scholarly journals Suitability of the Estonian adaption of the Ages and Stages Questionnaires: Social-Emotional 2nd Ed (ASQ:SE-2) 36 Month Questionnaire to assess social-emotional behaviour in 3-year-old Estonian children

2021 ◽  
Vol 9 (1) ◽  
pp. 162-185
Author(s):  
Mari-Liis Kaldoja ◽  
Anni Mäeots ◽  
Merli Tolli ◽  
Helen Saareoja
Keyword(s):  
Social Emotional ◽  
Emotional Behaviour ◽  
Ages And Stages Questionnaires

Sotsiaal-emotsionaalsed oskused on sotsiaalse pädevuse oluline osa. Eestis puuduvad sobilikud mõõtevahendid koolieelikute sotsiaal-emotsionaalse arengu hindamiseks. 2009. aastal kohandati TÜK Lastekliinikus eesti keelde küsimustike "Ages and Stages: Social-Emotional Questionnaires" (ASQ:SE) 2001. aastal ilmunud metoodika. 2015. aastal ilmus ASQ:SE parandatud versioon (ASQ:SE-2), mis nüüdseks samuti eestindatud. Siinse töö eesmärk on tutvustada eestindatud ASQ:SE-2 36 kuu vanuste laste küsimustiku sobivust eesti laste sotsiaal-emotsionaalse arengu hindamiseks (sh täpsustada küsimustiku psühhomeetrilisi näitajaid). Uuringus osales 62 last vanuses 31–43 kuud. Tulemustest selgus, et eestikeelse ASQ:SE-2 36 kuu vanuste laste küsimustiku sisereliaablus on aktsepteeritav (α = 0,719), spetsiifilisus ja sensitiivsus on vastavalt 81,5 ja 66,7 protsenti, võrdlev valiidsus rahuldav (r = –0,629, p < 0,00). Esmased tulemused kinnitasid ASQ:SE-2 36 kuu vanuste laste hindamiseks mõeldud küsimustiku sobivust eesti laste sotsiaalemotsionaalse arengu sõeltestimiseks.  Summary

scholarly journals Social-emotional problems among Swedish three-year-olds: an Item Response Theory analysis of the Ages and Stages Questionnaires: Social-Emotional

2020 ◽  
Vol 20 (1) ◽  
Author(s):  
Masoud Vaezghasemi ◽  
Eva Eurenius ◽  
Anneli Ivarsson ◽  
Linda Richter Sundberg ◽  
Sven-Arne Silfverdal ◽  
...  
Keyword(s):  
Health Care ◽  
Item Response Theory ◽  
Child Health ◽  
Item Response ◽  
Emotional Problems ◽  
Child Health Care ◽  
Response Theory ◽  
Social Emotional ◽  
Ages And Stages Questionnaires ◽  
High Level

Abstract Background There is enough evidence to believe that young children’s social-emotional problems can have a long-term effect if extra support is not given early. Therefore, early identification of such problems and any differences between boys and girls are of importance. We utilized the 36-month interval of the Ages and Stages Questionnaires: Social-Emotional (ASQ:SE) among 3-year-olds aiming: 1) to report the normative values of social-emotional problems for Swedish boys and girls; 2) to identify ASQ:SE items that are most commonly endorsed by children with high level of social-emotional problems (high score on ASQ:SE); 3) to assess whether certain ASQ:SE items differ between boys and girls at the same level of social-emotional problems; and 4) to examine whether ASQ:SE performs well in identifying children with high level of social-emotional problems (high score on ASQ:SE). Method During 2014–2017, data were collected from 7179 three-year-old children (boys = 3719, girls = 3460) through Child Health Care in the Region Västerbotten in the northern part of Sweden. Unidimensionality was assessed by Confirmatory Factor Analysis and goodness-of-fit was reported. Item Response Theory was used to answer the aims of the study. Results Items regarding interest in sexual words, too little sleep, disinterest in things around, unhappiness and self-injury were more commonly endorsed by children with high levels of social-emotional problems, as reported by their parents. For the same level of social-emotional problem, girls were more likely to demonstrate difficulties in occupying themselves, clinging behaviour and repetitive behaviour. On the other hand, boys were more likely to score high in items regarding destruction of things on purpose, difficulty to name friends and to express feelings. We have also found that the ASQ:SE is suitable for identifying children with high level of social-emotional problems. Conclusion The salient point of our study was to increase knowledge about Swedish children’s social-emotional problems at 3-years of age based on the psychometric characteristics of the ASQ:SE using Item Response Theory model. The gender differences as well as those items that occurred at high levels of social-emotional problems should be of concern for everyday practice in Child Health Care.

