SOCIAL EMOTIONAL COMPETENCE AMONG PRESCHOOLCHll...DREN:

A STUDY IN EARLY IDENTIFICATION

MAZLINACHEMUSTAFA

KOD PENYELIDIKAN: 03-12-0034-08

UNIVERSm PENDIDIKAN SULTAN IDRIS

2009 ,�\

11

DECLARATION

I declare that this Laporan Akhir Penyelidikan to the best of my knowledge and belief, contains

no material previously published or written except where due reference has been made in the

text.

26 October 2009

Mazlina Che Mustafa

1Il

ACKNOWLEDGMENTS

First and foremost, I would like to thank Allah, the Almighty for giving me the opportunity to

undertake this challenge and his blessing me with patience to complete this study. I am grateful

to Research Management Centre (RMC) ofUniversiti Pendidikan Sultan Idris, which through its

DAPENA grant, has enabled me to carry out this study.

My thanks and appreciation to my Dean, Associate Professor Dr. Abd. Latif Bin Haji Gapor who

gave his support throughout this study. I am also indebted to Associate Professor Dr. Abd. Malek

Bin Abdul Rahman for sharing his professional insights especially while preparing the research

proposal. A great deal of credit goes to my colleagues, especially to Pn Hazaliza and Associate

Professor, Dr Hamidah for assisting me throughout the duration of my study.

Last but not least, my special thanks to my family. Without their encouragement and

understanding it would have been impossible for me to finish this work. My special gratitude is

due to my husband who has helped me in the statistical analyses in this study.

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ABSTRACT

SOCIAL EMOTIONAL COMPETENCE AMONG PRESCHOOL CHILDREN:

A STUDY IN EARLY IDENTIFICATION

Early identification of social-emotional competence among preschool children is critical. The Ages and

Stages Questionnaires: Social Emotional (ASQ: SE) was translated and adapted to identify social

emotional competence among preschool children. ASQ: SE is a parent-completed screening tool to

identify young children with social-emotional problems. The appropriateness of the instrument and the

result of the ASQ: SE were investigated. A total of 75 parents in Batang Padang District, Perak and

Bandar Barn Bangi completed the Malay-adapted ASQ: SE, the Family Information Survey and the

Parent Satisfaction Survey. A panel of expert and parents agreed that the Malay adapted ASQ: SE was an

appropriate instrument to be used in Malaysia. Parents also found the ASQ: SE was easy to understand

and use. Future psychometric studies with more diverse populations, focusing on parents' cultural

contexts are recommended for the Malay-adapted ASQ: SE.

v

ABSTRAK

KOMPETENSI SOSIO-EMOSI DI KALANGAN KANAK-KANAK PRASEKOLAH :

SATU KAJIAN PENGENALPASTIAN AWAL

Pengesanan awal kompetensi sosial emosional di dalam kanak-kanak prasekolah adalah kritikal. "The

Ages and Stages Questionnaires: Social Emotional (ASQ:S E)" telah diterjemah dan diadaptasi bagi

mengenal pasti kompetensi sosial dan emosional di dalam kanak-kanak prasekolah. ASQ: SE adalah alat

tapisan yang diisi oleh ibu bapa untuk mengenal pasti kanak-kanak yang bermasalah dari segi sosial dan

emosional mereka, Kesesuaian instrumen ini dan hasil dapatan ASQ: SE dikaji. Sejumlah 75 orang ibu

bapa dari daerah Batang Padang, Perak dan Bandar Baru Bangi, Selangortelah menyempurnakan ASQ:SEversi adaptasi Bahasa Melayu, soal selidik maklumat keluarga dan soal selidik kepuasan ibu bapa. Panel

pakar dan ibu bapa bersetuju bahawa ASQ: SE versi adaptasi Bahasa Melayu adalah instrumen yang

sesuai untuk digunakan di Malaysia. Ibu bapa juga mendapati yang ASQ: SE mudah difahami dan

diguna. Adalah dicadangkan agar dibuat kajian psikometrik yang lebih lanjut pada masa hadapan dengan

populasi yang lebih luas, menjurus kepada konteks kebudayaan ibu bapa bagi ASQ: SE versi adaptasiBahasa Melayu ini.

