Measuring Child Outcomes in CSEFEL Demonstration Sites Mary Louise Hemmeter Patricia Snyder Tweety Yates

Agenda Review expectations related to measuring child outcomes in CSEFEL demonstration sites Review process for submitting data Review child outcome measures: SSIS (ages 3 years and up) ASQ-SE (below 3 years) Ask and Answer Questions

Child Measures: Purpose Provide information about how a program is doing toward supporting children’s social emotional development and addressing challenging behavior Can be used to make decisions at the state, program, or classroom levels Data on individual children should only be used to identify children who might need more support – neither tool is designed to be used for planning instructional programs

Child Measures Complete at two points in time – fall and spring Complete after you have known the child 2 months Send data to Vanderbilt de-identified – no child or teacher names should appear on the protocol (review data tracking form) Data should be copied and then mailed via overnight carrier so that it can be tracked (address is included on a slide) Vanderbilt will score and send summary reports No child’s name OR teacher’s name

Vanderbilt University Send Data to: Alana Schnitz CSEFEL Project Vanderbilt University 230 Appleton Place MRL Bldg., Rm 304 Nashville, TN  37203 Email Alana to alert her when you mail it: alana.k.griffin@vanderbilt.edu) *keep a copy and ship with a tracking number Keep a copy and send with a method that provides a tracking number

Ages and Stages Questionnaires: Social-Emotional (ASQ-SE) Authors: Squires, J., Bricker, D., & Twombly, E. Publisher: Brookes http://www.pbrookes.com/store/books/squires-asqse/index.htm

ASQ-SE: General Information Screening tool Social and emotional competence Social and emotional behaviors Item content addresses 7 behavioral areas Self-regulation, compliance, communication, adaptive functioning, autonomy, affect, interaction with people 3 to 66 months CSEFEL will only use ASQ-SE for children < 3 years of age

Components of ASQ-SE ASQ-SE “box” (Starter Kit) 8 questionnaires 6, 12, 18, 24, 30, 36, 48, and 60 months 8 corresponding scoring sheets User’s Guide CD-ROM with reproducible questionnaires CSEFEL has provided each state with a disk from which you can print as many copies as needed English and Spanish questionnaires available You can make as many copies as you need – NOTE: ML, we only provided one Starter Kit per state so they may need to work with their State Liaison to get copies

Who Completes ASQ-SE? For CSEFEL demonstration sites, the teacher or caregiver Teachers or caregivers can complete the ASQ-SE; “however, it is important that caregivers have 15-20 hours per week of contact with the child before completing the ASQ-SE” (ASQ-SE User’s Guide, p. 25) Time to Complete: 10 -15 min/questionnaire

Number of Items By Age Level Table from: ASQ-SE User’s Guide

Administration Administer questionnaire that is within 3 months on either side of child’s chronological age for 6, 12, 18, 24, and 30 month questionnaires Administer questionnaire that is within 6 months on either side of the child’s chronological age for 36, 48, and 60 month questionnaires NOTE: CSEFEL will use it only for children<3 years Note: we are not using it for 36, 48 and 60 month olds

Guidelines for Questionnaire Use If child’s age is between : Use this ASQ-SE Questionnaire: 3 mo, 0 days, and 8 mo, 29 days 6 month 9 mo, 0 days and 14 mo, 29 days 12 month 15 mo, 0 days and 20 mo, 29 days 18 month 21 mo, 0 days and 26 mo, 29 days 24 month 27 mo, 0 days and 32 mo, 29 days 30 month 33 mo, 0 days and 41 mo, 29 days 36 month 42 mo, 0 days and 53 mo, 29 days 48 month – N/A for CSEFEL 54 mo, 0 days and 65 mo, 29 days 60 month – N/A for CSEFEL From: Table 9 in ASQ-SE User’s Manual Note: ASQ:SE questionnaires do not correct for prematurity

ASQ Item-Response Format Most of the time Child doing the behavior most of the time, too much, or too often Sometimes Child doing the behavior occasionally but not consistently Rarely or never Child rarely performs the behavior or has never performed the behavior

REMIND THEM TO USE child ID NUMBER rather then name ON PROTOCOL

Social Skills Improvement System Rating Scales (SSIS) Authors: Gresham, F. M., & Elliott, S.N. Publisher: Pearson http://psychcorp.pearsonassessments.com/HAIWEB/Cultures/en-us/Productdetail.htm?Pid=PAa3400&Mode=summary

SSIS Rating Scales: General Information Screening and characterizing Social skills and problem behaviors Academic competence ≠ Preschool Social skills Communication, cooperation, assertion, responsibility, empathy, engagement, self-control Problem behaviors Externalizing, bullying, hyperactivity/inattention, internalizing, autism spectrum 3:0 to 5:11 for preschool

Components of SSIS Rating Scales Rating Scales Manual** Forms Teacher form ** Parent Form Student Form (Ages 8 – 12 years) – N/A Student (Ages 13-18 years) sheets – N/A Audio recordings (if needed) for raters who have reading or vision difficulties Computer Software and Reports (ASSIST™ Scoring and Reporting System) ** = Needed for CSEFEL Demonstration Sites

Who Completes SSIS Rating Scale? For CSEFEL demonstration sites, the teacher or caregiver Recommend that teacher or caregiver have at least 2 months experience with the child Parent form is available but will not be used for CSEFEL Time to Complete: 15-20 min/rating scale Note: We have NOT purchased any of the Parent Forms – are we going to offer this or are they on their own dime to do this??????

Administration Teacher or caregiver completes ratings using Teacher Form Rater should be familiar with the Teacher Form CSEFEL Demonstration Sites will use computer-entry forms Teacher Form is used for all children age 3 and older

SSIS Rating Scale Item-Response Format Frequency Ratings Frequency of social skills and problem behaviors 4-point scale Never, Seldom, Often, Almost Always Importance Ratings Rater’s perceived value of the behaviors being assessed Social skills items 3-point scale Not important, Important, Critical Are we looking at the Importance Ratings???? Or just focusing on the Importance Ratings???? We would look at both frequency and importance ratings

Questions and Answers