Jane Squires, Ph.D.
Misti Waddell, M.S.
Follow @BrookesPubCo on Twitter
 Social-Emotional
Assessment/Evaluation
Measure
 Programmatic tool for use
with children and their
adults/caregivers to ...
Tier 3
Tier 2
Tier 1
“Systematic approaches
to teaching social-
emotional skills can
have a preventive and
remedial effect.”
 Assists practitioners in
• prevention and early identification of
social-emotional difficulties and
behavior disorders
•...
ASQ:SE™
Screening
SEAM
Evaluation
SEAM
Goal
Development
SEAM
Intervention
SEAM
Assessment
 SEAM
 SEAM with Ages
 SEAM Family Profile
 Environmental Screening
Questionnaire (ESQ)
 3 Developmental Intervals:
• Infant (2-18 months)
• Toddler (18-36 months)
• Preschool (36-66 months)
 10 Benchmarks in...
1. Demonstrates healthy interactions with others
2. Expresses a range of emotions
3. Regulates social-emotional responses
...
 Allow caregiver to:
• rate child’s performance on developmental items
• indicate whether item is a concern
• select item...
Benchmarks
1.0 Toddler participates in healthy interactions.
(4)
2.0 Toddler expresses a range of emotions. (4)
3.0 Toddle...
✓ ✓✓
✓ ✓ ✓
1. Prepare with the caregiver for the SEAM
assessment process
2. Complete the SEAM
assessment
3. Review results
 Identify administration procedure that meets
family preferences and program requirements.
 Possible administration meth...
The SEAM
 is a tool that provides a way to take a close look at a
child’s social-emotional development.
 focuses on skil...
 Read each item, consider the examples, and think
about your child’s behavior before selecting an answer.
 For some item...
Response Options:
 There are four options for rating your child’s behavior:
• Very True (Consistently or most of the time...
 The SEAM and SEAM
Family Profile can be
completed by caregiver
 Interview format is
recommended
 Include family member...
 Review information with the parent/caregiver
 Explore differences between
teacher and parent perceptions
 Discuss conc...
Using the SEAM results:
1. Summarize Andrew’s strengths
2. Identify two possible intervention goals
using the SEAM
✓
✓
✓
✓
✓
✓
✓
✓
 Andrew’s Strengths
• Andrew is curious and active and enjoys playing.
• Andrew is affectionate and talks and plays with
...
✓
✓
✓
✓
✓
 Intervention goals identified from caregiver-selected
SEAM Toddler focus areas:
 After getting upset or engaging in exc...
 Assessment items address
adult knowledge and
behaviors that foster
social-emotional
development in children
 Assessment...
 Uses caregiver-friendly
language
 Allows caregivers to:
• rate their understanding of,
and ability to foster their
chil...
Benchmarks
1.0 Responding to my child’s needs.
2.0 Providing appropriate type and level of
activities.
3.0 Providing predi...
✓
 Check the “Not sure/need more info” box if the caregiver
needs resources or more information from a professional.
 Chec...
• To develop family outcomes
• To gather new information
Infant
SEAM
Toddler
SEAM
Pearson
Correlation
N
.987**
43
.968**
42
** p < .01, two-tailed.
Correlation
Infant
Classroom
Toddler
Classroom
N=12
Group #1
N=7
Group #2
N=7
Group #3
N=8
Pearson .776** .668 .948** .640...
SEAM
Interval
DECA
2-12 months
ITSEA
12-36 months
ASQ:SE
3-36 months
Total score Compliance Negative
Emotion
Pro-social To...
Age in months N M r
SEAM for infants 235 .35**
0-6 49 84.32
7-12 153 93.49
13-18 33 97.61
SEAM for toddlers 56 .39**
19-24...
 N = 339
 Average time to complete: 9.38 minutes
 Parents agreed or strongly agreed with
statements:
• Questions were a...
From Parents:
• “The SEAM allowed me
to put my thoughts out
there.”