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TABLE OF CONTENTS

Page

DECLARAnON ii

ACKNOWLEDGEMENT 11l

ABSTRACT iv

ABSTRAK V

TABLE OF CONTENTS vi

LIST OF TABLES Vlll

LIST OF APPENDICES ix

LIST OF ABBREVIATIONS x

CHAPTER 1: INTRODUCTION

1.1 Introduction1.2 Statement of Problem1.3 Research Questions1.4 Objectives of the Study1.5 Significance of Study1.6 Scope of Study1.7 Definition of Terms

1.8 Procedures

167

.789910

CHAPTER 2: REVIEW OF LITERATURE

2.1 Introduction 12

2.2 Social Emotional Problems of Preschool Children 13

2.3 Importance of Early Identification 14

2.4 Interrelationship of Early Identification and Early Intervention 16

2.5 Limitations of Assessment 18

CHAPTER 3: RESEARCH METHODOLOGY

3.1 Introduction 20

3.2 Participants 21

3.3 Measures 21

3.4 Instrument 22

3.4.1 Family Information Survey 23

3.4.2 Parent's Satisfaction Survey 23

3.4.3 Ages and Stages Questionnaire: Social Emotional 23

3.5 Procedures 26

3.5.1 Phase 1: Development of the Malay ASQ: SE 27

3.5.2 Phase 2: Study on the appropriateness of Malay ASQ:SE 27

CHAPTER 4: DATA AND ANALYSES

4.1 Introduction4.2 Results of Statistical Analyses

4.2.1 Descriptive Statistical Analyses4.2.2 Inferential Statistical Analyses

CHAPTER 5: CONCLUSION, DISCUSSION AND IMPLICATIONS

5.1 Introduction5.2 Interpretation of the study results

5.2.1 Research Question 1

5.2.2 Research Question 2

5.2.3 Research Question 3

5.3 Limitations of the Study5.4 Contributions of the findings5.5 Implications for future directions

5.6 Conclusion

BIBLIOGRAPHY

APPENDICES

Vll

29303045

4748485050515253

55

60

No.

Table 3.1:Table 4.1:Table 4.2:Table 4.3:Table 4.4:Table 4.5:Table 4.6 :

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LIST OF TABLES

Title of Table Page

The ASQ: SE seven behavioral areas

Demographic Characteristics of Children

Demographic Characteristics ofParentsParent's Satisfaction SurveyCalculation of interquartile rangesCut-off pointsT-test - two independent group

24303135434445

LIST OF APPENDICES

No Title of Appendix Page

Appendix A Family Information Survey 60

Appendix B Parent's Satisfaction Survey 62

Appendix C Malay-adapted of ASQ:SE Questionnaire 64

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ASQ:SE

IDEA

ESP

x

LIST OF ABBREVIATIONS

AGES STAGES QUESTIONNAlRE:SOCIAL EMOTIONAL

INDIVIDUALS WITH DISABILITIES EDUCATION ACT

EARLY SCREENING PROJECT

CHAPTER I

INTRODUCTION

1.1 Introduction

As in the new millennium era, Malaysia is confronting ever increasing violence, substance

abuse, gangsterism, and domestic disintegration. These phenomenon not only pose significant

risk to lives, health and property, but may also disrupt normal family functioning. Increasing

violent behavior in youth has become a major concern to the society in Malaysia. Youth violence

has also grown more lethal resulting in more frequent serious injury or death.

There are a number of studies of young violent offenders deduce that the origins of

socially and emotionally challenging behavior begin in early childhood. (Furniss, Beyer, &

Guggenmos, 2006; Webster-Stratton, & Reid, 2003). In clinical practice, Furniss, Beyer, &

The major problem to effective prevention is the early identification of children who may

be risky developing serious behavior problem. (Toran, 2007; Epstein, Synhorst & Cress, 2007).

Several national groups and federal agencies in USA have questioned the adequacy of

instruments to assess social emotional competency of young children (Epstein, Synhorst &

Cress, 2007). This problem is particularly challenging due to the lack of psychometrically sound

assessment that identify social emotional problems in young children (Toran, 2007; Epstein,

Synhorst & Cress, 2007). This study is an effort in determining the psychometric instrument

designed to screen preschool children with social and emotional problems.

