" title="table-entry ; entry_with_role_rowhead " align="left" valign="top"><span class="elsevierStyleItalic">Investigator-developed survey</span>&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="left" valign="top">Bruder and Dunst&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">2015&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="left" valign="top">Good&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="left" valign="top">&#8211;&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="left" valign="top">Good&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="left" valign="top">Good&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="left" valign="top">&#8211;&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td></tr></tbody></table>
                  """
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          "en" => "<p id="spar0065" class="elsevierStyleSimplePara elsevierViewall">Ratings based on the COSMIN checklist&#46;</p>"
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      "titulo" => "References"
      "seccion" => array:1 [
        0 => array:2 [
          "identificador" => "bibs0015"
          "bibliografiaReferencia" => array:40 [
            0 => array:3 [
              "identificador" => "bib0205"
              "etiqueta" => "1"
              "referencia" => array:1 [
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                  "contribucion" => array:1 [
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                      "autores" => array:1 [
                        0 => array:2 [
                          "etal" => false
                          "autores" => array:1 [
                            0 => "Federaci&#243;n Estatal de Asociaciones de Profesionales de la Atenci&#243;n Temprana &#40;GAT&#41;"
                          ]
                        ]
                      ]
                    ]
                  ]
                  "host" => array:1 [
                    0 => array:1 [
                      "Libro" => array:3 [
                        "fecha" => "2005"
                        "editorial" => "Real Patronato sobre discapacidad&#46; Ministerio de Sanidad&#44; Pol&#237;tica Social e Igualdad"
                        "editorialLocalizacion" => "Madrid"
                      ]
                    ]
                  ]
                ]
              ]
            ]
            1 => array:3 [
              "identificador" => "bib0210"
              "etiqueta" => "2"
              "referencia" => array:1 [
                0 => array:2 [
                  "contribucion" => array:1 [
                    0 => array:2 [
                      "titulo" => "Atenci&#243;n infantil temprana en Espa&#241;a"
                      "autores" => array:1 [
                        0 => array:2 [
                          "etal" => false
                          "autores" => array:2 [
                            0 => "M&#46;A&#46; Robles-Bello"
                            1 => "D&#46; S&#225;nchez-Teruel"
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                        ]
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                  ]
                  "host" => array:1 [
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                      "Revista" => array:5 [
                        "tituloSerie" => "Papel Psic&#243;l"
                        "fecha" => "2013"
                        "volumen" => "34"
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                        "paginaFinal" => "143"
                      ]
                    ]
                  ]
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            ]
            2 => array:3 [
              "identificador" => "bib0215"
              "etiqueta" => "3"
              "referencia" => array:1 [
                0 => array:2 [
                  "contribucion" => array:1 [
                    0 => array:2 [
                      "titulo" => "Cultural influences on service quality and customer satisfaction&#58; evidence from Greek insurance"
                      "autores" => array:1 [
                        0 => array:2 [
                          "etal" => false
                          "autores" => array:2 [
                            0 => "E&#46; Tsoukatos"
                            1 => "G&#46;K&#46; Rand"
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                        ]
                      ]
                    ]
                  ]
                  "host" => array:1 [
                    0 => array:1 [
                      "Revista" => array:5 [
                        "tituloSerie" => "Manag Serv Qual An Int J"
                        "fecha" => "2007"
                        "volumen" => "17"
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            ]
            3 => array:3 [
              "identificador" => "bib0220"
              "etiqueta" => "4"
              "referencia" => array:1 [
                0 => array:2 [
                  "contribucion" => array:1 [
                    0 => array:2 [
                      "titulo" => "Satisfacci&#243;n&#44; calidad y valor percibido en espectadores de atletismo"
                      "autores" => array:1 [
                        0 => array:2 [
                          "etal" => false
                          "autores" => array:5 [
                            0 => "F&#46; Calabuig"
                            1 => "P&#46; Burillo"
                            2 => "J&#46; Crespo"
                            3 => "J&#46;J&#46; Mundina"
                            4 => "Y&#46; Gallardo"
                          ]
                        ]
                      ]
                    ]
                  ]
                  "host" => array:1 [
                    0 => array:1 [
                      "Revista" => array:5 [
                        "tituloSerie" => "Rev Int Med y Cienc Act F&#237;sica Deport"
                        "fecha" => "2010"
                        "volumen" => "10"
                        "paginaInicial" => "577"
                        "paginaFinal" => "593"
                      ]
                    ]
                  ]
                ]
              ]
            ]
            4 => array:3 [
              "identificador" => "bib0225"
              "etiqueta" => "5"
              "referencia" => array:1 [
                0 => array:2 [
                  "contribucion" => array:1 [
                    0 => array:2 [
                      "titulo" => "Patient-perceived dimensions of total quality service in healthcare"
                      "autores" => array:1 [
                        0 => array:2 [
                          "etal" => false
                          "autores" => array:3 [
                            0 => "M&#46; Duggirala"
                            1 => "C&#46; Rajendran"
                            2 => "R&#46;N&#46; Anantharaman"
                          ]
                        ]
                      ]
                    ]
                  ]
                  "host" => array:1 [
                    0 => array:1 [
                      "Revista" => array:5 [
                        "tituloSerie" => "Benchmark An Int J"
                        "fecha" => "2008"
                        "volumen" => "15"
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