Psycho-social and emotional assessments to assess children with special needs, assessments completed by the parents and caregivers, assessments completed by the professionals

1. PSYCHOSOCIAL AND
EMOTIONAL
ASSESSMENTS TO
ASSESS CHILDREN
WITH SPECIAL NEEDS
Lydia Betsy. M
1st year MSC
Human development
Mount carmel college

2. WHAT IS ASSESSMENT??
• Assessment is to estimate the degree of disability and
the residual capability of the child due to the specific
disability.

3. 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.

4. 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.

5. SCREENING
INSTRUMENTS
COMPLETED BY
FAMILIES AND
CAREGIVERS

6. 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.

7. 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.

8. 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.

9. 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.

10. 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.

11. 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.

12. 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.

13. SCREENING
INSTRUMENTS
COMPLETED BY
PROFESSIONALS

14. 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.

15. 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.

16. 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/

17. THANK YOU