Guggenmos (2006) noticed a sudden increase of referrals to child psychiatric services at the

beginning of primary school age. This observation is in accordance with empirical findings.

These findings raise the question whether child psychiatric disturbance becomes more prevalent

once a child is attending school, or whether such disturbance pre-exists school attendance but

remains undetected and not regarded as serious enough to warrant referral.

Social Emotional Problems and Competencies Defined

In Malaysia, children with more physically obvious personalities such as Down

syndrome or cerebral palsy are easily identified and referred by primary healthcare providers

(Toran, 2007). On the other hand, diagnosis often remains elusive for 'hidden disabilities'

such as social emotional problems among children despite suspicions by parents. (Me Lean,

2004). Even with requirement of The Individuals with Disabilities Education Act (IDEA) to

use assessment procedures that address socio-emotional delays, the definitions of social

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Squires (2002) defines social-emotional competence as cooperative and pro-social

behavior, initiation and maintenance of peer friendships and adult relationships, management of

aggression and conflict, development of a sense of mastery and self-worth and emotional

regulation and reactivity. In the context of preschool children, researchers and practitioners have

described key social emotional competencies children as they enter school, including self­

confidence the capacity to develop positive relationships with peers and adults, concentration

and persistence on challenging tasks, an ability to effectively communicate emotions, an ability

to listen to instructions and be attentive, and skills in problem solving ( Hemmeter, Ostrosky &

Fox ,2006; Bowman, Donovan, Bums; 2000 & Shonkoff and Phillips; 2000) . For the purpose of

this study, the definition of social-emotional competence offered by Squires (2002) will be used

as it is more useful for preschool-age children and it is broadly define and emphasizes on the

relationship and self-regulation issues pertinent to preschool children.

emotional problems are not included in either federal or state statues or regulations (Toran,

2007).

There has been also a lack of agreement among researchers concerning how social and

emotional problems should be defined and a variety of definitions can be found in the literature

(eg: American Psychiatric Association). Yoshikawa (1994) proposes a general classification

system using the terms 'antisocial' (eg: conduct disorders and delinquency) and behavior

problems, which include internalizing problems (e.g., anxiousness, depression ) and

externalizing problems (eg aggression, property destruction).

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The Importance of Early Identification

The increased emphasis on prevention and early intervention in the context of The

Individuals with Disabilities Education Act (IDEA) (Toran, 2007) and in other early childhood

initiatives such as Good Start, Grow Smart (U. S. Department of Health and Human Services) has

led to a rapid increase in the assessment of preschool children's social emotional behavior

(Gagnon, Nagle & Nickerson, 2007). Under The Individuals with Disabilities Education Act

(IDEA) states are required to establish child find systems. Child find is a process where young

children who are eligible for referral services and intervention programs are identified

systematically. The child find process includes screening for disabilities, monitoring the

progress of children who are at risk for disabilities, and helping their families to access services

in the community (Mcl.ean, Wolery & Bailey; 2004).

Early identification of social emotional problems in young children is critical to

intervening early to reduce likelihood of placement in special education, residential treatment,

and incarceration later in life (Squires, Bricker, Heo & Twombly, 2001). Research also found

that early identification that is implemented before the age of five may positively increase the

long-term effectiveness of intervention (Dawson, Ashman & Carver, 2000).

Social Emotional Early Identification

Knitzer (2000) highlighted that children with social emotional problems are more prone

to be under-identified and under-served compared to children with other disabilities. This could

due to the difficulty in operationally defining what social emotional means compared to

operationally defining cognitive, motor and communication disorders (Squires, Bricker &

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Twombly; 2004; Sameroff & Fiese,2000). The early identification of preschool children with

social emotional problem is crucially needed for these reasons: the importance of brain

development during the early years; the highly resistance nature of social emotional problems;

and the cost of associated with negative outcome of social-emotional problems later on (Squires

et al. 2004, Squires & Nikel, 2003; Heckman, 2000).

Shonkoff & Phillips (2000) has studied brain development which supports the positive

influence of early experience on gene function, neural organization and mind organization.

Supporting children with social-emotional through early intervention may lead to positive

behaviour, an improvement in their social relationship with peers and those around them, better

regulation of their emotions; leading to positive life-long change (Toran, 2007; Denham, Blair,

De Mulder, Levitas, Sawyer, Auerbach-Major & Queenan, 2003).

