Eestindatud küsimustiku "Ages and Stages: Social-Emotional Questionnaires Second Edition" (ASQ:SE-2) sobivus 36 kuu vanuste laste sotsiaal-emotsionaalse arengu sõeltestimiseks

Alvarez-Nuñez, L., González, M., Rudnitzky, F., & Vásquez-Echeverría, A. (2020). Psychometric properties of the Spanish version of the Ages & Stages Questionnaires: Social–Emotional in a nationally representative sample. Early Human Development, 105157. https://doi.org/10.1016/j.earlhumdev.2020.105157

Anderson, L. M., Shinn, C., Fullilove, M. T., Scrimshaw, S. C., Fielding, J. E., Nomand, J., Carande-Kulis, V. G., & Task Force on Community Preventive Services. (2003). The effectiveness of early childhood development programs: A systematic review. American Journal of Preventive Medicine, 24(3), 32–46. https://doi.org/10.1016/S0749-3797(02)00655-4

Anderson, V., Rosema, S., Gomes, A., & Catroppa, C. (2012). Impact of early brain insult on the development of social competence. In V. Anderson & M. H. Beauchamp (Eds.), Developmental social neuroscience and childhood brain insult: Theory and practice (pp. 231–252). Guilford Press.

Aviles, A. M., Anderson, T. R., & Davila, E. R. (2006). Child and adolescent socialemotional development within the context of school. Child and Adolescent Mental Health, 11(1), 32–39. https://doi.org/10.1111/j.1475-3588.2005.00365.x

Bagner, D. M., Rodríguez, G. M., Blake, C. A., Linares, D., & Carter, A. S. (2012). Assessment of behavioral and emotional problems in infancy: A Systematic Review. Clinical Child and Family Psychology Review, 15(2), 113–128. https://doi.org/10.1007/s10567-012-0110-2

Baggett, K. M., Warlen, L., Hamilton, J. L., Roberts, J. I., & Staker, M. (2007) Screening infant mental health indicators: An early Head Start initiative. Infants & Young Children, 20, 300–310. https://doi.org/10.1097/01.IYC.0000290353.39793.ba

Baker-Henningham, H., Walker, S., Powell, C., & Gardner, J. M. (2009). A Pilot study of the Incredible Years Teacher Training programme and a curriculum unit on social and emotional skills in community pre-schools in Jamaica. Child: Care, Health and Development, 35(5), 624–631. https://doi.org/10.1111/j.1365-2214.2009.00964.x

Bayley, N. (2006). Bayley-III Clinical Use and Interpretation. 1st Edition. Elsevier: Academic Press.

Beauchamp, M. H., & Anderson, V. (2010). SOCIAL: An Integrative Framework for the development of social skills. Psychological Bulletin, 1, 39–64. https://doi.org/10.1037/a0017768

Bierman, K. L., Domitrovich, C. E., Nix, R. L., Gest, S. D., Welsh, J. A., Greenberg, M. T., Blaid, C., Nelson, K. E., & Gill, S. (2008). Promoting academic and socialemotional school readiness: The Head Start REDI program. Child development, 79(6), 1802–1817. https://doi.org/10.1111/j.1467-8624.2008.01227.x

Briggs-Gowan, M. J., Carter, A. S., Irwin, J. R., Wachtel, K., & Cicchetti, D. V. (2004). The Brief Infant-Toddler Social and Emotional Assessment: Screening for socialemotional problems and delays in competence. Journal of Pediatric Psychology, 29, 143–155. https://doi.org/10.1093/jpepsy/jsh017

Briggs-Gowan, M. J., & Carter, A. S. (2006). ITSEA/BITSEA: Infant-Toddler and Brief Infant-Toddler Social and Emotional Assessment. The Psychological Corporation: San Antonio: TX, USA.

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

Breinbauer, C. (2008). Guidelines for early identification, screening, and clinical management of children with autism spectrum disorders. Pediatrics, 121(4), 828–830. https://doi.org/10.1542/peds.2007-3833

Breinbauer, C., Mancil, T. L., & Greenspan, S. (2010). The Bayley-III social-emotional scale. In Bayley-III Clinical Use and Interpretation (pp. 147–175). Academic Press. https://doi.org/10.1016/B978-0-12-374177-6.10005-4

Bolten, M. I. (2013). Infant psychiatric disorders. European Child & Adolescent Psychiatry, 22(1), 69–74. https://doi.org/10.1007/s00787-012-0364-8

Burt, K. B., Obradović, J., Long, J. D., & Masten, A. S. (2008). The interplay of social competence and psychopathology over 20 years: Testing transactional and cascade models. Child Development, 79, 359–374. https://doi.org/10.1111/j.1467-8624.2007.01130.x

Chung, S., & McBride, A. M. (2015). Social and emotional learning in middle school curricula: A service learning model based on positive youth development. Children and Youth Services Review, 53, 192–200. https://doi.org/10.1016/j.childyouth.2015.04.008

Cicchetti, D. (Ed.). (1993). Milestones in the development of resilience. University Press.

