Social-emotional screening status in early childhood predicts elementary school outcomes
Social-emotional screening status in early childhood predicts elementary school outcomes
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DOI：
10.1542/peds.2007-1948
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发表时间：
2008-05-01
期刊：
影响因子：
8
通讯作者：
Carter, Alice S.
中科院分区：
文献类型：
--
作者：
Briggs-Gowan, Margaret J.;Carter, Alice S.
客观的。目的是检查 12 至 36 个月大时社交情绪/行为问题筛查呈阳性的儿童在小学早期出现社交情绪/行为问题的风险是否较高。方法。研究样本（N = 1004）由来自美国东北部大都市区的种族（33.3% 少数民族）和社会经济（17.8% 生活贫困和 11.3% 生活边缘贫困）多样化、健康的出生群体组成。当孩子 12 至 36 个月大时（平均年龄：23.8 个月；标准差：7.1 个月），父母完成了简短的婴幼儿社交和情绪评估，以及有关他们对孩子的行为、情绪和社交发展的担忧程度的问题。当孩子进入小学早期（平均年龄：6.0 岁；SD：0.4 岁）时，家长填写了《儿童行为检查表》，教师填写了有关行为问题的《教师报告表》。在子样本 (n = 389) 中，父母报告了儿童的精神状况。结果。简短的婴幼儿社会和情绪评估屏幕状态和父母的担忧与学龄症状和精神疾病显着相关。在包括简短婴幼儿社交和情绪评估状态以及家长担忧的多变量分析中，简短婴幼儿社交和情绪评估分数显着预测了所有学龄问题，而担忧仅预测了家长报告的儿童行为检查表。在简要婴幼儿社会和情绪评估的问题量表上得分为关注问题的儿童，出现父母报告的亚临床/临床水平问题和精神疾病的风险增加。低能力分数预示着后来教师报告的亚临床/临床问题和家长报告的疾病。担心预示着家长报告的亚临床/临床问题。此外，根据教师的说法，简短的婴幼儿社交和情绪评估发现 49.0% 的儿童表现出亚临床/临床症状，67.9% 的儿童后来符合精神疾病标准。结论。在幼儿期使用标准化工具进行筛查有可能识别出大多数在小学早期表现出严重情绪/行为问题的儿童。
OBJECTIVE. The goal was to examine whether children who screen positive for social-emotional/ behavioral problems at 12 to 36 months of age are at elevated risk for social-emotional/ behavioral problems in early elementary school.METHODS. The sample studied ( N = 1004) comprised an ethnically ( 33.3% minority) and socioeconomically ( 17.8% living in poverty and 11.3% living in borderline poverty) diverse, healthy, birth cohort from a metropolitan region of the northeastern United States. When children were 12 to 36 months of age ( mean age: 23.8 months; SD: 7.1 months), parents completed the Brief Infant-Toddler Social and Emotional Assessment and questions concerning their level of worry about their child's behavior, emotions, and social development. When children were in early elementary school ( mean age: 6.0 years; SD: 0.4 years), parents completed the Child Behavior Checklist and teachers completed the Teacher Report Form regarding behavioral problems. In a subsample ( n = 389), parents reported child psychiatric status.RESULTS. Brief Infant-Toddler Social and Emotional Assessment screen status and parental worry were associated significantly with school-age symptoms and psychiatric disorders. In multivariate analyses that included Brief Infant-Toddler Social and Emotional Assessment status and parental worry, Brief Infant-Toddler Social and Emotional Assessment scores significantly predicted all school-age problems, whereas worry predicted only parent reports with the Child Behavior Checklist. Children with of-concern scores on the problem scale of the Brief Infant-Toddler Social and Emotional Assessment were at increased risk for parent-reported subclinical/ clinical levels of problems and for psychiatric disorders. Low competence scores predicted later teacher-reported subclinical/ clinical problems and parent-reported disorders. Worry predicted parent-reported subclinical/ clinical problems. Moreover, the Brief Infant-Toddler Social and Emotional Assessment identified 49.0% of children who exhibited subclinical/ clinical symptoms according to teachers and 67.9% of children who later met the criteria for a psychiatric disorder.CONCLUSIONS. Screening with a standardized tool in early childhood has the potential to identify the majority of children who exhibit significant emotional/ behavioral problems in early elementary school.