Confirmatory analysis and normative tables for the Brazilian Ages and Stages Questionnaires : Social–Emotional

2019 ◽  
Vol 45 (3) ◽  
pp. 387-393 ◽  
Author(s):  
Luis Anunciação ◽  
Jane Squires ◽  
Jantina Clifford ◽  
J. Landeira‐Fernandez
Keyword(s):  
Social Emotional ◽  
Confirmatory Analysis ◽  
Ages And Stages Questionnaires

Individual differences, social attention, and the history of the social motivation hypotheses of autism

2019 ◽  
Vol 42 ◽  
Author(s):  
Peter C. Mundy
Keyword(s):  
Individual Differences ◽  
Early Development ◽  
Emotional Development ◽  
Social Motivation ◽  
Social Attention ◽  
Social Emotional Development ◽  
Social Emotional ◽  
Precise Understanding ◽  
The Social ◽  
History Of

Abstract The stereotype of people with autism as unresponsive or uninterested in other people was prominent in the 1980s. However, this view of autism has steadily given way to recognition of important individual differences in the social-emotional development of affected people and a more precise understanding of the possible role social motivation has in their early development.

The parent-offspring microbiome and neurobehavioral development

2019 ◽  
Vol 42 ◽  
Author(s):  
Jeffrey R. Alberts ◽  
Christopher Harshaw ◽  
Gregory E. Demas ◽  
Cara L. Wellman ◽  
Ardythe L. Morrow
Keyword(s):  
Mammalian Species ◽  
Social Emotional ◽  
Behavioral Measures ◽  
Neurobehavioral Development ◽  
Emotional Function ◽  
Neurobehavioral Outcomes ◽  
Methodological Approaches ◽  
And Behavior

Abstract We identify the significance and typical requirements of developmental analyses of the microbiome-gut-brain (MGB) in parents, offspring, and parent-offspring relations, which have particular importance for neurobehavioral outcomes in mammalian species, including humans. We call for a focus on behavioral measures of social-emotional function. Methodological approaches to interpreting relations between the microbiota and behavior are discussed.

School-Based Speech-Language Pathologists' Perceived Self-Efficacy in Conducting Multidimensional Treatment With Children Who Stutter

2020 ◽  
Vol 51 (4) ◽  
pp. 1172-1186
Author(s):  
Carolina Beita-Ell ◽  
Michael P. Boyle
Keyword(s):  
Self Efficacy ◽  
Clinical Training ◽  
Online Survey ◽  
The United States ◽  
Comfort Level ◽  
Social Emotional ◽  
Speech Language Pathologists ◽  
Fluency Disorders ◽  
Cognitive Components ◽  
School Based

Purpose The purposes of this study were to examine the self-efficacy of school-based speech-language pathologists (SLPs) in conducting multidimensional treatment with children who stutter (CWS) and to identify correlates of self-efficacy in treating speech-related, social, emotional, and cognitive domains of stuttering. Method Three hundred twenty randomly selected school-based SLPs across the United States responded to an online survey that contained self-efficacy scales related to speech, social, emotional, and cognitive components of stuttering. These ratings were analyzed in relation to participants' beliefs about stuttering treatment and their comfort level in treating CWS, perceived success in therapy, and empathy levels, in addition to their academic and clinical training in fluency disorders as well as demographic information. Results Overall, SLPs reported moderate levels of self-efficacy on each self-efficacy scale and on a measure of total self-efficacy. Significant positive associations were observed between SLPs' self-efficacy perceptions and their comfort level in treating CWS, self-reported success in treatment, beliefs about the importance of multidimensional treatment, and self-reported empathy. There were some discrepancies between what SLPs believed was important to address in stuttering therapy and how they measured success in therapy. Conclusions Among school-based SLPs, self-efficacy for treating school-age CWS with a multidimensional approach appears stronger than previously reported; however, more progress in training and experience is needed for SLPs to feel highly self-efficacious in these areas. Continuing to improve clinician self-efficacy for stuttering treatment through improved academic training and increased clinical experiences should remain a high priority in order to enhance outcomes for CWS. Supplemental Material https://doi.org/10.23641/asha.12978194

Language and Behavior Disorders in School-Age Children: Comorbidity and Communication in the Classroom

2012 ◽  
Vol 13 (4) ◽  
pp. 111-119 ◽  
Author(s):  
Alexandra Hollo
Keyword(s):  
Language Impairment ◽  
Mental Health Problems ◽  
Language Disorder ◽  
School Age Children ◽  
School Age ◽  
Social Emotional ◽  
Behavioral Support ◽  
School Professionals ◽  
Development Characteristic ◽  
And Behavior

Language development is the foundation for competence in social, emotional, behavioral, and academic performance. Although language impairment (LI) is known to co-occur with behavioral and mental health problems, LI is likely to be overlooked in school-age children with emotional and behavioral disorders (EBD; Hollo, Wehby, & Oliver, in press). Because language deficits may contribute to the problem behavior and poor social development characteristic of children with EBD, the consequences of an undiagnosed language disorder can be devastating. Implications include the need to train school professionals to recognize communication deficits. Further, it is critically important that specialists collaborate to provide linguistic and behavioral support for students with EBD and LI.

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