Dekker, M. C., Ferdinand, R. F., Van Lang, N. D., Bongers, I. L., Van Der Ende, J., & Verhulst, F. C. (2007). Developmental trajectories of depressive symptoms from early childhood to late adolescence: gender differences and adult outcome. Journal of Child Psychology and Psychiatry, 48(7), 657–666. https://doi.org/10.1111/j.1469-7610.2007.01742.x

Domitrovich, C. E., Durlak, J. A., Staley, K. C., & Weissberg, R. P. (2017). Socialemotional competence: An essential factor for promoting positive adjustment and reducing risk in school children. Child Development, 88, 408–416. https://doi.org/10.1111/cdev.12739

Flamant, C., Branger, B., Nguyen the Tich, S., De La Rochebrochard, E., Savagner, C., Berlie, I., & Rozé, J.-C. (2011) Parent-completed developmental screening in premature children: A valid tool for follow-up programs. PLoS ONE, 6, e20004. https://doi.org/10.1371/journal.pone.0020004

Garcia, J. L., Heckman, J. J., Leaf, E., & Prados, M. J. (2017). Quantifying the life-cycle benefits of a prototypical early childhood program. National Bureau of Economic Research.

Glascoe, F. P. (2005). Screening for developmental and behavioral problems. Mental Retardation and Developmental Disabilities Research Reviews, 1(3), 173–179. http://dx.doi.org/10.3386/w23479

Greenspan, S. I. (2004). Greenspan Social-Emotional Growth Chart: A Screening Questionnaire for Infants and Young Children. San Antonio: Harcourt Assessment.

Greenspan, S. I., Brazelton, T. B., Cordero, J., Solomon, R., Bauman, M. L., Robinson, R., Shanker, S., & Breinbauer, C. (2008). Guidelines for early identification, screening, and clinical management of children with autism spectrum disorders. Pediatrics, 121(4), 828–830. https://doi.org/10.1542/peds.2007-3833

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 and Allied Disciplines, 50, 562–570. https://doi.org/10.1111/j.1469-7610.2008.02015.x

Heo, K. H., & Squires, J. (2012). Cultural adaptation of a parent completed social emotional screening instrument for young children: Ages and stages questionnairesocial emotional. Early Human Development, 88, 151–158. https://doi.org/10.1016/j.earlhumdev.2011.07.019

Huang, J., Sherraden, M., Kim, Y., & Clancy, M. (2014). Effects of Child Development Accounts on early social-emotional development: An experimental test. JAMA Pediatrics, 168(3), 265–271. https://doi.org/10.1001/jamapediatrics.2013.4643

Immordino-Yang, M. H., Darling-Hammond, L., & Krone, C. (2018). The brain basis for integrated social, emotional, and academic development: How emotions and social relationships drive learning. Aspen Institute National Commission on Social, Emotional and Academic Development.

Jones, D. E., Greenberg, M., & Crowley, M. (2015). Early social-emotional functioning and public health: The relationship between kindergarten social competence and future wellness. American Journal of Public Health, 105, 2283–2290. https://doi.org/10.2105/AJPH.2015.302630

Kaldoja, M. L., & Kolk, A. (2012). Social-emotional behaviour in infants and toddlers with mild traumatic brain injury. Brain Injury, 26(7–8), 1005–1013. https://doi.org/10.3109/02699052.2012.660516.

Kaldoja, M. L. (2015). Sotsiaalne pädevus. Teoses E. Kikas, A. Toomela (toim), Õppimine ja õpetamine kolmandas kooliastmes. Üldpädevused ja nende arendamine (lk 185−207). Tallinn: Eesti Ülikoolide Kirjastus.

Kaldoja, M. L., & Kolk, A. (2015). Does gender matter? Differences in social-emotional behavior among infants and toddlers before and after mild traumatic brain injury: a preliminary study. Journal of Child Neurology, 30(7), 860–867. https://doi.org/10.1177/0883073814544705

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

Kiusamisest vaba lasteaed ja kool (2010). Loetud aadressil http://kiusamisestvabaks.ee/.

Koolieelse lasteasutuse riiklik õppekava (2008). Riigi Teataja, 29.05.2008, 23. Loetud aadressil https://www.riigiteataja.ee/akt/13351772.

Kutseharidusstandard (2013). Riigi Teataja, 28.08.2013, 13. Loetud aadressil https://www.riigiteataja.ee/akt/128082013013.

Lalkhen, A. G., & McCluskey, A. (2008). Clinical tests: sensitivity and specificity. Continuing Education in Anaesthesia, Critical Care & Pain, 8(6), 221–223. https://doi.org/10.1093/bjaceaccp/mkn041

Lopez, M. L., Tarullo, L. B., Forness, S. R., & Boyce, C. A. (2000). Early identification and intervention: Head Start’s response to mental health challenges. Early Education and Development, 11(3), 265–282. https://doi.org/10.1207/s15566935eed1103_3

Marks, K. P., Sjö, N. M., & Wilson, P. (2018). Comparative use of the Ages and Stages Questionnaires in the USA and Scandinavia: a systematic review. Developmental Medicine & Child Neurology, 61(4), 419–430. https://doi.org/10.1111/dmcn.14044

Meagher, S. M., Arnold, D. H., Doctoroff, G. L., Dobbs, J., & Fisher, P. H. (2009). Social–emotional problems in early childhood and the development of depressive symptoms in school-age children. Early Education and Development, 20(1), 1–24. https://doi.org/10.1080/10409280801947114

Mäeots, A. (2019). ASQ:SE-2 küsimustike sobivus eesti laste sotsiaal-emotsionaalse arengu sõeltestimiseks. Magistritöö, Haridusteaduste instituut, Tallinna Ülikool.