• “(Our conversation) felt non-judgmental because of
t...
From Providers:
• “I liked having a tool to build from…”
• “The SEAM helped me explain what to expect.”
• “It felt more li...
SEAM™
 Items are all competence skills (i.e., skills we want
children to learn or develop)
 Non-judgmental assessment (i...
To order:
www.brookespublishing.com
1-800-638-3775
Check out our other social-
emotional development products
http://produ...
Follow @BrookesPubCo on Twitter
Using the Social-Emotional Assessment/Evaluation Measure (SEAM™) with Young Children
Using the Social-Emotional Assessment/Evaluation Measure (SEAM™) with Young Children
Using the Social-Emotional Assessment/Evaluation Measure (SEAM™) with Young Children
Using the Social-Emotional Assessment/Evaluation Measure (SEAM™) with Young Children
Using the Social-Emotional Assessment/Evaluation Measure (SEAM™) with Young Children
Using the Social-Emotional Assessment/Evaluation Measure (SEAM™) with Young Children
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Using the Social-Emotional Assessment/Evaluation Measure (SEAM™) with Young Children

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In this 60-minute webinar, you’ll learn how your program can use the SEAM to reliably assess social-emotional development in infants, toddlers, and preschoolers at risk for delays or challenges and monitor social-emotional development over time.

Jane Squires and Misti Waddell, two of the SEAM developers, will introduce this revised tool and show samples of the two-part assessment (SEAM and SEAM Family Profile). They will also
• highlight the 10 benchmarks on the SEAM
• outline administration procedures
• describe the research behind the tool
• discuss how SEAM results can be used to focus intervention efforts
• share how the SEAM Family Profile can be used to assist practitioners in identifying areas where additional guidance may be needed to help parents support their child’s social-emotional development

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  • Each benchmark has a specified number of items as shown in the parenthesis.
  • SEAM with Ages includes ages for each of the item examples. SEAM with ages can:assist practitioners in providing general guidance to caregivers about the ways in which children of different ages may be expected to exhibit target skills and behaviorsassist practitioners in understanding and explaining to caregivers the developmental progression of social-emotional skills and behaviors and where a child’s development fits on the continuum of skill acquisitionAges were determined by using empirical data found in the literature and information from other existing tests. These age indices provide general guidelines and may not represent the skill ranges and variability of individual children.
  • 10.2 – He’s still adjusting to going to child care.
  • Lists each item for the SEAM and the SEAM Family Profile. SEAM benchmarks are identified with a (C) and SEAM Family Profile benchmarks are indicated with a (F)For each item, there is a space to indicate:If an item is a strength (Items marked “Very True” for SEAM and “Most of the time” for SEAM Family Profile)If an item is a concern and requires monitoringIf an item is selected as a focus areaA numerical score if programs choose to convert response options to numerical values (0, 1, 2, 3)
  • Using the Social-Emotional Assessment/Evaluation Measure (SEAM™) with Young Children

    1. 1. Jane Squires, Ph.D. Misti Waddell, M.S. Follow @BrookesPubCo on Twitter
    2. 2.  Social-Emotional Assessment/Evaluation Measure  Programmatic tool for use with children and their adults/caregivers to foster positive social-emotional development  Curriculum-based assessment
    3. 3. Tier 3 Tier 2 Tier 1
    4. 4. “Systematic approaches to teaching social- emotional skills can have a preventive and remedial effect.”
    5. 5.  Assists practitioners in • prevention and early identification of social-emotional difficulties and behavior disorders • development of functional, meaningful, measurable, high-quality goals and intervention content for children and caregivers • optimizing positive parent-child interactions in the first years of life.
