Skip to main content
Log in

Reliability and Validity of Two Brief Screening Measures of Preschoolers’ Social–Emotional Competencies

  • Original Paper
  • Published:
School Mental Health Aims and scope Submit manuscript

Abstract

The emotional competence screening and the social competence screening for parents and teachers were developed in Romania as brief, multiinformant, strength-focused assessment tools to identify children at risk of underdeveloped social–emotional competencies. The objective of the current study was to gather further reliability and validity evidence concerning the teacher and parent versions of the screeners. Findings provided evidence of high internal consistency, test–retest reliability (3-month interval), and moderate levels of cross-informant reliability. Principal axis factoring was employed for testing latent dimensions associated with the theoretical models underlying the scales’ development. Construct validity was also established using measures of children’s social–emotional competencies and internalizing/externalizing problems and yielded moderate-to-strong correlations across all forms of the screeners. Diagnostic accuracy was assessed relative to the clinical range scores from the internalizing/externalizing problem scales from Achenbach System of Empirically Based Assessment and yielded acceptable specificity and sensitivity indices. Receiver operating characteristic analyses and area under the curve values indicate that these measures have moderate-to-strong utility (AUCs ≥ .78) in detecting children at risk of internalizing and externalizing problems based on ratings of their social–emotional skills. These data support the notion that these instruments might prove potential candidates for school-wide screening practices.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Similar content being viewed by others

Notes

  1. ECS and SCS versions translated in English are available on request from the first author.

References

  • Achenbach, T. M., Dumenci, L., & Rescorla, L. A. (2002). Ten-year comparisons of problems and competencies for national samples of youth: Self, parent, and teacher reports. Journal of Emotional and Behavioral Disorders, 10, 194–203.

  • Achenbach, T. M., McConaughy, S. H., & Howell, C. T. (1987). Child/adolescent behavioral and emotional problems: Implications of cross informant correlations for situational specificity. Psychological Bulletin, 101, 213–232. doi:10.1037/0033-2909.101.2.213.

    Article  PubMed  Google Scholar 

  • Achenbach, T. M., & Rescorla, L. A. (2000). Manual for the ASEBA preschool forms and profiles. Burlington, VT: University of Vermont.

    Google Scholar 

  • Blandon, A. Y., Calkins, S. D., Grimm, K. J., Keane, S. P., & O’Brien, M. (2010). Testing a developmental cascade model of emotional and social competence and early peer acceptance. Development and Psychopathology, 22, 737–748. doi:10.1017/S0954579410000428.

  • Bornstein, M. H., Hahn, C.-S., & Haynes, O. M. (2010). Social competence, externalizing, and internalizing behavioral adjustment from early childhood through early adolescence: Developmental cascades. Development and Psychopathology, 22, 717–735. doi:10.1017/S0954579410000416.

    Article  PubMed  PubMed Central  Google Scholar 

  • Briggs-Gowan, M. J., & Carter, A. S. (2008). Social emotional screening status in early childhood predicts elementary school outcomes. Pediatrics, 121, 957–962. doi:10.1542/peds.2007-1948.

    Article  PubMed  PubMed Central  Google Scholar 

  • Bryk, A. S., & Raudenbush, S. W. (1992). Hierarchical linear models: Applications and data analysis methods. Newbury Park, CA: Sage.

    Google Scholar 

  • Campbell, S. B., Spieker, S., Burchinal, M., & Poe, M. D. (2006). Trajectories of aggression from toddlerhood to age 9 predict academic and social functioning through age 12. Journal of Child Psychology and Psychiatry, 47, 791–800. doi:10.1111/j.1469-7610.2006.01636.x.

    Article  PubMed  Google Scholar 

  • Carter, A. S., Briggs-Gowan, M. J., & Davis, N. O. (2004). Assessment of young children’s social-emotional development and psychopathology: Recent advances and recommendations for practice. Journal of Child Psychology and Psychiatry, 45, 109–134. doi:10.1046/j.0021-9630.2003.00316.x.

    Article  PubMed  Google Scholar 

  • Cicchetti, D. V., Volkmar, F., Klin, A., & Showalter, D. (1995). Diagnosing autism using ICD-10 criteria: A comparison of neural networks and standard multivariate procedures. Child Neuropsychology, 1, 26–37.