Oja, L., Piksööt, J., Aasvee, K., Haav, A., Kasvandik, L., Kukk, M., Kukke, K., Rahno, J., Saapar, M., & Vorobjov, S. (2019). Eesti kooliõpilaste tervisekäitumine. 2017/2018. õppeaasta uuringu raport. Tallinn: Tervise Arengu Instituut.

Olsson, C. A., McGee, R., Nada-Raja, S., & Williams, S. M. (2013). A 32-year longitudinal study of child and adolescent pathways to wellbeing in adulthood. Journal of Happiness Studies, 14, 1069–1083. https://doi.org/10.1007/s10902-012-9369-8

Pinto-Martin, J. A., Dunkle, M., Earls, M., Fliedner, D., & Landes, C. (2005) Developmental Stages of Developmental Screening: Steps to Implementation of a Successful Program. American Journal of Public Health, 95, 1928–1932. https://doi.org/10.1002/mrdd.20068

Põhikooli riiklik õppekava (2011). Riigi Teataja, 29.08.2014, 20. Loetud aadressil https://www.riigiteataja.ee/akt/129082014020.

Rhoades, B. L., Warren, H. K., Domitrovich, C. E., & Greenberg, M. T. (2011). Examining the link between preschool social-emotional competence and first grade academic achievement: The role of attention skills. Early Childhood Research Quarterly, 26(2), 182–191. https://doi.org/10.1016/j.ecresq.2010.07.003

Ringwalt, S. (2008). Developmental screening and assessment instruments with an emphasis on social and emotional development for young children ages birth through five. Chapel Hill: The University of North Carolina, FPG Child Development Institute, National Early Childhood Technical Assistance Center.

Samm-sammult programm (2013). Loetud aadressil http://samm-sammult.ee/.

Sklad, M., Diekstra, R., Ritter, M. D., Ben, J., & Gravesteijn, C. (2012). Effectiveness of school-based universal social, emotional, and behavioral programs: Do they enhance students’ development in the area of skill, behavior, and adjustment? Psychology in the Schools, 49(9), 892–909. https://doi.org/10.1002/pits.21641

Squires, J., Bricker, D., & Twombly, E. (2002). The Ages & Stages Questionnaires: Social- Emotional. A parent-completed, child-monitoring system for social-emotional behaviors. Baltimore, United States: Paul H. Brookes Publishing.

Squires, J., & Bricker, D. (2009). Ages & Stages Questionnaires®, Third Edition (ASQ®-3): A Parent-Completed Child Monitoring System. Baltimore: Paul H. Brookes Publishing Co., Inc.

Squires, J., Bricker, D., & Twombly, E. (2015). Ages & Stages Questionnaires: Social-Emotional, Second Edition (ASQ:SE-2) A parent-completed child monitoring system for social-emotional behaviors. User’s Guide. Baltimore, United States: Paul H. Brookes Publishing.

Thomson, K. C., Richardson, C. G., Gadermann, A. M., Emerson, S. D., Shoveller, J., & Guhn, M. (2019). Association of childhood social-emotional functioning profiles at school entry with early-onset mental health conditions. JAMA Network Open, 2(1), e186694–e186694. https://doi.org/10.1001/jamanetworkopen.2018.6694

Twombly, E., & Fink, G. (2004). Ages & Stages Learning Activities. PH Brookes Pub.

Velikonja, T., Edbrooke-Childs, J., Calderon, A., Sleed, M., Brown, A., & Deighton, J. (2016). The psychometric properties of the Ages & Stages Questionnaires for ages 2–2.5: A systematic review. Child: Care Health and Development, 43(1), 1–17. https://doi.org/10.1111/cch.12397

Webster-Stratton, C., & Reid, M. J. (2004). Strengthening social and emotional competence in young children – The foundation for early school readiness and success: Incredible years classroom social skills and problem-solving curriculum. Infants & Young Children, 17(2), 96–113. https://doi.org/10.1111/cch.12397

Wechsler, D., & Psychological Corporation. (2012). WPPSI-IV: Wechsler preschool and primary scale of intelligence–Fourth Edition. Bloomington, MN: Pearson, Psychological Corporation.

Wechsler, D., Fancello, G. S., & Cianchetti, C. (2014). WPPSI-IV: Wechsler preschool and primary scale of intelligence. Pearson Education.

Weissberg, R. P., & O’Brien, M. U. (2004). What Works in School-Based Social and Emotional Learning Programs for Positive Youth Development. The ANNALS of the American Academy of Political and Social Science, 591(1), 86–97. https://doi.org/10.1177/0002716203260093