Reliability and validity of standardized Chinese version of Urban Infant–Toddler Social and Emotional Assessment (original) (raw)
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Neuropsychiatric Disease and Treatment, 2019
Background: The Devereux Early Childhood Assessment for Toddlers (DECA-T), which is one of the few standardized, norm-referenced behavioral rating scales related to young children's mental health, resilience, and social-emotional development, was developed for toddlers aged between 18 and 36 months. Objective: The aim of this study was to test the clinimetric properties of the Chinese (Traditional) version of the DECA-T (C-DECA-T) using a classical test theory analysis and an item response theory analysis. Methods: Seventy-five community-based toddlers aged from 18 to 36 months and 50 clinicbased participants recruited in hospitals in northern Taiwan participated in this study. Socialemotional competence was assessed by the C-DECA-T and children's behavior problems were rated via the Child Behavior Checklist 1.5 to 5 (CBCL/1.5-5). Homogeneity of the C-DECA-T was assessed by Mokken analysis; sensitivity and specificity were assessed via receiver operating characteristic curve. Results: The results showed the C-DECA-T demonstrated good test-retest reliability (r=0.8) and high internal consistency (Cronbach's alpha = 0.94). Inter-rater reliability between father and mother was fair (ICC = 0.46). Convergent validity of the CBCL/1.5-5 total behavior problems (r=−0.26) demonstrated acceptable psychometric performance. The overall measure of the sampling adequacy of the C-DECA-T assessed by principal component analysis was 0.93. Mokken scale analysis showed the 36-items of the C-DECA-T formed a weak unidimensional scale (H s =0.35), supporting its construct validity. The area under curve of the C-DECA-T in prediction of social-emotional disturbance was 0.70. The optimal cutoff of the Total Protective Factor score of the C-DECA-T was a T score of 40.1 (T40.1), with a sensitivity of 95% and a specificity of 68%. Item 2 ("show affection for a familiar adult") and item 33 ("calm herself/himself") provide a good amount of information for the assessment of social-emotional strength and needs of a toddler in clinical practice. Conclusion: The C-DECA-T showed good psychometric properties. Our findings of high internal consistency of the three subscales and total score of the C-DECA-T suggest symptom manifestation of social-emotional competence and needs in Taiwanese toddlers is not culturally different from American toddlers. The clinimetric properties of the C-DECA-T examined by a classical test theory analysis approach and an item response theory analysis approach suggest that the C-DECA-T is a reliable and valid instrument for measuring socialemotional strength and needs in the population in Taiwan.
Journal of abnormal child psychology, 2003
In this paper the refinement and psychometric properties of the Infant-Toddler Social and Emotional Assessment (ITSEA) are described. Results from a sociodemographically diverse birth cohort sample of 1,235 parents of children between the ages of 12 and 36 months are presented. Confirmatory factor analyses supported the hypothesized Internalizing, Externalizing, Regulatory, and Competence domains as well as the 17 individual scales that comprise the ITSEA. Findings for 3 additional indices useful in identifying significant psychopathology are presented. Subgroup analyses revealed structural invariance and expected mean level differences across both child sex and 6-month age bands. Child sex differences emerged for some problem and most competence scales, with boys rated as higher on Activity/Impulsivity and girls rated higher on Anxiety and most Competence scales. All competence scores increased across age groups. Problem behaviors showed a more mixed developmental pattern. Test-ret...