    Article  Google Scholar 

  • Costello, E. J., Mustillo, S., Erkanli, A., Keeler, G., & Angold, A. (2003). Prevalence and development of psychiatric disorders in childhood and adolescence. Archives of General Psychiatry, 60, 837–844. doi:10.1001/archpsyc.60.8.837.

    Article  PubMed  Google Scholar 

  • Costello, A. B., & Osborne, J. W. (2005). Best practices in exploratory factor analysis: Four recommendations for getting the most from your analysis. Practical Assessment, Research and Evaluation, 10, 1–9.

    Google Scholar 

  • Council on Children with Disabilities. (2001). Developmental surveillance and screening of infants and young children. Pediatrics, 108, 192–196. doi:10.1542/peds.108.1.192.

    Article  Google Scholar 

  • De Los Reyes, A., & Kazdin, A. E. (2005). Informant discrepancies in the assessment of childhood psychopathology: A critical review, theoretical framework, and recommendations for further study. Psychological Bulletin, 131, 483–509. doi:10.1037/0033-2909.131.4.483.

    Article  PubMed  Google Scholar 

  • Denham, S. A. (2006). Social-emotional competence as support for school readiness: What is it and how do we assess it? Early Education and Development, 17, 57–89. doi:10.1207/s15566935eed1701_4.

  • Denham, S. A., Bassett, H. H., Way, E., Mincic, M., Zinsser, K., & Graling, K. (2012). Preschoolers’ emotion knowledge: Self-regulatory foundations, and predictions of early school success. Cognition and Emotion, 26, 667–679. doi:10.1080/02699931.2011.602049.

    Article  PubMed  Google Scholar 

  • Denham, S. A., Blair, K. A., DeMulder, E., Levitas, J., Sawyer, K., Auerbach-Major, S., et al. (2003). Preschool emotional competence: Pathway to social competence? Child Development, 74, 238–256. doi:10.1111/1467-8624.00533.

    Article  PubMed  Google Scholar 

  • Denham, S. A., Blair, K. A., Schmidt, M. S., Blair, K., DeMulder, E., & Caal, S. (2002). Preschool understanding of emotions: Contributions to classroom anger and aggression. Journal of Child Psychology and Psychiatry, 43, 901–916. doi:10.1111/1469-7610.00139.

    Article  PubMed  Google Scholar 

  • Denham, S., Mason, T., Caverly, S., Schmidt, M., Hackney, R., Caswell, C., et al. (2001). Preschoolers at play: Co-socializers of emotional and social competence. International Journal of Behavioral Development, 25, 90–101. doi:10.1080/016502501143000067.

  • Department of Psychology Task Force. (2012). National study report on Romanian children’s mental health and well-being. Unpublished report.

  • Dobrean, A. (2009). The Romanian version of the Achenbach system of empirically based assessment. Cluj-Napoca: RTS Publishing.

    Google Scholar 

  • Dowdy, E., Chin, J. K., & Quirk, M. P. (2013). Preschool screening an examination of the behavioral and emotional screening system preschool teacher form (BESS preschool). Journal of Psychoeducational Assessment, 31, 578–584. doi:10.1177/0734282913475779.

    Article  Google Scholar 

  • Dowdy, E., Ritchey, K., & Kamphaus, R. (2010). School based screening: A population-based approach to inform and monitor children’s mental health needs. School Mental Health, 2, 166–176. doi:10.1007/s12310-010-9036-3.

    Article  PubMed  PubMed Central  Google Scholar 

  • Duchesne, S., Vitaro, F., Larose, S., & Tremblay, R. E. (2008). Trajectories of anxiety during elementary-school years and the prediction of high school noncompletion. Journal of Youth and Adolescence, 39, 1134–1146. doi:10.1007/s10964-007-9224-0.

    Article  Google Scholar 

  • Egger, H. L., & Angold, A. (2006). Common emotional and behavioral disorders in preschool children: Presentation, nosology, and epidemiology. Journal of Child Psychology and Psychiatry, 47, 313–337. doi:10.1111/j.1469-7610.2006.01618.x.

    Article  PubMed  Google Scholar 

  • Eisenberg, N., Cumberland, A., Spinrad, T. L., Fabes, R. A., Shepard, S. A., & Reiser, M. (2001). The relations of regulation and emotionality to children’s externalizing and internalizing problem behavior. Child Development, 72, 1112–1134. doi:10.1111/1467-8624.00337.

