The Development of a Japanese Social Emotional Scale for Children: Characteristics and Issues of Children with Developmental Disabilities

Nishio, Y (Yumiko)¹, Okada, S (Satoshi)^2
1Kio University, 4-2-2, 6350832, Kohryo-cho, Kitakatsuragi-gun, Nara
²Hokkaido University, Kita 11, Nishi 7, 0600811, Kita-ku, Sapporo, Hokkaido

 

Submission type

Poster only

Scheduled

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

Keywords

social-emotional development, Autism Spectrum Disorder, Attention-Deficit Hyperactivity Disorder, special educational needs, assessment

Summary

 Despite the importance of the assessment of social-emotional development for children with developmental disabilities, there is an absence of valid and reliable tools in Japan. To make up for this gap, we developed and evaluated the Social-Emotional Development Checklist for Children (SEDC-C) based on Japanese educational systems in reference to other scales (e.g., SEAMS and ASQ-SE). The questionnaire consists of 59 items on a 4-point Likert scale and has nine subscales.

 The objective of this study is to explore the social-emotional characteristics of children with Autism Spectrum Disorder (ASD) and Attention-Deficit Hyperactivity Disorder (ADHD).

 We collected data from 39 Japanese elementary school students (aged 6-12, M=9.59, SD=1.73) with special educational needs according to teacher reports. Independent t-tests revealed that children with ASD had significantly greater difficulties in “healthy interactions with children” (p=.03), “group participation” (p=.03), “expression and regulation of emotion” (p<.01), “self-control and executive function” (p<.01), and “daily life skills” (p<.01) children without ASD. On the other hand, children with ADHD showed significant challenges in “group participation” compared to children without ADHD (p<.05).

 These results suggest that children with developmental disabilities have social-emotional problems at school, especially in group activities such as following rules and attending class events.

Auteurs