    6. 6. ASQ:SE™ Screening SEAM Evaluation SEAM Goal Development SEAM Intervention SEAM Assessment
    7. 7.  SEAM  SEAM with Ages  SEAM Family Profile  Environmental Screening Questionnaire (ESQ)
    8. 8.  3 Developmental Intervals: • Infant (2-18 months) • Toddler (18-36 months) • Preschool (36-66 months)  10 Benchmarks included in each interval • 3 - 8 items per benchmark  Completed by caregiver or by professional through interview with caregiver
    9. 9. 1. Demonstrates healthy interactions with others 2. Expresses a range of emotions 3. Regulates social-emotional responses 4. Shows empathy for others 5. Shares attention and engagement 6. Demonstrates independence 7. Displays a positive self-image 8. Regulates attention and activity level 9. Complies with daily routines & requests 10. Shows a range of adaptive skills
    10. 10.  Allow caregiver to: • rate child’s performance on developmental items • indicate whether item is a concern • select item as a focus area (i.e., intervention goal)
    11. 11. Benchmarks 1.0 Toddler participates in healthy interactions. (4) 2.0 Toddler expresses a range of emotions. (4) 3.0 Toddler regulates her social-emotional responses. (3) 4.0 Toddler begins to show empathy for others. (3) 5.0 Toddler shares attention and engages with others. (5)
    12. 12. ✓ ✓✓
    13. 13. ✓ ✓ ✓
    14. 14. 1. Prepare with the caregiver for the SEAM assessment process 2. Complete the SEAM assessment 3. Review results
    15. 15.  Identify administration procedure that meets family preferences and program requirements.  Possible administration methods include: • Home visit • Parent/child group • Send home with family • Parent/teacher conference  Explain assessment purpose and procedures (see following slides)
    16. 16. The SEAM  is a tool that provides a way to take a close look at a child’s social-emotional development.  focuses on skills children need to learn in order to get along well with others, regulate their own emotions and behaviors, and develop a positive self image.  Helps to identify and support your child’s social-emotional development
    17. 17.  Read each item, consider the examples, and think about your child’s behavior before selecting an answer.  For some items, you may want to observe your child before selecting your response.  Remember, examples are there just to give you ideas about how the behavior might look. Your child may display the skills in a slightly different way. Explaining SEAM procedures to caregivers
    18. 18. Response Options:  There are four options for rating your child’s behavior: • Very True (Consistently or most of the time) • Somewhat True (Sometimes, though not consistently) • Rarely True (Only once in a while) • Not True (Doesn’t yet show skill)  Answer based on your personal experiences and what you know about your child.  There is also a place for you to indicate if any particular item is a concern for you or if you would like it to become a focus area or intervention goal.
    19. 19.  The SEAM and SEAM Family Profile can be completed by caregiver  Interview format is recommended  Include family members / friends if desired  Tailor caregiver participation to match individual needs and desires  Explain SEAM interval’s developmental range and omit questions developmentally irrelevant or culturally inappropriate
    20. 20.  Review information with the parent/caregiver  Explore differences between teacher and parent perceptions  Discuss concerns  Identify possible resources and strategies  Administer SEAM Family Profile
    21. 21. Using the SEAM results: 1. Summarize Andrew’s strengths 2. Identify two possible intervention goals using the SEAM
    22. 22. ✓ ✓ ✓ ✓
    23. 23. ✓ ✓ ✓ ✓
    24. 24.  Andrew’s Strengths • Andrew is curious and active and enjoys playing. • Andrew is affectionate and talks and plays with others. • Andrew is a happy child; he smiles and laughs. • Andrew likes attention from his family and engages in activities with them • Andrew seems to feel good about himself and his accomplishments • Andrew looks at books and listens to stories that are read to him • Andrew eats a variety of foods • Andrew cooperates with requests
    25. 25. ✓ ✓ ✓ ✓ ✓
    26. 26.  Intervention goals identified from caregiver-selected SEAM Toddler focus areas:  After getting upset or engaging in exciting activity, Andrew will learn to calm himself within 5 to 10 minutes.  While at the childcare center, Andrew will make a smooth transition between activities (e.g. going from to outdoor play to circle time).  After a bedtime story and good-night hug and kiss from his mother and/or father, Andrew will learn to fall asleep and remain asleep throughout the night.  Each morning when his mother drops Andrew at the childcare center, Andrew will separate with minimal upset after she gives him a hug and says good-bye
    27. 27.  Assessment items address adult knowledge and behaviors that foster social-emotional development in children  Assessment identifies areas where caregivers / parents need support and resources in order to provide a safe and responsive environment for their children.