    Article  PubMed  Google Scholar 

  • Eklund, K., & Dowdy, E. (2014). Screening for behavioral and emotional risk versus traditional school identification methods. School Mental Health, 6, 40–49. doi:10.1007/s12310-013-9109-1.

    Article  Google Scholar 

  • Elliot, S. N., & Gresham, F. M. (2007). Social Skills Improvement System: Performance Screening Guide. Minneapolis, MN: NCS Pearson.

  • Essex, M. J., Kraemer, H. C., Slattery, M. J., Burk, L. R., Boyce, W. T., Woodward, H. R., et al. (2009). Screening for childhood mental health problems: Outcomes and early identification. Journal of Child Psychology and Psychiatry, 50, 562–570. doi:10.1111/j.1469-7610.2008.02015.x.

    Article  PubMed  PubMed Central  Google Scholar 

  • Evans, J. D. (1996). Straightforward statistics for the behavioral sciences. Pacific Grove, California: Brooks/Cole Publishing.

    Google Scholar 

  • Feeney-Kettler, K. A., Kratochwill, T. R., Kaiser, A. P., Hemmeter, M. L., & Kettler, R. J. (2010). Screening young children’s risk for mental health problems: A review of four measures. Assessment for Effective Intervention, 35, 218–230. doi:10.1177/1534508410380557.

    Article  Google Scholar 

  • Feeney-Kettler, K. A., Kratochwill, T. R., & Kettler, R. J. (2009). Preschool behavior screening system. Unpublished instrument, Vanderbilt University.

  • Feeney-Kettler, K. A., Kratochwill, T. R., & Kettler, R. J. (2011). Identification of preschool children at risk for emotional and behavioral disorders: Development and validation of a universal screening system. Journal of School Psychology, 49, 197–216. doi:10.1016/j.jsp.2011.02.001.

    Article  PubMed  Google Scholar 

  • Flanagan, D. P., Alfonso, V. C., Primavera, L. H., Povall, L., & Higgins, D. (1996). Convergent validity of the BASC and SSRS: Implications for social skills assessment. Psychology in the Schools, 33, 13–23. doi:10.1002/(SICI)1520-6807(199601)33:1<13:AID-PITS2>3.0.CO;2-X.

    Article  Google Scholar 

  • George, D., & Mallery, P. (2003). SPSS for Windows step by step: A simple guide and reference, 11.0 update (4th ed.). Boston: Allyn and Bacon.

    Google Scholar 

  • Gimpel, G. A., & Merrell, K. W. (1998). On the nature and value of social skills. In G. A. Gimpel & K. W. Merrell (Eds.), Social skills of children and adolescents: Conceptualization, assessment, treatment (pp. 1–28). Mahwah, NJ: Lawrence Erlbaum Associates.

    Google Scholar 

  • Glorfeld, L. W. (1995). An improvement on Horn’s parallel analysis methodology for selecting the correct number of factors to retain. Educational and Psychological Measurement, 55, 377–393. doi:10.1177/0013164495055003002.

    Article  Google Scholar 

  • Glover, T. A., & Albers, C. A. (2007). Considerations for evaluating universal screening instruments. Journal of School Psychology, 45, 117–135. doi:10.1016/j.jsp.2006.05.005.

    Article  Google Scholar 

  • Goodman, R. (1997). The strengths and difficulties questionnaire: A research note. Journal of Child Psychology and Psychiatry, 38, 581–586. doi:10.1097/00004583-200111000-00015.

  • Greer, F. W., DiStefano, C. A., Liu, J., & Cain, L. K. (2015). Preliminary psychometric evidence of the Behavioral and Emotional Screening System Teacher Rating Scale-Preschool. Assessment for Effective Intervention, 40, 240–246. doi:10.1177/1534508415571594.

    Article  Google Scholar 

  • Gresham, F. M., & Elliott, S. N. (1990). Social skills rating system. Circle Pines, MN: American Guidance Service.

    Google Scholar 

  • Gridley, B. E., Mucha, L., & Hatfield, B. B. (1995). Best practices in preschool screening. In A. Thomas & J. Grimes (Eds.), Best practices in school psychology III (pp. 213–225). Washington, DC: National Association of School Psychologists.

    Google Scholar 

  • Halberstadt, A. G., Denham, S. A., & Dunsmore, J. C. (2001). Affective social competence. Social Development, 10, 10–20. doi:10.1111/1467-9507.00150.

