Transcript What does it all Mean?!?! A Guide to Common Measures of

What does it all
Mean?!?!
A Guide to Common
Measures of SocialEmotional Development
Michelle Kozey, Carla Merkel, Laurie Ford
Department of Educational & Counselling
Psychology & Special Education
University of British Columbia
School Readiness…….
Preparing to Sit Through
New Material…….
Our Goal for
Today’s Session
To help educators, parents, and other
professionals working with young
children be better consumers of the
results of developmental assessment in
the area of social and emotional
development
What we plan to cover
this afternoon
• Background issues when considering social
emotional assessment results
• Approaches to assessing social and
emotional development
• Overview of common measures of socialemotional development
Why we see this as
important
• Understanding tests and their results is as
important for the person who receives the
assessment results as it is for the person who
gives the assessment results or administers the
test.
• We want early educators and families to be
good consumers of assessment results to help
them better serve the children with whom they
work.
Assessing
School Readiness
Typical to consider more traditional
domains of development
Cognitive
Motor/Physical
Language
What about Social and
Emotional Readiness
• Has gained a great deal of recent attention
• Programs on social responsibility in BC
schools
• Relationship of early social-emotional
development and later
school
success
Social and
Emotional Factors that
Promote Readiness
• Socially and emotionally responsive early
relationships
– Foundation for other early learning
– Attachment key to later relationships and
experiences
– Supportive relationships with adults including
teachers can buffer or intensify problem
relationships
Social and
Emotional Factors that
Promote Readiness
• Individual Differences
– Children with more resilient characteristics
demonstrate less vulnerability
– “Temperament” can influence relationships with
others, including teachers and other adults
Social and
Emotional Factors that
Promote Readiness
• Emotional Foundations for School
Readiness
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Confidence
Curiosity
Intentionality
Self-Control
Relatedness
Communication
Cooperativeness
Considerations in Social
and
Emotional Assessment
• Factors/Domains/Areas
– E.g. temperament, prosocial, aggression
• Way the information is gathered
– Directly observe, teacher or parent informant
• Setting from which information is
gathered
– Classrooms, playground, etc.
Assessment for
Developmental Level
versus Diagnosis of
Problem
Need to consider what is developmentally
appropriate or typical
Some challenging behaviors may be
“normal” for young children
Considerations in Social
and
Emotional Assessment
• Medical conditions and health
• Psychosocial stressors, environment and
opportunities
• Degree of difficulty in functioning or
distress
• Behavior of the child can vary across
settings and change rapidly across
time
Assessment Methods
• Direct observation of children
• Informal and structured interviews
with children
• Informal and structured interviews
with teachers
• Rating scales or questionnaires
Assessment Approaches &
Types of Measures
• Screening versus Diagnosis
– Screening is a brief evaluation to identify
which children need further more in-depth
assessment
– Diagnostic approaches attempt to identify
whether children have significant
symptoms of certain conditions
Norm-Referenced Tests
versus Criterion
Referenced Tests
• Norm-Referenced
– focus on comparing a child’s performance to other
children (their relative development)
• Criterion-Referenced
– identify what skills a child has and has not yet
developed (comparison to themselves)
Typical or Regular
Standardized Norms versus
Norms for Clinical
Populations
• Regular norms
–allow you to compare a child to the
general population
• Clinical Sample norms
– allow you to compare the child to a
group of children with a clinical
diagnosis
Limitations of Rating
Scales
• Rating scales measure limited aspects
of behaviour (only that which is
included on a particular test)
• Rating scales are only as reliable and
accurate as the respondent, and
results can be affected by how well the
respondent knows the child across
different settings
Limitations of
Rating Scales
• Responses to rating scales can be affected
by how knowledgeable the respondent is
about typical child behaviour for a given age,
e.g., teachers are sometimes able to better
compare children than first time parents
 Responses may reflect a desire to minimize
or exaggerate the difficulties of a child, due to
embarrassment, frustration or a desire to
access services
Scores Used in Social and
