Scale for the assessment of Social-Emotional Developmental ... - Pits

Scale for the assessment of
Social-Emotional Developmental Age Level
SEDAL
Aim
To assess social-emotional development, expressed as developmental age level.
Authors
Joop Hoekman, Aly Miedema, Bernard Otten and Jan Gielen *
Target group
Children, adolescents and adults – within the developmental age range of 0-14 years – for
whom an assessment of their social-emotional development would be beneficial for various
reasons, particularly for children and adults with:
• a learning disability,
• a (suspected) delay in psychological development,
• a developmental disability or psychiatric problems,
• a sensory and/or communicative disability,
• educational issues and/or tuition problems within regular or special education.
Practical and theoretical background
The SEDAL is the first scale with which an age level of social-emotional development can
be assessed. The scale has an age range of 0-14 years, which is called the ‘developmental
age’. The theoretical structure of the SEDAL is based on a distinction between two ‘domains’,
each subdivided in ‘dimensions’. The two domains are: Social Development and Emotional
Development.
Within the domain Social Development there are nine dimensions: a. initiating contact, b. social
independence, c. moral development, d. impulse control, e. self-awareness in social contexts,
f. social assessment skills, g. social skills, h. relating to authority, i. social aspects of sexual
development.
Within the domain Emotional Development there are seven dimensions: a. self image, b.
emotional independence, c. sense of reality, d. moral development, e. fears, f. impulse control,
g. regulation of emotions.
Each domain contains 76 items, which are classified according to age. Items characteristic for a
certain age range belong to so-called ‘age categories’.
Assessment and scoring method
The SEDAL is a behaviour rating scale and can be used without the client being present,
provi ded the assessor has good knowledge of the client’s behaviour. Specific behavioural
observation is unnecessary, unless additional information is essential for scoring a certain item.
The assessor needs to have thorough knowledge of the behaviour of the client, be capable
of professional distance, and have a reasonable knowledge of ‘normal’ child development.
Preferably, the scale should be applied by a behaviour specialist (e.g. psychologist), in
consultation with a professional (daily or personal) carer.
The social-emotional developmental age level can be assessed by scoring ‘characteristic’
or ‘not characteristic’ on all 76 items in both domains, followed by applying a simple
* Dr. J. Hoekman, Orthopedagoog, Director Centrum voor Kennis- en Expertiseontwikkeling, Zonnehuizen, Zeist.;
Special Education department, University Leiden.
Drs. A. L. Miedema MPM, Orthopedagoog, GZ-Psycholoog, Director Sint Marie, Eindhoven.
Drs. B. R. Otten, GZ-Psycholoog, Gemiva-SVG Groep, Gouda.
Drs. J. J. M. Gielen, GZ-Psycholoog, Klinisch Psycholoog BIG, Lunetzorg, Eersel.
p.t.o.

mathematical formula. If required, the SEDAL can also be used for additional qualitative
analysis of the social and emotional dimensions. A computer program can generate these data.
Psychometric results and norms
The evaluation of the age category of each item is based on the professional expertise of
47 kindergarten and primary school teachers with (normally developing) children in The
Netherlands and Flanders (Belgium).
Interrater reliability and test-retest reliability were investigated in research groups of 59 and
25 clients respectively. Expressed in Cohen’s kappa, the agreement on item level is sufficient
to excellent in 90-94% of the items. Pearson correlations between the two ratings per person
range from .88 to .95 (interrater reliability) and from .89 to .97. (test-retest reliability).
Validity research results in high coefficients for concurrent validity with the Scale for Social
Self Care for people with intellectual disabilities [Sociale Redzaamheidsschaal Zwakzinnigen]
(Kraijer, Kema & De Bildt, 2004), the Vineland-Z (De Bildt & Kraijer, 2003) and several measures
of intelligence: Pearson correlations range from 0.60 to 0.80. Investigating discriminating
validity, the SEDAL scale measures – as expected – different concepts than the Challenging
Behaviour Scale for people with Intellectual disabilities [Storend Gedragsschaal voor
Zwakzinnigen] (Kraijer en Kema, 1994): the Pearson correlation between the two scales is 0.05.
Materials
• Manual
• Scoring forms for assessing the social-emotional developmental age level
• Computer program for generating qualitative information per dimension
Publication
English edition (SEDAL) expected end 2010 / beginning 2011
Deutsche Version (SEN) erwartet Ende 2010 / Anfang 2011.
Dutch version (ESSEON) available since 2007. Revised edition scheduled for end 2010 /
beginning 2011.
Ordering details
Information and prices will be available on the web site of PITS: www.pits-online.nl/en and
www.pits-online.nl/de.
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September 2010