Table 1.
Recommended constructs and measures for social-emotional-behavioral domain.
| Construct | Measure | Type* | Admin time (mins) | Training required | 8 m | 14 m | 21 m | 3 y | 4 y | 5 y | 7 y | 9 y | 11 y | 13 y | 15 y | 17 y | 19 y |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Social relationships: parents | Nursing Child Assessment Satellite Training (NCAST) Teaching Scale (NCATS) | Obs | 6 | X | X | X | X | ||||||||||
| Social relationships: parents | Parenting Styles and Dimensions Questionnaire (PSDQ) | PR | 6.5 | X | X | X | X | X | X | X | |||||||
| Social relationships: Parents, family, and peers | Berkeley Puppet Interview (Warmth and Enjoyment, Anger and Hostility, Responsive, Emotional Availability) | SR | 16 | X | X | ||||||||||||
| Social relationships: family | PROMIS Family Relationships 8-item Short Form (SF-8) | PR and SR | 1.5 | X-PR | X | X | X | X | |||||||||
| Social relationships: peers | Infant Toddler Social Emotional Assessment (ITSEA): Pro-Social Peer Interaction Scale | PR | 1 | X | X | X | |||||||||||
| Social relationships: peers | NIH Toolbox Parent Report Measures of Social Relationships (17 items total) | PR | 4 | X | X | X | |||||||||||
| Social relationships: peers | NIH Toolbox Self Report Measures of Social Relationships (24 items total) | SR | 5 | X | X | X | X | X | X | ||||||||
| Social relationships: peers | Berkeley Puppet Interview (Peer Acceptance and Rejection, Antisocial with Peers, Prosocial Behaviors) | SR | 12 | X | X | ||||||||||||
| Social capital | Social Cohesion Indicators in Flanders (SCIF; 5 items) | PR and SR | 1 | X-PR | X-PR | X | X | X | X | ||||||||
| Temperament | Rothbart Infant Behavior Questionnaire-R: Activity Level (7), Distress to Limitations (8), Fear (7), Duration of Orienting (6), Smiling and Laughter (7), Soothability (7), Falling Reactivity (7), Perceptual Sensitivity (6), and Approach (6) for a total of 61 items | PR | 12 | X | X | ||||||||||||
| Temperament | Rothbart Early Childhood Behavior Questionnaire-R Effortful Control: Inhibitory Control (6), Attention Shifting (8), Attention Focusing (6), Low-intensity Pleasure (6) and Cuddliness (6) for a total of 32 items | PR | 6 | X | X | ||||||||||||
| Temperament | Laboratory Temperament Assessment Battery (Lab-TAB; select presses) | Obs | 12 | X | X | X | X | ||||||||||
| Anger | NIH Toolbox Proxy Anger 3–7 (9 items) | PR | 1.5 | X | X | ||||||||||||
| Anger | NIH Toolbox Self-Report Anger (Same as PROMIS Pediatrics Anger self-report) | SR | 1.5 | X | X | ||||||||||||
| Depression | BITSEA parent report | PR | 2 | X | X | ||||||||||||
| Depression | Berkeley Puppet Interview (Depression) | SR | 4 | X | X | ||||||||||||
| Depression | NIH Toolbox Sadness 3–7 Parent Proxy Report | PR | 1.5 | X | X | ||||||||||||
| Depression | Child Self-Report PROMIS Depression | SR | 1.5 | X | X | X | X | ||||||||||
| Anxiety | BITSEA parent report (internalizing) | PR | 1.5 | X | X | ||||||||||||
| Anxiety | NIH Toolbox Fear 3–7 Parent Proxy Report | PR | 2 | X | X | ||||||||||||
| Anxiety | Berkeley Puppet Interview (Overanxiousness) | SR | 4 | X | X | ||||||||||||
| Anxiety | Child Self-Report PROMIS Anxiety (same as NIH Toolbox Child Self-Report Fear) | SR | 1.5 | X | X | X | X | X | |||||||||
| Bullying | The Youth Risk Behavior Surveillance System (YRBSS; 2-item self-report) | SR | 0.5 | X | X | X | X | X | |||||||||
| Aggression and disruptive behavior | Multidimensional Assessment of Preschool Disruptive Behavior (MAP-DB) 10 item subset | PR | 2 | X | X | X | X | ||||||||||