    Google Scholar 

  • Hayes, A. F. (2006). A primer on multilevel modeling. Human Communication Research, 32, 385–410.

    Article  Google Scholar 

  • Henson, R. K., & Roberts, J. K. (2006). Use of exploratory factor analysis in published research. Educational and Psychological Measurement, 66, 393–416. doi:10.1177/0013-164405282485.

    Article  Google Scholar 

  • Herndon, K. J., Bailey, C. S., Shewark, E., Denham, S. A., & Bassett, H. H. (2013). Preschoolers’ emotion expression and regulation: Relations with school adjustment. The Journal of Genetic Psychology, 174, 642–663. doi:10.1080/2F00221325.2012.759525.

    Article  PubMed  PubMed Central  Google Scholar 

  • Hill, A. L., Degnan, K. A., Calkins, S. A., & Keane, S. P. (2006). Profiles of externalizing behavior problems for boys and girls across preschool: The roles of emotion regulation and inattention. Developmental Psychology, 42, 913–928. doi:10.1037/0012-1649.42.5.913.

    Article  PubMed  Google Scholar 

  • Hu, L., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6, 1–55. doi:10.1080/10705519909540118.

    Article  Google Scholar 

  • Ivanova, M. Y., Achenbach, T. M., Dumenci, L., Rescorla, L. A., Almqvist, F., Weintraub, S., et al. (2007a). Testing the 8-syndrome structure of the child behavior checklist in 30 societies. Journal of Clinical Child and Adolescent Psychology, 36, 405–417. doi:10.1037/0022-006X.75.5.729.

    Article  PubMed  Google Scholar 

  • Ivanova, M. Y., Achenbach, T. M., Rescorla, L. A., Dumenci, L., Almqvist, F., Bathiche, M., et al. (2007b). Testing the Teacher’s Report Form syndromes in 20 societies. School Psychology Review, 36, 468–483.

    Google Scholar 

  • Izard, C., Fine, S., Schultz, D., Mostow, A., Ackerman, B., & Youngstrom, E. (2001). Emotion knowledge as a predictor of social behavior and academic competence in children at risk. Psychological Science, 12, 18–23. doi:10.1111/1467-9280.00304.

    Article  PubMed  Google Scholar 

  • Kamphaus, R. W., & Reynolds, C. R. (2007). BASC-2 behavioral and emotional screening system. Minneapolis, MN: Pearson.

    Google Scholar 

  • Kataoka, S. H., Zhang, L., & Wells, K. B. (2002). Unmet need for mental health care among U.S. children: Variation by ethnicity and insurance status. The American Journal of Psychiatry, 159, 1548–1555. doi:10.1176/appi.ajp.159.9.1548.

    Article  PubMed  Google Scholar 

  • Kettler, R. J., & Feeney-Kettler, K. A. (2011). Screening systems and decision making at the preschool level: Application of a comprehensive validity framework. Psychology in the Schools, 48, 430–441. doi:10.1002/pits.20565.

  • Kratochwill, T. R., Albers, C. A., & Shernoff, E. (2004). School-based interventions. Child and Adolescent Psychiatric Clinics of North America, 13, 885–903. doi:10.1016/j.chc.2004.05.003.

    Article  PubMed  Google Scholar 

  • Kreft, I. G. G., & de Leeuw, J. (1998). Introducing multilevel modeling. Newbury Park, CA: Sage Publications.

    Book  Google Scholar 

  • LaFreniere, P. J., & Dumas, J. E. (1995). Social competence and behavior evaluation (Preschool ed.). Los Angeles, CA: Western Psychological Services.

    Google Scholar 

  • Lane, K. L., Oakes, W. P., Lusk, M. E., Cantwell, E. D., & Schatschneider, C. (2015). Screening for intensive intervention needs in secondary schools: Directions for the future. Journal of Emotional and Behavioral Disorders,. doi:10.1177/1063426615618624.

    Google Scholar 

  • Lane, K. L., & Walker, H. M. (2015). The connection between assessment and intervention: How does screening lead to better interventions? In B. Bateman, M. Tankersley, & J. Lloyd (Eds.), Enduring issues in special education: Personal perspectives (pp. 283–301). New York, NY: Routledge.

    Google Scholar 

  • Lee, D. L., Belfiore, P. J., & Gormley, S. (2008). Riding the wave: Creating a momentum of school success. Teaching Exceptional Children, 40, 65–70.