The early identification of children with social emotional problems may lead to

intervention which can control their problems before they become deteriorate and more difficult

to change (Sprague & Walker, Colvin & Ramsey, 1995).Without intervention, emotional and

behavioral problems in young children may become crystallized patterns of behavior by age 8

(Eron, 1990), beginning a trajectory of escalating academic problems, school dropout, substance

abuse, delinquency and violence ( Stratton & Reid, 2003; Synder, 2001; Tremblay, Mass, Pagani

& Vitaro, 1996).

From an economical standpoint, Heckman (2000) explains that the return on human

capital investments is higher when each dollar is spent on the 'young' than it is spent on the

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'old'. Thus, Heckman prescribes that we must 'invest in the very young and improve basic

learning and socialization skills' (p.4, 2000) by providing children with interventions that

enhance social-emotional competence in early life, particularly during the preschool years which

are vitally important for skills formation.

1.2 Statement of Problem

Ineffective delivery of services in Malaysia is mainly due to the lack of adequate programmes,

and assessment tools to identify those in need of these services (Toran, 2007). The lack of

assessments instruments to identify young children with social emotional problems is caused by

three major barriers. Firstly, the difficulty of identifying social emotional problems in children.

The second relates to the need for assessment focused on the family. Lastly, the cost of the

assessment tools can be very expensive (Toran, 2007).

The first barrier to early identification of social emotional problems relates to the

difficulty of screening as there is unavailability of good diagnostic tools. Denham (2006)

reported that better social emotional assessment tools are sorely needed to fit the guidelines

needed in HOlton and Bowman's (2002) report for the Erikson Institute, Child Assessment at the

Preprimary Level: Expert Opinion and State Trends.

The second barrier is the needs for family-focused approach assessment. Family is the

primary context for the child's development and social interactions, and that family life

influences individually significantly.

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The third barrier relates to cost. Although there have been increased efforts to develop

social and emotional screening instruments for preschool population, most available instruments

do not fulfill the requirements of being family-focused, cost effective and technically sound

screening tool.

1.3 Research Questions

In order to evaluate the appropriateness of the Malay-adapted ASQ: SE in screening young

children for social emotional problems, this study addresses the following research questions:

1. Do parents of 54-65 months preschool children find that the Malay version of ASQ: SE a user

friendly and appropriate instrument to screen their children for social emotional problems?

2. What is the result of the Malay version of ASQ: SE when applied to 54-65 months preschool

children and the extent of children who might be at risk?

3. Is there any significant difference of social emotional competencies level according to.gender?

1.4 Objectives of the Study

The main objective of this study is to examine the appropriateness of the Malay-adapted ASQ:

SE in screening preschool children for social emotional competence. In order to achieve this

objective, specific objectives have been developed as follows:

1) To examine content validity of the instrument in terms of Malaysian cultural context.

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2) To examine parent's satisfaction on the appropriateness and utility of the instrument upon

completing the questionnaire.

3) To examine children's score of the ASQ: SE in order to see whether or not any of them are at

risk to be referred for early intervention services.

4) To examine the significance of scores between the genders based on the scores of the ASQ:SE

1.5 Significance of Study

Currently, there are separate ministries which provide services for disabled children namely,

1) the Ministry of Women, Family and Community Development is responsible for providing

welfare services, 2) the Ministry of Education provides special education services for school­

aged children, and 3) the Ministry of Health is responsible for providing health services which

includes diagnosing new cases and rehabilitation (Toran, 2007).

Despite the services provided, the Malaysian government has not clarified the roles and

responsibilities of these ministries with regard to young children with disabilities. Thus,

contributing to the services that are often unsystematic and incomprehensive .In addition, parents

of children with disabilities must often go through multi agency diagnosis and casework

procedures in order to gain access to health and rehabilitation services, vocational training or

special education. In the case of parents who live in the rural areas and are not highly educated,

they seldom have early intervention services (Adnan & Hafiz, 200 1).