Emotional Tests
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Raw Scores
Age Equivalents
Standard Scores
T-scores
Percentile Ranks
Scores Used in Social and
Emotional Tests
• Raw Scores
– The total number correct
– Does not really tell you much
• Age (Grade) Equivalents
– Common but misunderstood
– The focus of interpreting a criterion-referenced test
– Reflects the average score obtained by children in an age
group
Scores Used in Social and
Emotional Tests
• Standard Scores
– Average is 100
• Percentile Ranks
– Average is 50th percentile
• Scaled Scores
– Average is 10
• T-scores
– Average is 50
Norm-Referenced Measures
(individual rating scales)
• Devereux Early Childhood Assessment
(DECA; Labuffe & Naglieri 1999)
– Ages 2 to 5 years
– Uses teacher or parent ratings over several weeks
– Unique in its focus on resiliency -- less focus on
problem behavior
– A “strength-based” approach
– Linked with a curriculum on socialemotional
development
Norm-Referenced Measures
(individual rating scales)
• Social Skills Rating System-Preschool
Level (SSRS-P; Gresham & Elliot 1990)
– Part of a test for student up to 18 years; preschool
version for 3 to 5 years
– Uses parent and teacher as raters
– Ratings of frequency of behavior and separate
ratings of the importance of these behaviors to
“social success”
– Areas of focus include: Cooperation; Assertion;
Responsibility; Empathy & Self-Control; Behavior
Problems
Norm-Referenced Measures
(individual rating scales)
• Behavior Assessment for Children, 2nd
Edition (BASC-2; Reynolds & Kamphaus,
2004)
– Part of a larger system for student through 18 years-Preschool Version is 2 to 5 years
– Parent and teacher rating scales
– Focus is on problem behaviors
– Often used as a screening test but can prove helpful in
diagnosis with other information
– One of the most widely used measures with
schoolage students
Norm-Referenced Measures
(individual rating scales)
• Preschool and Kindergarten Behavior
Scales-Second Edition (PKBS-2; Merrell,
2002)
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Ages 3 to 6 years
Parent and teacher ratings
Screening for both positive and negative behaviors
Scales include: Social Cooperation; Social Interaction
& Independence; General Problem Behaviors
– A strong developmental “feel” for a rating scale (e.g.
items worded more child and family friendly)
Norm-Referenced Measures
(individual rating scales)
• Achenbach System of Empirically Based
Assessment (ASEBA; Achenbach &
Rescorla, 2000)
– Part of a larger system for use with students
through 17 years
– Child Behavior Checklist (for parents) 1.5 to 5
years
– Caregiver-Teacher Checklist for 1.5 to 5 years
– Focus is on problem-behaviors
Norm-Referenced Measures
(individual rating scales)
• Conner’s Rating Scales-Revised
(Conners, 1997)
– Parent and teacher rating scales
– While viewed as a screening measure is helpful in
diagnosis as well
– Focus on problem behavior
Norm-Referenced Measures
(individual rating scales)
• Achenbach System of Empirically Based
Assessment (ASEBA; Achenbach & Rescorla, 2000)
– While viewed by many as a screening tool, it has many
diagnostic features
– Major scales include: Problem Behaviors; Internalizing;
Externalizing
– Other relevant subscales: affective problems; anxiety problems;
pervasive developmental problems; attention-hyperactivity
problems; oppositional-defiant problems; Sleep problems
(parent scale only); Language Developmental Survey
Norm-Referenced Measures
(individual rating scales)
• Scales of Independent Behavior-Revised
(SIB-R; Brunicks, Woodcock, Weatherman,
1996)
– Ages: Infancy throug 80+ years
– You can purchase just the forms with items for young
children
– Early Development Form best for young children
– Focus on Adaptive and Prosocial Behaviors including: Motor
Skills; Social Interaction & Communication; Personal Living
Skills; Community Living Skills
– Structured interview with caregiver or teacher
Norm-Referenced Measures
(individual rating scales)
• Vineland Social-Emotional Early
Childhood Scales (Vineland SEEC;
Sparrow, Balla & Cincchetti, 1998)
– Ages: Birth through 5 years 11 months
– Focus is on early childhood social-emotional adjustment
– Domains include: Play & Leisure; Coping Skills;
Interpersonal Relationships
– Collected through an interview with a caregiver or parent
Norm-Referenced Measures
(individual rating scales)
• Vineland Adaptive Behavior Scales- 2nd
Edition (VABS-2; Sparrow; Cicchetti, &
Balla 2005)
– Ages: Birth to 90 years
– A major revision since previous version allows for flexibility in
administration including a survey interview form; a parentcaregiver rating form; and expanded interview form; teacher
rating form
– Domains include: Communication; Daily Living Skills;
