Concurrent validity and clinical usefulness of several individually administered tests of children's social-emotional cognition.
In this study, the validity of 5 tests of children's social-emotional cognition, defined as their encoding, memory, and interpretation of social information, was tested. Participants were 126 clinic-referred children between the ages of 5 and 17. All 5 tests were evaluated in terms of their (a) concurrent validity, (b) incremental validity, and (c) clinical usefulness in predicting social functioning. Tests included measures of nonverbal sensitivity, social language, and social problem solving. Criterion measures included parent and teacher report of social functioning. Analyses support the concurrent validity of all measures, and the incremental validity and clinical usefulness of tests of pragmatic language and problem solving.
McKown
Clark
C
Departments of Pediatrics and Psychology, Rush University Medical Center, Rush Neurobehavioral Center, 9711 Skokie Boulevard, Skokie, IL 60076, USA. clark_a_mckown@rush.edu
D000293:Adolescent; D000339:Affect; D002648:Child; D002675:Child, Preschool; D003071:Cognition; D003710:Demography; D005260:Female; D006801:Humans; D008297:Male; D011340:Problem Solving; D015203:Reproducibility of Results; D012919:Social Behavior; D012938:Social Perception; D011795:Surveys and Questionnaires; D014888:Wechsler Scales