The findings from this study could provide parents necessary information concerning

their children's social emotional competence. Once parents are aware on the availability of such

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1.7 Definition of Terms

instrument to identify their children's social emotional competence, they may know that there is

a necessary action to be taken should their children are at risk. There have been a number of

increasing studies on early identification which lead to positive early intervention. In short,

parents know their children well enough to be able to identify their children's social emotional

competence and usually their responses in the instrument are genuine.

1.6 Scope of Study

The focus of this study was limited to the intention of examining parent's satisfaction upon

completing the ASQ: SE questionnaire. The scores of the questionnaires were then intended to

see whether or not any of the children are at risk. The researcher was aware that there are many

areas that should be looked into such as psychometric properties of the instrument. Besides these,

there might be other procedures that may contribute to the appropriateness of the instrument

which were not tested in this study.

Social emotional competence:

Children's cooperative and pro-social behavior, initiation and maintenance of peer friendships

and adult relationships, management of aggression and conflict, development of a sense of

mastery and self-worth and emotional regulation and reactivity.

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Social emotional problems:

'Antisocial' (eg: conduct disorders and delinquency) and behavior problems, which include

internalizing problems (e.g., anxiousness, depression ) and externalizing problems (eg

aggression, property destruction).

Early identification:

Early Identification is a process to identify the needs and abilities of children in social emotional

development. The process includes a general screening of all pupils at entry, a finer screening of

certain children and a full assessment of children.

Early intervention:

A range of supports and services provided to young children with disabilities, and those who are

at risk for disabilities, to lessen the impact of their disabling conditions. The services provided

include special instruction and therapy, assistive technology services and devices, family

training, counseling, home visits, medical diagnostic, nursing, nutritional, transition,

coordination and recreation services.

1.8 Procedures

In order to complete the study on the appropriateness of the study of the Malay-adapted of ASQ:

SE for preschool children, the following procedures were carried out:

a) Reviews of literature were conducted to guide the theories and studies which were related to

the ASQ: SE as the instrument to assess social emotional competence of children.

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b) The ASQ: SE was back-translated and adapted to suit Malaysian cultural context.

c) Content-validity of the instrument was checked by a panel of expert.

d) A total of 100 surveys were distributed to a few preschools in Tanjung Malim and Bandar

Baru Bangi. Only 75 surveys were returned through respective preschool teachers.

e) The data of the survey was tabulated, analysed and presented in descriptive and inferential

statistical methods. Descriptive statistics, such as frequency means and percentages were used

to summarise the information of characteristics from the samples or participants. For the

inferential analysis, the researcher used t-test to examine the difference of scores between the

gender of the participants.

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CHAPTER 2

REVIEW OF THE LITERATURE

2.1 Introduction

In order to provide a rationale and foundation for this study, a review of relevant literature has

been organized into two sections, addressing theory and methodology. The first section addresses

the theoretical rationale for the study, which are the definition of social emotional problems and

competencies as well as the importance of early identification. The second part addresses the

methodological foundation for this study by focusing on the limitations of current systems and

tools designed for the early identification of social emotional problems in young children from

l2

the Malaysian perspective. The final part of methodology section discusses possible solutions to

current limitations with the focus on the parent-completed screening tools.

2.2 Social Emotional Problems of Preschool Children

A variety of terms are used to discuss the social emotional disturbances experienced by young

children. There has also been a lack of agreement among researchers concerning the definition of

social emotional problems a variety of definitions and terms can be found in literature. Knitzer

(2000) used the term early childhood mental health while Squires et. al. (2000), Briggs-Gowan

and Carter (1998) and Wittmer, Doll & Strain (1996) preferred the term social-emotional

competence.

Wittmer et al. (1996) defined social competence as the externalizing behaviours, attitudes

and affect that a child brings to social interactions, including the areas of cooperative and pro­

social behavior, active initiation and maintenance of peer and adult relationships and managing

aggression and conflict. Emotional competence is defined as the internal emotions and their overt

manifestations including self-worth, sense of mastery, and emotional regulation and reactivity.

Compared to Wittmer et al. (1996), Briggs et al. (1998) defined social-emotional

competence as "behaviours that reflect the achievement of mental-age appropriate milestone in

social-emotional development"(pg 424). As for social-emotional problems, Briggs et al. (1998)

defined them as"

... behavior that ... reflect a failure to achieve mental-age appropriate social

emotional competence".13