scholarly journals Assessment and Early Identification of Young Children with Social Emotional Difficulties and Behavioral Challenges

2016 ◽  
Vol 3 (4) ◽  
pp. 198-204 ◽  
Author(s):  
Elizabeth Steed ◽  
◽  
Rashida Banerjee
Keyword(s):  
Young Children ◽  
Early Identification ◽  
Emotional Difficulties ◽  
Social Emotional ◽  
Behavioral Challenges

scholarly journals Building a Predictive Model of Social-Emotional Adjustment: Exploring the Relationship between Parenting Self-Efficacy, Parenting Behaviour and Psychological Distress in Mothers of Young Children in Ireland

2021 ◽  
Vol 18 (6) ◽  
pp. 2861
Author(s):  
Sabrina Coyle ◽  
Kiran M. Sarma ◽  
Catherine Maguire ◽  
Leora De Flumere
Keyword(s):  
Psychological Distress ◽  
Young Children ◽  
Self Efficacy ◽  
Clinical Sample ◽  
Emotional Adjustment ◽  
Emotional Problems ◽  
Emotional Difficulties ◽  
Social Emotional ◽  
Emotional Competencies ◽  
Parenting Behaviour

The purpose of this study was to generate greater understanding of social-emotional difficulties in infants and toddlers in an Irish context. This study compared rates of reported social-emotional difficulties in young children in clinical and non-clinical samples and probed a predictive model of social-emotional adjustment. Data were collected from a cross-sectional sample of 72 mothers of young children aged between 12 and 48 months. Mothers were recruited from waiting lists for child Early Intervention services (clinical sample) and community mother-toddler groups (non-clinical sample). Mothers completed a questionnaire battery which assessed parenting self-efficacy, parenting behaviour, psychological distress and child social-emotional adjustment. The results indicated that 55.5% of young children in the clinical sample and 15% in the non-clinical sample had significant social-emotional problems. Similarly, 55.5% of young children in the clinical sample and 30% in the non-clinical sample had significant delays in the acquisition of social-emotional competencies. Two hierarchical multiple regressions were carried out with social-emotional problems and social-emotional competencies as the respective criterion variables. Clinical or non-clinical group membership, parenting satisfaction and maternal psychological distress were found to be significant predictors of child social-emotional problems in a model which explained 59% of the variance. Task-specific self-efficacy was the only significant predictor of child social-emotional competencies in a model which explained 21% of the variance. The significant rates of social-emotional problems in young children in the current study and the potential negative impact on child health and wellbeing, suggest that the early assessment of social-emotional adjustment should be incorporated into routine clinical assessment for young children. For services to effectively meet the needs of children with social-emotional difficulties and their families, consideration of maternal factors is also necessary.

scholarly journals Social-Emotional Difficulties in Irish Children Aged Five and Nine Years: A National, Longitudinal Study

Children ◽  
2021 ◽  
Vol 8 (8) ◽  
pp. 656
Author(s):  
Ann Swift ◽  
Roy McConkey ◽  
Philip Curry ◽  
Edurne Garcia Iriarte
Keyword(s):  
Social Services ◽  
Family Relations ◽  
Secondary Analysis ◽  
Primary Caregivers ◽  
Emotional Difficulties ◽  
Children And Families ◽  
Social Emotional ◽  
Early Intervention Services ◽  
Nationally Representative ◽  
The Impact

A small proportion of children experience social-emotional difficulties from early childhood onwards. Longitudinal studies with nationally representative samples are needed to identify the prevalence and the characteristics of children and families persistently experiencing these difficulties. Secondary analysis of data collected on over 7500 Irish children and with the Strengths and Difficulties Questionnaire as the primary indicator, found that 6% of children when they were five year olds and 8% when they were nine-years, had above threshold scores that warranted further investigation. A smaller proportion—2.9% had elevated scores at both ages. Logistic regression analyses found that children with one or more developmental disabilities were up to six times more likely to have sustained difficulties. There were also significant associations with the lower education attainment of primary caregivers and the socio-economic deprivation of families. Primary caregivers and teachers reported higher conflict in their relationships with these children. Although the number of Irish children presenting with continuing social-emotional difficulties is small, they can present an ongoing and future societal cost in terms of the impact on family relations and demands placed on educational, health and social services. This study identified the children and families who are at greatest risk and for whom targeted early intervention services could be provided.

The Early Identification of Beginning Stuttering I

1992 ◽  
Vol 1 (3) ◽  
pp. 43-53 ◽  
Author(s):  
Pearl A. Gordon ◽  
Harold L. Luper
Keyword(s):  
Data Collection ◽  
Young Children ◽  
Clinical Data ◽  
Early Identification ◽  
Future Research ◽  
Speech Language Pathologists ◽  
Companion Article

Speech-language pathologists often struggle with the differentiation of stuttering from normal disfluencies in young children. Differential diagnostic protocols are frequently used to aid clinicians in this complex clinical task. In this article the general format and criteria, clinical data collection procedures, documentation, and relative use of quantification in six protocols are examined and discussed. In a forthcoming companion article, we will discuss problems encountered with the use of differential diagnostic protocols and offer suggestions for future research and the use of these protocols.

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