Developmental Psychology

Question 1

CHALLENGES IN ASSESSING SOCIO-EMOTIONAL PROBLEMS IN CHILDREN

Answer 1

RAPID DEVELOPMENTAL TRANSITIONS
LACK OF DATA INTEGRATION
DIFFICULTY DETERMINING IMPAIRMENT

Question 2

RAPID DEVELOPMENTAL TRANSITIONS

Answer 2

CARTER ET AL. (2004)
- many behs clinically relevant in older kids may be normal in young kids
- ie. temper tantrums in toddlers may reflect emerging sense of self BUT may cause parents’ concern in older kids

Question 3

LACK OF DATA INTEGRATION FROM DIF SOURCES/METHODS

Answer 3

CARTER ET AL. (2004)
- who provides info about kid?
- what method of assessment have they employed?
- what timeframe have they used?

Question 4

DIFFICULTY DETERMINING LEVEL OF IMPAIRMENT/FUNCTIONING

Answer 4

CARTER ET AL. (2004)
- does kid’s beh have any impact on family?
- aspects of child functioning include:
1) adaptation to situational demands
2) development of new skills
3) relationship (ie. interactions w/peers)
4) physical health

Question 5

RESEARCH APPROACHES ASSESSING SOCIO-EMOTIONAL ISSUES IN KIDS

Answer 5

MULTIPLE METHODS
MULTIPLE RESOURCES

Question 6

MULTIPLE METHODS

Answer 6

• questionnaires
• interviews
• behavioural assessments

Question 7

MULTIPLE RESOURCES

Answer 7

• kids
• parents
• teachers
• peers
• observers

Question 8

FACTORS AFFECTING KIDS’ ACCURATE RESPONDING

Answer 8

TABER (2010)
- age
- interviewing techniques
- response formats
- phrasing/complexity of questions
- factual info VS abstract concepts

Question 9

PARENT-CHILD INTERACTION OBSERVATIONS

Answer 9

GARDNER (2000)
- researcher must decide about:
1) observer presence (issues w/reactivity)
2) task type (structured VS unstructured)
3) observations location (lab/pps home)

Question 10

OBSERVATIONAL METHODS: STRENGTHS

Answer 10

GARDNER (2000)
- researcher defines/chooses target behs
- can look at microscopic processes/mechanisms
- have data on rates/frequencies

Question 11

OBSERVATIONAL METHODS: LIMITATIONS

Answer 11

GARDNER (2000)
- observations are expensive
- time consuming
- require extensive training

Question 12

SCREENING QUESTIONNAIRES

Answer 12

• how often beh occurs/how representative it is
• cut-offs used to assign risk status
• can be biased by parents’ mood/attributions of kids’ beh
• caution when used in dif cultures
• examples include:
  1) Child Behaviour Checklist
  2) Infant-Toddler Social/Emotional Assessment

Question 13

CHILD BEHAVIOUR CHECKLIST

Answer 13

• 18-60 months
• parent/caregiver
• 15-20min
• 3-point scale
• cut-off available

Question 14

INFANT-TODDLER SOCIAL & EMOTIONAL ASSESSMENT

Answer 14

• 12-36 months
• parent/caregiver
• 30min to complete
• 3-point scale
• cut-offs for age/sex

Question 15

STRUCTURED CLINICAL INTERVIEWS

Answer 15

• behavioural presentation = info on onset/duration/frequency/course of beh
• sensitivity of beh to context
• info on distress/impairment

Question 16

SELECTED ATTACHMENT MEASURES

Answer 16

(GREEN ET AL. (2000)
THE STRANGE SITUATION
- lab assessment (9-18 months)
ATTACHMENT Q-SET
- home assessment (1-5y)
MANCHESTER CHILD ATTACHMENT STORY TASK
- home assessment (4-8y)

Question 17

EMOTIONAL QUALITY OF PARENT-CHILD RELATIONSHIP ASSESSMENT

Answer 17

DALEY ET AL. (2003)
- caregiver asked to talk for 5min about what sort of kid theirs is/their relationship w/kid over last 6 months
- caregiver asked to talk for 5min w/o asking any questions

Question 18

PRESCHOOL 5 MINUTE SPEECH SAMPLE

Answer 18

DALEY ET AL. (2003)
- initial statement
- warmth
- emotional over-involvement
- relationship
- critical/negative comments

Question 19

HIGH VS LOW EXPRESSED EMOTION

Answer 19

DALEY ET AL. (2003)
- more critical > positive comments
- at least 1 negative categorical beh (ie. negative initial statement/low warmth/negative relation)

Question 20

ETHICAL ISSUES

Answer 20

SRCD ETHICAL STANDARDS FOR RESEARCH W/KIDS
- investigator should use no research procedure that may harm kid either physically/psychologically
- investigator is obliged to use least stressful procedure whenever possible at all times