Journal of Abnormal Child Psychology, 2011
Preschool children have long been a neglected population in the study of psychopathology. The Achenbach System of Empirically Based Assessment (ASEBA), which includes the Child Behavior Checklist/1.5-5 (CBCL/1.5-5) and the Caregiver-Teacher Report Form (C-TRF), constitutes the few available measures to assess preschoolers with an empirically derived taxonomy of preschool psychopathology. However, the utility of the measures and their taxonomy of preschool psychopathology to the Chinese is largely unknown and has not been studied. The present study aimed at testing the cross-cultural factorial validity of the CBCL/1.5-5 and C-TRF, as well as the applicability of the taxonomy of preschool psychopathology they embody, to Mainland Chinese preschoolers. Country effects between our Chinese sample and the original U.S. sample, gender differences, and cross-informant agreement between teachers and parents were also to be examined. A Chinese version of the CBCL/1.5-5 and C-TRF was completed by parents and teachers respectively on 876 preschoolers in Mainland China. Confirmatory factor analysis (CFA) confirmed the original, U.S.-derived second order, multi-factor model best fit the Chinese preschool data of the CBCL/1.5-5 and C-TRF. Rates of total behavior problems in Chinese preschoolers were largely similar to those in American preschoolers. Specifically, Chinese preschoolers scored higher on internalizing problems while American preschoolers scored higher on externalizing problems. Chinese preschool boys had significantly higher rates of externalizing problems than Chinese preschool girls. Cross-informant agreement between Chinese teachers and parents was relatively low compared to agreement in the original U.S. sample. Results support the generalizability of the taxonomic structure of preschool psychopathology derived in the U.S. to the Chinese, as well as the applicability of the Chinese version of the CBCL/1.5-5 and C-TRF.
The relation between Chinese preschoolers’ social-emotional competence and preacademic skills
Early Education and Development, 2016
Research Findings: The current study examines the relations between Chinese preschoolers' social-emotional competence and their preacademic skills, as well as the role of child gender and parental education in such relations. A total of 154 children from the northeastern region of China were involved in the study. Both parents and head teachers of the target children completed measures of children's social-emotional competence and preacademic skills. Multiple aspects of social-emotional competence were investigated. The results showed that children's withdrawn behaviors and attention problems were negatively related to their preacademic skills. Both parent-and teacher-reported positive social behaviors were positively related to children's preacademic skills. In addition, child gender and parental education together moderated the effects of children's anxious/ depressed problems and parent-reported social behaviors on children's preacademic skills. Practice or Policy: Teacher training and support are needed to help preschool teachers (a) better support children who are socially withdrawn or have difficulty regulating attention and (b) understand the construct and importance of social-emotional development in relation to children's preacademic development. In addition, child characteristics such as age and gender and socioeconomic factors need to be taken into consideration in the study of young children's social-emotional and cognitive competence.
Child Indicators Research, 2023
Sensory Processing Sensitivity (SPS) is theorized to be a fundamental trait capturing children's general sensitivity to the environment. Yet, scientific knowledge of SPS is mostly based on findings from Western cultures and few translated measures exist to assess children's SPS outside of Western countries. Therefore, we developed the Chinese Highly Sensitive Child (HSC) scale. In Study 1, we investigated the scale's psychometric properties for both self-reports (N = 2925, M age = 11.74 years, 43.3% girls) and caregiver reports (n = 460, M child age = 9.02 years, 44.0% girls). Findings replicated most psychometric properties found in international studies including: (a) a bifactor structure with one general sensitivity component and three specific components, (b) acceptable internal consistency of the total scale (although not for self-report of elementary school children, and not for the subscales), and (c) at least partial invariance across age groups, gender, and informants. In Study 2, we investigated convergent validity with related temperament and personality measures using self-reports from both elementary school children (n = 845, M age = 9.71 years, 41.9% girls) and middle school children (n = 563, M age = 13.17 years, 43.2% girls). Findings replicated bivariate associations found in Western studies: Ease of Excitation (EOE) was associated with more positive traits, whereas Aesthetic Sensitivity (AES) was associated with more negative traits, suggesting that EOE and AES may capture the "dark" and "bright side" of sensitivity, respectively. We hope that our studies help spur research on SPS across western and Chinese cultures.
Background: The present study aims to validate the 40-item and the brief 17-item Washoe County School District-Social Emotional Competency Assessment, a self-report measure of social emotional competencies, among Chinese school-aged children residing in Hong Kong. Methods: A total of 349 children (M = 9.86 years, SD= 1.22; 45.82% girls) and their parents (77.84% mothers) completed a set of questionnaires independently. The factor structures of both versions of the Washoe County School District-Social Emotional Competency Assessment were evaluated by confirmatory factor analyses. Structural equation models were then conducted to examine their predictive validity. Results: Findings showed that both the 40-item and the 17-item versions fit adequately to the data. Both versions were also associated with positive and negative affect, internalizing problems, and externalizing problems. However, only the 40-item version was associated with prosocial behavior. Conclusions: The present findi...