Scale of emotional development–short: Reliability and validity in two samples of children with an intellectual disability

P. S. Sterkenburg; G. E.M. Kempelmann; J. Hentrich; J. Vonk; S. Zaal; R. Erlewein; M. Hudson

doi:10.1016/j.ridd.2020.103821

Scale of emotional development–short: Reliability and validity in two samples of children with an intellectual disability

P. S. Sterkenburg^*
, G. E.M. Kempelmann
, J. Hentrich
, J. Vonk
, S. Zaal
, R. Erlewein
, M. Hudson

^*Corresponding author for this work

Research output: Contribution to Journal › Article › Academic › peer-review

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Abstract

Background: Intellectual disability (ID) is often accompanied by more significant delays in emotional development than in cognitive development. Diagnostic assessment can provide insight into emotional functioning. However, few standardized assessment instruments are available. Aims: Examine the reliability and validity of the Scale of Emotional Development–Short (SED-S) in children with ID. Methods and procedures: This methodological instrument validation study was conducted in the Netherlands and Switzerland with children (N = 118) older than 3 and younger than 18 years with ID ranging from profound to mild. Measures included: demographic and medical data, SED-S, and the Vineland. Coherence and reliability of the SED-S were determined using Cronbach's alpha, and validity was examined using Goodman and Kruskal's γ, Kruskal-Wallis H, and Mann-Whitney U tests. Outcomes and results: The reliability of the SED-S was high, the convergent validity was good, and divergent validity was indicated in relation to autism spectrum disorder (ASD), visual and/or auditory impairment, and adaptive functioning. Further research: Research is needed to better understand the implications of ASD and visual and/or auditory impairment on emotional development and their association with (normal) intelligence. Children with ID may also benefit from (more) detailed guidelines for imbalanced profiles on the SED-S.

Original language	English
Article number	103821
Pages (from-to)	1-12
Number of pages	12
Journal	Research in Developmental Disabilities
Volume	108
Early online date	9 Dec 2020
DOIs	https://doi.org/10.1016/j.ridd.2020.103821
Publication status	Published - Jan 2021

Funding

The author(s) disclosed receipt of the following financial support for this study: The study was funded by ZonMW ‘Academische werkplaatsen in de langdurige zorg’ (ref. number: 60-6410098101) and Bartiméus Fund (ref. number: P00238) The authors convey their gratitude to the participants, their parents, caregivers and the clinicians (developmental psychologists) for participating in this study. We thank the care organisations Cordaan, ORO and Twentse Zorgcentra for their permission to collect data within their care facility. Furthermore, we thank Mieke Hoenderboom and Melanie Kunz for contributing to the data collection in the Netherlands and in Switzerland. We thank Rony Oosterom-Calo for reviewing the article before submission. We also thank ZonMW ‘Academische werkplaatsen in de langdurige zorg’ and Bartiméus Fund for their financial support.

Keywords

Assessment
Children
Construct-
Convergent-
Divergent validity
Emotional development
Emotional needs
Instrument development
Intellectual disability
Reliability
Scale
Validity

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Scale of emotional developmentshort_Reliability and validity in two samples of children with an intellectual disabilityFinal published version, 1.08 MBLicence: Article 25fa Dutch Copyright Act

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title = "Scale of emotional development–short: Reliability and validity in two samples of children with an intellectual disability",

abstract = "Background: Intellectual disability (ID) is often accompanied by more significant delays in emotional development than in cognitive development. Diagnostic assessment can provide insight into emotional functioning. However, few standardized assessment instruments are available. Aims: Examine the reliability and validity of the Scale of Emotional Development–Short (SED-S) in children with ID. Methods and procedures: This methodological instrument validation study was conducted in the Netherlands and Switzerland with children (N = 118) older than 3 and younger than 18 years with ID ranging from profound to mild. Measures included: demographic and medical data, SED-S, and the Vineland. Coherence and reliability of the SED-S were determined using Cronbach's alpha, and validity was examined using Goodman and Kruskal's γ, Kruskal-Wallis H, and Mann-Whitney U tests. Outcomes and results: The reliability of the SED-S was high, the convergent validity was good, and divergent validity was indicated in relation to autism spectrum disorder (ASD), visual and/or auditory impairment, and adaptive functioning. Further research: Research is needed to better understand the implications of ASD and visual and/or auditory impairment on emotional development and their association with (normal) intelligence. Children with ID may also benefit from (more) detailed guidelines for imbalanced profiles on the SED-S.",

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AU - Zaal, S.

AU - Erlewein, R.

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AB - Background: Intellectual disability (ID) is often accompanied by more significant delays in emotional development than in cognitive development. Diagnostic assessment can provide insight into emotional functioning. However, few standardized assessment instruments are available. Aims: Examine the reliability and validity of the Scale of Emotional Development–Short (SED-S) in children with ID. Methods and procedures: This methodological instrument validation study was conducted in the Netherlands and Switzerland with children (N = 118) older than 3 and younger than 18 years with ID ranging from profound to mild. Measures included: demographic and medical data, SED-S, and the Vineland. Coherence and reliability of the SED-S were determined using Cronbach's alpha, and validity was examined using Goodman and Kruskal's γ, Kruskal-Wallis H, and Mann-Whitney U tests. Outcomes and results: The reliability of the SED-S was high, the convergent validity was good, and divergent validity was indicated in relation to autism spectrum disorder (ASD), visual and/or auditory impairment, and adaptive functioning. Further research: Research is needed to better understand the implications of ASD and visual and/or auditory impairment on emotional development and their association with (normal) intelligence. Children with ID may also benefit from (more) detailed guidelines for imbalanced profiles on the SED-S.

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Scale of emotional development–short: Reliability and validity in two samples of children with an intellectual disability

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Keywords

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