Psychosocial and emotional assessment

PSYCHOSOCIAL AND EMOTIONAL

ASSESSMENTS TO ASSESS CHILDREN

WITH SPECIAL NEEDSLydia Betsy. M

1st year MSC

Human development

Mount carmel college

WHAT IS ASSESSMENT??

• Assessment is to estimate the degree of disability and

the residual capability of the child due to the specific

disability.

FORMAL ASSESSMENT

• Formal assessment includes medical and psychological measurement.

• Some tests available for formal assessment are:

• General ability measurement tests: Eg: Stanford Binet intelligence scale, Wechsler preschool and primary scale of intelligence, etc.

• Language/communication measurement: Eg: Preschool language scale, transdisciplinary play-based assessment (TBA), etc.

• Motor: Eg: Bayley scales of infant development, TBA, etc.

• Social/emotional behavior: Eg: child behavior checklist, vineland adaptive behavior scale (VABS), California preschool social competency scale, Burks’ behavior rating scales, TBA.

• Self help/Adaptive behavior measurement: Eg: Vineland adaptive behavior scale, etc.

SOCIAL/EMOTIONAL ASSESSMENT

• The Social-Emotional Assessment is a functional tool for assessing and monitoring social-emotional and behavioral development in infants, toddlers, and preschoolers at risk for social-emotional delays or problems.

• Social-Emotional Assessment yields in-depth information on children’s social-emotional skills and deficits as well as their caregivers’ strengths and areas of need.

• It was developed to assist in the early identification of social-emotional difficulties and behavior disorders.

• To prevent problems by building positive partnerships with families and optimizing positive parent–child interactions in the first years of life.

SCREENING INSTRUMENTS COMPLETED BY FAMILIES AND CAREGIVERS

AGES AND STAGES QUESTIONNAIRES: SOCIAL-EMOTIONAL (ASQ:SE)

• Personal and social areas are assessed which includes self-regulation,

communication, autonomy, coping and relationships.

• It will vary from 21 to 32 items, depending on age interval.

• It can be administered from 3 to 66 months. Time frame of 10 to 15 minutes.

• According to various research it states that it has been used successfully in

many early intervention and mental health programs. ASQ:SE as an accurate,

cost-effective, and parent-friendly instrument for screening and monitoring

of social-emotional competence in young children.

BEHAVIORAL ASSESSMENT OF BABY’S EMOTIONAL AND SOCIAL STYLE(BABES)

• It consists of three scales which includes temperament, ability to self-

soothe and regulatory processes.

• The instrument can be used in pediatric practices, clinics and early

intervention programs.

• It can be administered from 0 to 36 months.

• Time frame of 10 minutes.

CAREY TEMPERAMENT SCALES

The scale consists of questionnaires for five age groupings:

• Early infancy temperament questionnaire for infants of 1 to 4 months.

• Revised infant temperament questionnaire for infants of 4 to 11 months.

• Toddler temperament scale for children of 1 to 3 yrs.

• Behavioral style questionnaire for children of 3 to 7 yrs.

• Middle childhood questionnaire for children of 8 to 12 yrs.

• Each questionnaire comprises of 75 to 100 behavioral descriptions that are rated on a 6-point frequency of occurrence scale.

• It can be administered from 1 month to 12 yrs of age. Time frame of 20 minutes.

DEVEREAUX EARLY CHILDHOOD ASSESSMENT PROGRAM(DECA)

• The screening instrument will include 37 items, which are designed to assess

27 positive and 10 problem behaviors.

• Behaviors are rated as occurring never, rarely, occasionally, frequently or

very frequently.

• It is administered on 2 to 5yrs.

• Time frame is 10 minutes.

EYBERG CHILD BEHAVIOR INVENTORY AND THE SUTTER EYBERG STUDENT BEHAVIOR INVENTORY

• There are 36 items of the ECBI and 38 items of the SESBI.

• Which focuses on oppositional behaviors eg: attention, conduct and

oppositional defiant.

• Parents will complete ECBI and while teachers will complete the SESBI.

• They rank each behavior on two scales: intensity and problem.

• It is administered on 2 to 16 yrs and time frame is 10 to 15 minutes.

GREENSPAN SOCIAL-EMOTIONAL GROWTH CHART

• It consists of 35 items questionnaire for parents and caregivers.

• It can be used to identify social-emotional deficits, to monitor development

of social-emotional capacities and to establish goals for interventions.

• It is administered from birth to 42 months.

• Time frame is about 10 minutes.

• Rated using a 5-point scale.

SOCIAL SKILLS RATING SYSTEMS

• The instrument focuses on positive behaviors.

• Ratings produce social skills: Cooperation, Assertion, Responsibility, Empathy,

and Self-Control , problem behaviors: Externalizing Problems, Internalizing

Problems, and Hyperactivity and academic competence scales.

• Evaluates the social behaviors of children and adolescents.

• The system includes teacher, parent and student questionnaire forms.

• Time frame is 10 to 25 minutes.

SCREENING INSTRUMENTS COMPLETED BY

PROFESSIONALS

FUNCTIONAL EMOTIONAL ASSESSMENT SCALE

• To measure social and emotional functioning and caregivers’ capacity to

support a child’s emotional development.

• Social-emotional development includes regulation and interest in the world,

forming relationships, intentional two-way communication, development of a

complex sense of self, representational capacity and elaboration of symbolic

thinking, emotional thinking or development and expression of thematic play.

• It is administered on 7 to 48 months. Time frame is 20 minutes.

VINELAND SOCIAL MATURITY SCALE

• It was devised by Doll in the year 1935 for measuring social development.

• The items in the test involve concepts like self-help in eating and dressing,

locomotion, occupation, communication, self-direction and socialization.

• These are arranged in age sequence from birth to maturity. Depending on the

performance it is possible to obtain social age.

• Dividing the social age by the chronological age gives a social quotient, which

may be used to supplement the IQ in arriving at a diagnosis of mental

retardation.

REFERENCES

• http://www.nectac.org/~pdfs/pubs/screening.pdf

• http://www.specialeducationguide.com/pre-k-12/what-is-special-

education/the-importance-of-the-assessment-process/

THANK YOU