Building Social and Emotional Competence in Young Children: Evaluating a school-based intervention

The teacher-completed Strengths and Difficulties Questionnaire (SDQ) to assess total child difficulties.
We shall also analyse the subscales of conduct, peer relationships and hyperactivity problems, social competence, and the impact supplement, which assesses the impact behaviour can have in other areas of life.
The score for borderline 'abnormal' behaviour is 12 for total difficulties –the higher the score the worse the problems. This measure will be administered at baseline, and the 8- and 16-month follow-ups.

All measures are collected at baseline, 8 and 16 month follow-ups (unless stated otherwise).

1. Parent reports on child behaviour include:
1.1. The parent-completed Strengths and Difficulties Questionnaire (SDQ) to assess total child difficulties.
We shall also analyse the subscales of conduct, peer relationships and hyperactivity problems, social competence, and the impact supplement, which assesses the impact behaviour can have in other areas of life.
It has 25 items, as does the teacher SDQ, but differs in scores for borderline ‘abnormal’ behaviour which is 14-16 as compared to 12-15 for teacher SDQ.
1.2. The 36-item Eyberg Child Behaviour Inventory (ECBI) to assess child problem behaviours on the index child.
Each behaviour is rated on two scales: a 7-point Intensity scale that measures how often the behaviour is perceived to occur, ranging in response intensity from 1 (Never) to 7 (Always); and a Yes-No Problem scale that identifies whether the behaviour is currently seen as a problem for the parent.
1.3. A demographics questionnaire will be administered at baseline to assess background family characteristics; a follow-up version will be administered at both follow-ups to establish any factors that may impact on the results.
1.4. Dina Questionnaire to establish any changes in behaviours specifically targeted by the intervention.
Parents are asked about their child’s use of 10 specific behaviours taught in Dinosaur School.
Scoring:
Never – 0; Rarely = 1; Sometimes = 2; Often = 1; Always = 4, scores are summed to give each participant a total. A higher total score suggests a bigger social and emotional problem.

2. Parent self-reports include:
2.1. Becks Depression Inventory (BDI, Beck et al., 1961), 21-item tool to assess characteristic attitudes and symptoms associated with depression.
The co-occurrence of maternal depression and child conduct problems is well documented. The total score provides an index of overall severity of depression.
Score 0 - 13 = minimal
Score 14 -19 = mild
Score 20 - 28 = moderate
Score 29 - 63 = severe
2.2. Warwick Edinburgh Mental Well-being Scale (WEMBS) to assess levels of wellbeing.
The higher the score the higher the level of wellbeing. No cut-offs. The WEMWBS is a 14 item positively worded item scale with five response categories from ‘none of the time’ to ‘all of the time’.
2.3. Arnold O’Leary Parenting Scale. to assess parenting competencies.
There is no cut-off but the higher the score on the 7-point likert scale the less competent, or skilled, the parent.

3. Teacher self-reports include:
3.1. Teacher background questionnaire (baseline only) provides information on teachers' qualifications and experiences
3.2. Teacher Stress Inventory Modified version (TSI; Boyle, Borg, Falzon, & Bagiloni, 1995)
Teachers with a high total score experience greater stress than those with a lower score. It is a 20-item tool.

4. Child completed measures include:
4.1. Wally problem solving task (Webster-Stratton & Reid, 2001) to assess the children's problem solving skills or solutions in response to hypothetical problem situations.
The Wally Problem Solving Task is researcher administered, where the researcher presents 13 illustrated problem situations to the to assess the child’s ability to problem-solve the scenario. Responses are rated according to their content using pre-determined response codes. An example problem item includes: Suppose you ask another friend to play with you and she refuses. What would you do? Responses to situations are rated as positive (asking for a reason), negative (claiming for self), neutral (ignore), pro-social (help to repair) or agonistic (aggressive) responses.

5. Independent assessments:
5.1. Observation of child in class on behaviour relating to core programme components (measure under development during Phase 1, to be used as an assessment tool for Phase 2 participants). Assesses the core elements of Dina Programme:
5.1.1. Making new friends
5.1.2. Detecting and understanding feelings
5.1.3. How to do your best in school
5.1.4. Problem solving steps
5.1.5. How to be friendly
5.1.6. How to talk to friends
5.2. Attendance levels of child participants and their class teachers via school records
5.3. Academic Attainment via school records