    Article  Google Scholar 

  • Levitt, J. M., Saka, N., Hunter Romanelli, L., & Hoagwood, K. (2007). Early identification of mental health problems in schools: The status of instrumentation. Journal of School Psychology, 45, 163–191. doi:10.1016/j.jsp.2006.11.005.

    Article  Google Scholar 

  • Masten, A. S., Burt, K. B., & Coatsworth, J. D. (2006). Competence and psychopathology in development. In D. Cicchetti & D. J. Cohen (Eds.), Developmental psychopathology (2nd ed., Vol. 3, pp. 696–738). New York, NY: Wiley.

    Google Scholar 

  • McCabe, P. C., & Altamura, M. (2011). Empirically valid strategies to improve social and emotional competence of preschool children. Psychology in the Schools, 48, 513–540. doi:10.1002/pits.20570.

  • Meisels, S., & Fenichel, E. (1996). New visions for the developmental assessment of infants and young children. Washington, DC: Zero to Three, National Center for Infants, Toddlers, and Families.

    Google Scholar 

  • Metcalfe, L. A., Harvey, E. A., & Laws, H. B. (2013). The longitudinal relation between academic/cognitive skills and externalizing behavior problems in preschool children. Journal of Educational Psychology, 105, 881–894. doi:10.1037/2Fa0032624.

    Article  PubMed  PubMed Central  Google Scholar 

  • Milgrom, J., Mendelsohn, J., & Gemmill, A. W. (2011). Does postnatal depression screening work? Throwing out the bathwater, keeping the baby. Journal of Affective Disorders, 132, 301–310.

    Article  PubMed  Google Scholar 

  • Muthen, B. O., & Satorra, A. (1995). Complex sample data in structural equation modeling. Sociological Methodology, 25, 267–316. doi:10.2307/271070.

    Article  Google Scholar 

  • Naglieri, J. A., & LeBuffe, P. A. (2005). Measuring resilience in children. In S. Goldstein & R. Brooks (Eds.), Handbook of resilience in children (pp. 107–124). New York: Kluwer/Academic Publishers.

    Chapter  Google Scholar 

  • Naglieri, J. A., LeBuffe, P. A., & Shapiro, V. (2010). Devereux student strengths assessment-mini. Lewisville, NC: Kaplan Press.

    Google Scholar 

  • Naglieri, J. A., LeBuffe, P. A., & Shapiro, V. B. (2011). Universal screening for social-emotional competencies: A study of the reliability and validity of the Dessa-mini. Psychology in the Schools, 48, 660–671. doi:10.1002/pits.20586.

    Article  Google Scholar 

  • National Association for the Education of Young Children. (2005). Code of ethical conduct & statement of commitment. Brochure (Revised ed.). Washington, DC: National Association for the Education of Young Children. www.naeyc.org/positionstatements/ethical_conduct.

  • Owens, J. S., Holdaway, A. S., Serrano, V. J., Himawan, L. K., Watanabe, Y., et al. (2016). Screening for social, emotional, and behavioral problems at kindergarten entry: The utility of two teacher rating scales. School Mental Health, published on-line.,. doi:10.1007/s12310-016-9176-1.

    Google Scholar 

  • Owens, J. S., Storer, J., Holdaway, A. S., Serrano, V. J., Watabe, Y., Himawan, L. K., et al. (2015). Screening for social, emotional, and behavioral problems at kindergarten entry: Utility and incremental validity of parent report. School Psychology Review, 44, 21–40. doi:10.17105/SPR44-1.21-40.

    Article  Google Scholar 

  • Pintea, S., & Moldovan, R. (2009). The receiver-operating characteristic (ROC) analysis: Fundamentals and applications in clinical psychology. Journal of Cognitive and Behavioral Psychotherapies, 9, 49–66.

    Google Scholar 

  • Rubin, K. H., Bukowski, W. M., & Parker, J. G. (2006). Peer interactions, relationships, and groups. In W. Damon, R. M. Lerner, & N. Eisenberg (Eds.), Handbook of child psychology (6th ed., Vol. 3, pp. 571–645). New York, NY: Wiley.

    Google Scholar 

  • Sandall, S., McLean, M. E., & Smith, B. J. (2000). DEC recommended practices in early intervention/early childhood special education. Longmont, CO: Sopris West.

