Evaluating Psychometric Properties of the Korean Translated Social Emotional Assessment Measure for Korean Preschool Children
| dc.contributor.author | Young, Ah Kim Park | |
| dc.date.accessioned | 2012-10-26T18:13:50Z | |
| dc.date.available | 2012-10-26T18:13:50Z | |
| dc.date.issued | 2012 | |
| dc.description | 164 pages | en_US |
| dc.description.abstract | Children’s social emotional competence affects school achievement as well as later job success. Social emotional competence can be promoted when appropriate social emotional interventions are provided. To provide quality intervention, it is essential to use measures that include functional skills, promote team collaboration, and monitor changes in children’s performance over time. A Curriculum Based Measure (CBM) can support the connection between assessment and intervention. In Korea, an increasing rate of social emotional problems among young children has been reported. The need for culturally appropriate CBMs for Korean children is critical for providing quality interventions. This study explored whether the Korean translated Social Emotional Assessment Measure (KSEAM) is a valid and reliable measure to assess social emotional competency in Korean preschool children and evaluated teachers’ and parents’ perceptions of the utility of the KSEAM. Participants consisted of 160 parents and 66 teachers of 160 children between the ages of 36 and 77 months. Using data from the initially-completed K-SEAM (n=160), Cronbach’s alphas for parent and teacher data were .95. Correlations between the first and second K-SEAM completed by parents and teachers were statistically significant (i.e., .87 for parents and .81 for teachers). Using the first K-SEAM data completed by parents and teachers (n=160), inter-rater correlation was statistically significant, r = .31, p < .01. Moderate correlations were found between the K-SEAM and the Korean translated Ages and Stages Questionnaires: Social Emotion completed by parents as well as teachers (i.e., -.61 for parents, - .54 for teachers). The results show moderate correlation between the K-SEAM and Korean translated Child Behavior Checklist (-.58) or Kongju Early Developmental Assessment System (.48). Most of parents (77.6%) and teachers (74.2%) completed the K-SEAM within 10 to 30 minutes. A majority of parents (88.1%) and teachers (89.4%) felt that items of the K-SEAM were very easy or easy to understand. Most participants felt that the response choices were very easy or easy to select (77.5% of parents, 63.8% of teachers). Over 70% of parents and teachers indicated that the K-SEAM was helpful to identify previously suspected or newly detected concerns about their children’s social emotional development. | en_US |
| dc.description.sponsorship | Committee in charge: Jane K. Squires, Chairperson; Debra Eisert, Member; Gina Biancarosa, Member; Kathie Carpenter, Member | en_US |
| dc.identifier.uri | https://hdl.handle.net/1794/12476 | |
| dc.language.iso | en_US | en_US |
| dc.publisher | University of Oregon | en_US |
| dc.relation.ispartofseries | University of Oregon theses, Dept. of Special Education and Clinical Sciences, Ph. D., 2012; | |
| dc.rights | rights_reserved | en_US |
| dc.title | Evaluating Psychometric Properties of the Korean Translated Social Emotional Assessment Measure for Korean Preschool Children | en_US |
| dc.type | Thesis | en_US |