Socialization; Motor Skills
– An optional maladaptive index focusing in internalizing and
externalizing behaviors
Norm-Referenced Measures
(subscales within larger batteries)
• Battelle Developmental InventorySecond Edition (BDI2; Newborg,
2004)
– Part of a larger battery with 4 additional
scales (Cognitive, Motor; Communication)
– Ages: Birth to 7 years
– Personal-Social & Adaptive Domains
Norm-Referenced Measures
(subscales within larger batteries)
• Battelle Developmental Inventory- Second
Edition (BDI2; Newborg, 2004)
– Personal-Social domain addresses: adult
interaction; peer interaction; self-concept and
social role
– Adaptive domain addresses: Self-care and
personal responsibility
– Flexibility of adminstration, PS and Adaptive
domains largely interview and some observation
Norm-Referenced Measures
(subscales within larger batteries)
• Bayley Scales of Infant Development
3rd Edition
– Update and Expansion of the Bayley Scales
includes a social-emotional domain
– Ages: 1 to 42 months
– Domains include: cognitive; language; motor; as
well as social-emotional and adaptive
Norm-Referenced Measures
(subscales within larger batteries)
• Bayley Scales of Infant Development 3rd
Edition
– Social-emotional and Adaptive domains provide separate
scores in these areas
– Gathered via questionairre
– More parent/caregiver involvement than previous version
– Can be administered by “appropriately trained” professionals
in different disciplines.
CriterionReferenced/Curriculum
Based Measures
• Hawaii Early Learning Profile (HELP;
Funruno, et al & ; 2004)
– Ages Birth to Three and Preschool Versions
– A widely used family centered and linked with curriculum that
goes with the scales
– Very helpful in tracking progress-- much more item coverage
than norm-referenced measures
– Social and Self-Help are 2 of 7 areas (others include:
cognitive, language, fine motor, gross motor)
– Collected by on-going observation
CriterionReferenced/Curriculum
Based Measures
• Assessment Evaluation and Programming
System for Infants and Young Children 2nd Edition (AEPS; Bricker 2002)
– Birth to Three Year and Three to Six Year versions
– Has a curriculum that goes with the assessment tools
– Domains include: Fine motor; Gross Motor; Cognitive;
Adaptive; Social-Communication and Social
– Best used by professionals working with students on an ongoing basis.
– Relies on observation in natural environments
– Useful in program planning
Assessment for
Educational Planning
(AEPS)
• Observation, direct assessment, and
parent/caregiver/therapist report
• Designed to be used on an on going
basis to monitor progress
• Can be used by direct service personnel
and specialists
Assessment for
Educational Planning
(AEPS)
• Objectives and goals are either observed,
elicited, or recorded based on parent,
caregiver or therapist report
• It strongly encourages family participation in
the assessment process and includes a
number of special family materials
– Family report; Planning Guide; Child Progress
Record; Family Interest Survey
•
Assessment for
Educational Planning
(AEPS)
Three social subdomains:
– Interaction with adults
– Interaction with environment
– Interaction with peers
• Each domain is divided into strands and objectives are
developmentally sequenced
• Designed to be used along with the AEPS curriculum
• Children with special needs or those at risk are targeted
CriterionReferenced/Curriculum
Based Measures
• Carolina Curriculum for Preschoolers with
Special Needs (CCPSN; Johnson-Martin;
Attermeirer & Hacker, 2003)
– Infant-Toddler version also available in separate book
– Linked with a well validated curriculum
– Domain of focus: Personal-social along with Cognition;
Cognition Communication; Fine Motor; Gross Motor
– Very nice sequence of developmental outcomes for program
planning
CriterionReferenced/Curriculum
Based Measures
• Brigance Diagnostic Inventory of
Early Development
– Direct child and parent assessment, parent
observations
– Ages: Birth to 7 years of age
– The examiner should have in depth
knowledge of child development and be
familiar with the manual procedures
Brigance Diagnostic
Inventory of Early
Development
• Administration can be adapted and used to
accommodate the setting
• Social and Emotional Development is one of
11 domains
• Examiner selects skill to administer and the
method
– Direct child assessment, caregiver observation, or
parent interview
Brigance Diagnostic
Inventory of Early
Development
• Materials can be those commonly available in home
or child care setting
• No special adaptations for children with special
needs highlighted but the authors indicate adaptation
could be done.
• More effective with children with mild to moderate
delays.
The End….