  • Sattler, J. M. (2008). Assessment of children: Cognitive applications (4th ed.). La Mesa, CA: Author.

    Google Scholar 

  • Seligman, M. P. (2008). Positive health. Applied Psychology, 57, 3–18. doi:10.1111/j.1464-0597.2008.00351.x.

    Article  Google Scholar 

  • Severson, H. H., & Walker, H. M. (2002). Pro-active approaches for identifying children at risk for socio-behavioral problems. In K. L. Lane, F. M. Gresham, & T. E. O’Shaughnessy (Eds.), Interventions for children with or at-risk for emotional and behavioral disorders (pp. 33–54). Boston: Allyn & Bacon.

    Google Scholar 

  • Severson, H. H., Walker, H. M., Hope-Doolittle, J., Kratochwill, T. R., & Gresham, F. M. (2007). Proactive, early screening to detect behaviorally at-risk students: Issues, approaches, emerging innovations, and professional practices. Journal of School Psychology, 45, 193–223. doi:10.1016/j.jsp.2006.11.003.

    Article  Google Scholar 

  • Shin, N., Vaughn, B. E., Akers, V., Kim, M., Stevens, S., et al. (2011). Are happy children socially successful? Testing a central premise of positive psychology in a sample of preschool children. The Journal of Positive Psychology, 6, 355–367. doi:10.1080/17439760.2011.584549.

    Article  Google Scholar 

  • Snijders, T., & Bosker, R. (1999). Multilevel analysis. London: Sage Publication.

    Google Scholar 

  • Squires, J., Bricker, D., & Twombly, E. (2003). Ages and stages questionnaires: Social-emotional. Baltimore, MD: Brookes.

    Google Scholar 

  • Ştefan, C. A., Bălaj, A., Porumb, M., Albu, M., & Miclea, M. (2009). Preschool screening for social and emotional competencies–development and psychometric properties. Cognition, Brain, Behavior. An Interdisciplinary Journal, 13, 121–146.

  • Ştefan, C. A., & Miclea, M. (2012). Classroom effects of a hybrid universal and indicated prevention program for preschool children: A comparative analysis based on social and emotional competence screening. Early Education and Development, 23, 393–426. doi:10.1080/10409289.2011.554756.

  • Streiner, D. L., & Cairney, J. (2007). What’s under the ROC? An introduction to receiver operating characteristic curves. The Canadian Journal of Psychiatry, 52, 121–128.

    Article  PubMed  Google Scholar 

  • Tabachnick, B. G., & Fidell, L. S. (2007). Using multivariate statistics (5th ed.). Boston, MA: Allyn and Bacon.

    Google Scholar 

  • Trentacosta, C. J., & Fine, S. E. (2010). Emotion knowledge, Social competence, and behavior problems in childhood and adolescence: A meta-analytic review. Social Development (Oxford, England), 19, 1–29. doi:10.1111/j.1467-9507.2009.00543.x.

    Google Scholar 

  • Walker, H. M., Severson, H. H., & Feil, E. G. (1995). Early screening project: User manual. Longmont, CO: Sopris West.

    Google Scholar 

  • Zwick, W. R., & Velicer, W. F. (1986). Comparison of five rules for determining the number of components to retain. Psychological Bulletin, 99, 432–442. doi:10.1037/0033-2909.99.3.432.

    Article  Google Scholar 

Download references

Author information

Authors and Affiliations

Authors

Corresponding author

Correspondence to Catrinel A. Ştefan.

Ethics declarations

Conflict of interest

Catrinel A. Ştefan and Mircea Miclea declare that they have no conflict of interest.

Human and Animal Rights

All procedures performed in studies involving human participants were in accordance with the ethical standards of the institutional and/or national research committee and with the 1964 Helsinki Declaration and its later amendments or comparable ethical standards.

Informed Consent

Informed consent was obtained from all individual participants included in the study.

Ethical Approval

This article does not contain any studies with animals performed by any of the authors.

Rights and permissions

Reprints and permissions

About this article

Check for updates. Verify currency and authenticity via CrossMark

Cite this article

Ştefan, C.A., Miclea, M. Reliability and Validity of Two Brief Screening Measures of Preschoolers’ Social–Emotional Competencies. School Mental Health 9, 44–65 (2017). https://doi.org/10.1007/s12310-016-9200-5

Download citation

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s12310-016-9200-5

Keywords

Navigation