Figure. Composition of the 6 Latent Social-Emotional Functioning Profile Groups by 8 Early Development Instrument (EDI) Social-Emotional Subscales and Population Prevalence Among Children Attending Kindergarten in British Columbia, Canada.

Social-emotional functioning profiles (and population prevalence): 1, overall high social-emotional functioning (58.4%); 2, inhibited-adaptive (8.3%); 3, uninhibited-adaptive (16.4%); 4, inhibited-disengaged (6.2%); 5, uninhibited-aggressive and hyperactive (7.8%); and 6, overall low social-emotional functioning (2.8%).

^aFor each item, teachers rated a student’s behavior currently or within the past 6 months as “never or not true” (score of 0), “sometimes or somewhat true” (score 5), or “often or very true” (score of 10). “Don’t know” was coded as missing. Scores for each subscale item were summed and divided by the number of items in the subscale to derive a subscale mean that was then z-standardized within the sample (indicated by the horizontal line at 0). Negatively worded items were reverse-coded for the anxious and fearful, aggressive, and hyperactive and inattentive subscales so that higher scores indicated better social-emotional functioning (used for the other positively worded subscales). This EDI scoring was developed in consultation with educators and community audiences without prior clinical or research background for ease of interpretation and dissemination of findings.

^bReverse coded.