| Aggression and disruptive behavior | Behavior Problems Index (BPI); 10-item CBCL-based Externalizing Scale | PR and SR | 2 | X-PR | X-PR | X-PR | X-PR | X-PR | X | ||||||||
| Impulsivity | Infant-Toddler Social and Emotional Assessment (ITSEA; Activity/Impulsivity) | PR | 1 | X | X | ||||||||||||
| Impulsivity | Disruptive Behavior Disorder Rating Scale (DBD) | PR | 2 | X | X | X | |||||||||||
| Social competence | Social Competence and Behavior Evaluation Inventory-30 (SCBE-30)- Social Competence Scale | PR | 2 | X | X | X | |||||||||||
| Social competence-empathy | NIH Toolbox Empathic Behaviors | PR | 2 | X | X | ||||||||||||
| Social competence-empathy | Empathy scale from the Infant-Toddler Social and Emotional Assessment | PR | 1.5 | X | X | ||||||||||||
| Self-efficacy/Locus of control/Agency | NIH Toolbox Self-Efficacy Survey | SR | 2 | X | X | ||||||||||||
| Self-image/Self-concept: academic self-concept and body image | Adaptation of the Pictorial Scale of Perceived Competence and Social Acceptance for Young Children (PSPCSA) | SR | TBD | X | |||||||||||||
| Self-image/Self-concept: academic self-concept and body image | CHIP-CE/Healthy Pathways Achievement Measure (5 items) | SR | 1 | X | X | X | |||||||||||
| Body image | Body-Esteem Scale for Adolescents and Adults (BESAA) | SR | 2 | X | X | X | X | ||||||||||
| Positive affect | PROMIS Pediatric Positive Affect | PR and SR | 1 | X-PR | X | X | X | X | X | ||||||||
| Life satisfaction | PROMIS Pediatric SF-4 Life Satisfaction—Life Satisfaction | SR | 1 | X | X | X | X | X | |||||||||
| Purpose in life | PROMIS Meaning and Purpose SF-4 Meaning and Purpose in Life | SR | 1 | X | X | X | X | X | |||||||||
| Optimism | Youth Life Orientation Test (YLOT) | SR | 4 | X | X | X | X | X | |||||||||
| Ethnic-racial socialization | Ethnicity typically emphasizes the common history, nationality, geography, language, food, or dress of groups of people (such as Haitian, African-American, European-American, Dominican, Irish, Cantonese, etc.). In your own words, to which ethnic group(s) do you belong?” | PR and SR | 10 | X-PR | X-PR | X | X | X | |||||||||
| Ethnic-racial socialization | Ethnic-Racial Socialization-cultural socialization subscale | PR | 1 | X | X | ||||||||||||
| Ethnic-racial socialization | Multigroup Ethnic Identity Measure-Revised (MEIM-R) | SR | 1 | X | X | X | |||||||||||
| Perceived discrimination | The Everyday Discrimination Scale Short Version | SR | 1 | X | X | ||||||||||||
| Childhood gender and non-conformity | Development of an abbreviated Pre-School Activities Inventory (PSAI) | PR | TBD** | X-PR | X | X | |||||||||||
| Attraction, identity, and behavior | Sexual Attraction Questionnaire | SR | TBD | X | |||||||||||||
| Attraction, identity, and behavior | Gender Identity Question | SR | TBD | X | |||||||||||||
| Attraction, identity, and behavior | Sexual Activity Questions | SR | TBD | X | |||||||||||||
| Religiosity | DUKE University Religion Index (DUREL) | SR | 1 | X | X | X | |||||||||||
| Perceived stress and sources of resilience | PROMIS Pediatric Stress Response, Psychological Stress Experiences Short Form-4 | SR | 1 | X | X | X | X | ||||||||||
| Resilience | PROMIS Pediatric Stress Response, Psychological Stress Experiences Short Form-4 -Resilience Subscale | SR | 1 | X | X | X | X | ||||||||||
| Resilience | Resilience Scale for Adolescents (READ) | SR | TBD | X | X | X |
PR, parent report.
*
Obs, observational; PR, parent-report; SR, self-report.
**
TBD, Measure to be developed or adapted, so admin time unknown.