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Early Social-Emotional Development and the Utility of a Social-Emotional Screening Tool for Toddlers in Taiwan

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Title: Early Social-Emotional Development and the Utility of a Social-Emotional Screening Tool for Toddlers in Taiwan
Language: English
Authors: Lin, Fang Yu
Source: ProQuest LLC. 2022Ph.D. Dissertation, University of Oregon.
Availability: ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Peer Reviewed: N
Page Count: 112
Publication Date: 2022
Document Type: Dissertations/Theses - Doctoral Dissertations
Descriptors: Foreign Countries, Emotional Problems, Behavior Problems, Social Emotional Learning, Early Intervention, Mental Health, Toddlers, Child Development, Developmental Delays, At Risk Persons
Geographic Terms: Taiwan
Assessment and Survey Identifiers: Ages and Stages Questionnaires
ISBN: 979-83-7197-724-3
Abstract: In Taiwan, the high prevalence of emotional and behavioral problems in children has increased public awareness of young children's social-emotional development in recent years. Early identification of social-emotional delays for all young children, and subsequent early intervention (EI) with ongoing monitoring for children with special needs are critical. However, previous social norms regarding early mental health problems, the lack of social-emotional screening, and the scarcity of EI research on social-emotional development in Taiwan have resulted in lack of early social emotional screening and early identification. This study investigates toddler-aged children's social-emotional development in Taiwan and monitors their social-emotional behaviors over time. Two hundred eighty-four children with and without development delays were screened with a social-emotional screening tool, the Traditional Chinese ASQ:SE-2, and then were subsequently followed for six months and retested. Findings indicated a high positive rate of social-emotional risk at 22.9% for 18-month-old children who were not receiving early intervention services, suggesting that additional numbers of children could be identified for EI services early on. Findings also indicated that children with developmental delays or disabilities were 3 to 4 times more likely to have social-emotional risk, and that the risk could increase overtime, emphasizing the needs for monitoring social-emotional behaviors and the effectiveness of interventions. To address early identification and ongoing monitoring, the present study suggests the use of the Traditional Chinese ASQ:SE-2 and needs further studies establishing psychometric evidence for toddlers in Taiwan. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
Abstractor: As Provided
Entry Date: 2023
Access URL: https://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:29997604
Accession Number: ED631679
Database: ERIC
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  Data: In Taiwan, the high prevalence of emotional and behavioral problems in children has increased public awareness of young children's social-emotional development in recent years. Early identification of social-emotional delays for all young children, and subsequent early intervention (EI) with ongoing monitoring for children with special needs are critical. However, previous social norms regarding early mental health problems, the lack of social-emotional screening, and the scarcity of EI research on social-emotional development in Taiwan have resulted in lack of early social emotional screening and early identification. This study investigates toddler-aged children's social-emotional development in Taiwan and monitors their social-emotional behaviors over time. Two hundred eighty-four children with and without development delays were screened with a social-emotional screening tool, the Traditional Chinese ASQ:SE-2, and then were subsequently followed for six months and retested. Findings indicated a high positive rate of social-emotional risk at 22.9% for 18-month-old children who were not receiving early intervention services, suggesting that additional numbers of children could be identified for EI services early on. Findings also indicated that children with developmental delays or disabilities were 3 to 4 times more likely to have social-emotional risk, and that the risk could increase overtime, emphasizing the needs for monitoring social-emotional behaviors and the effectiveness of interventions. To address early identification and ongoing monitoring, the present study suggests the use of the Traditional Chinese ASQ:SE-2 and needs further studies establishing psychometric evidence for toddlers in Taiwan. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
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    Languages:
      – Text: English
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      Pagination:
        PageCount: 112
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Emotional Problems
        Type: general
      – SubjectFull: Behavior Problems
        Type: general
      – SubjectFull: Social Emotional Learning
        Type: general
      – SubjectFull: Early Intervention
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      – SubjectFull: Mental Health
        Type: general
      – SubjectFull: Toddlers
        Type: general
      – SubjectFull: Child Development
        Type: general
      – SubjectFull: Developmental Delays
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      – SubjectFull: At Risk Persons
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      – SubjectFull: Taiwan
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      – SubjectFull: Ages and Stages Questionnaires
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