    28. 28.  Uses caregiver-friendly language  Allows caregivers to: • rate their understanding of, and ability to foster their child’s development in, several developmental areas • indicate whether they need more information about an assessment item • select assessment items that are “focus areas” or areas of concern
    29. 29. Benchmarks 1.0 Responding to my child’s needs. 2.0 Providing appropriate type and level of activities. 3.0 Providing predictable schedules/routines. 4.0 Providing a safe home and play environment.
    30. 30.
    31. 31.  Check the “Not sure/need more info” box if the caregiver needs resources or more information from a professional.  Check the “Focus Area” triangle next to an item if the caregiver(s) would like to target the content addressed in the item.  Consider cultural appropriateness of each item and omit items that caregivers may find intrusive, disrespectful, or inappropriate.  Follow-up with the Environmental Screening Questionnaire (ESQ) if needed.
    32. 32. • To develop family outcomes • To gather new information
    33. 33. Infant SEAM Toddler SEAM Pearson Correlation N .987** 43 .968** 42 ** p < .01, two-tailed.
    34. 34. Correlation Infant Classroom Toddler Classroom N=12 Group #1 N=7 Group #2 N=7 Group #3 N=8 Pearson .776** .668 .948** .640 Intraclass .564* .657* .932** .324 · p < .05. ** p < .01. Note: Pearson correlations are two-tailed; Intraclass Correlations used a two-way random effects model with a consistency definition.
    35. 35. SEAM Interval DECA 2-12 months ITSEA 12-36 months ASQ:SE 3-36 months Total score Compliance Negative Emotion Pro-social Total score Infant .754** .628** -.415* .651** -.557** N 13 27 26 24 860 Toddler NA .564** -.261** .652** -.516** N 119 120 120 162 * p < .05, Pearson two-tailed. ** p < .01, Pearson two-tailed.
    36. 36. Age in months N M r SEAM for infants 235 .35** 0-6 49 84.32 7-12 153 93.49 13-18 33 97.61 SEAM for toddlers 56 .39** 19-24 20 82.39 25-30 19 86.83 31-36 17 92.59
    37. 37.  N = 339  Average time to complete: 9.38 minutes  Parents agreed or strongly agreed with statements: • Questions were appropriate: 92.6% • Questions were useful: 95.3% • Items were clear: 90.6% • Alerted to skills caregiver was unsure about: 59.2%
    38. 38. From Parents: • “The SEAM allowed me to put my thoughts out there.” • “(Our conversation) felt non-judgmental because of the tool.” • “If there is a concern it can be a helpful way to bring a parent on board.”
    39. 39. From Providers: • “I liked having a tool to build from…” • “The SEAM helped me explain what to expect.” • “It felt more like a discovery tool than judgment.” • “Using the SEAM took out the emotions and allowed us to be objective—it brings the parent up to the ‘expert’ level.” • “The SEAM makes it easier for the professional to ask the right questions.”
    40. 40. SEAM™  Items are all competence skills (i.e., skills we want children to learn or develop)  Non-judgmental assessment (i.e., does not “identify” children)  Can promote conversations with parents focused on social-emotional development  Can be used to develop goals and monitor progress  Includes Family Profile that allows parents/caregivers to identify areas of strength as well as areas of needed support
    41. 41. To order: www.brookespublishing.com 1-800-638-3775 Check out our other social- emotional development products http://products.brookespublishi ng.com/Social-Emotional- Development-C1033.aspx
    42. 42. Follow @BrookesPubCo on Twitter

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