Social Emotional Development Profiles in Children with and without ASD :Development of the Checklist and Analysis in Clinical Sample.

Okada, S (Satoshi)¹, Nishio, Y (Yumiko)^2
1Hokkaido University
²Kio university, Nara prefecture, Japan

 

Submission type

Poster only

Scheduled

Hallway, 10-07-2019, 15:30 - 17:00

Keywords

social-emotional development, autism, preschool children, scale development, Japanese version

Summary

There are many diagnostic assessment tools for developmental disorders. Social-emotional development is assessed using parent and teacher rating scales, such as SEAMS and ASQ-SE. To date, the above mentioned scales are not yet developed in Japan. Our group developed the social-emotional development scale for developmental disabilities based on Japanese culture. The purpose of this study is to examine the validity of the social-emotional development checklist for preschoolers (SEDC-P) and compare social-emotional development profiles of children with ASD.

SEDC-P comprises of 9 subscales and 57 items, and a free description field for each subscale. 127 sets of parents and teachers rating data on children (age ranging from 3 to 7 years old) were collected from clinical and community settings between March 2018 and January 2019. The statistical analyses revealed that Item-Total correlations and internal consistencies, factor structures of each subscale are high. In addition, the subscale scores are highly correlated with each criterion scale. For instance, correlation coefficient between “self-control” subscale score and ADHD-rating scale’s scores is between -.45 and -.59. ASD group scored lower in “Healthy Interaction” and “Empathy” subscales as compared to the other group. We discussed about the clinical utility of this scale and statistical limitations.

Auteurs