Scale of emotional development-Short.
BACKGROUND
Intellectual disability (ID) is often accompanied by delays in emotional development (ED) that may result in challenging behavior. Insight into emotional functioning is crucial for appropriate diagnostic assessment in adults with ID. However, few standardized assessment instruments are available.


OBJECTIVE
The aim of this study was to develop a short, psychometrically sound instrument for assessing levels of ED in individuals with ID: The Scale of Emotional Development - Short (SED-S), which can be applied to adults.


METHODS
The Scale for ED - Revised2(SED-R2) was taken as a point of departure. In a first step, the validity and observability of the items (N=556) in the SED-R2were assessed by 30 experts from Germany, Belgium, and The Netherlands. The SED-S was then constituted in a consecutive consensus process, in which items to be included were selected based on their assessments and subsequently rephrased, and in which the structure and method of administering the new scale were agreed upon.


RESULTS
The SED-S consists of 200 binary items describing five levels of emotional functioning (reference ages: 0-12 years) within eight domains: Relating to His/Her Own Body, Relating to Significant Others, Dealing with Change - Object Permanence, Differentiating Emotions, Relating to Peers, Engaging with the Material World, Communicating with Others, and Regulating Affect.


CONCLUSIONS
The SED-S offers an empirical-based, practical tool to assessing ED in adults with ID. Further research will be needed to meet the requirements of a standardized diagnostic instrument.
Königin-Elisabeth-Herzberge Hospital, Department of Psychiatry, Psychotherapy and Psychosomatics, Berlin, Germany. Electronic address: tanja.sappok@t-online.de.
Tanja
T
Sappok
St. Lukas-Klinik, Specialized Clinic for Individuals with Intellectual Disabilities, Department of Psychiatry and Psychotherapy, Liebenau, Germany.
Brian Fergus
BF
Barrett
Ghent University, Department of Special Needs Education, Ghent, Belgium.
Stijn
S
Vandevelde
Königin-Elisabeth-Herzberge Hospital, Department of Psychiatry, Psychotherapy and Psychosomatics, Berlin, Germany.
Manuel
M
Heinrich
University College Ghent, Faculty of Education, Health and Social Work, Ghent, Belgium.
Leen
L
Poppe
Department of Clinical Child and Family Studies, VU University Amsterdam, The Netherlands & Bartiméus, Doorn, The Netherlands.
Paula
P
Sterkenburg
Lunet Zorg, Health Centre, Eindhoven, The Netherlands.
Jolanda
J
Vonk
St. Lukas-Klinik, Specialized Clinic for Individuals with Intellectual Disabilities, Department of Psychiatry and Psychotherapy, Liebenau, Germany.
Juergen
J
Kolb
University College Ghent, Faculty of Education, Health and Social Work, Ghent, Belgium.
Claudia
C
Claes
Königin-Elisabeth-Herzberge Hospital, Department of Psychiatry, Psychotherapy and Psychosomatics, Berlin, Germany.
Thomas
T
Bergmann
Emeritus Professor University Nijmegen, Psychiatric Aspects of Intellectual Disability, Nijmegen, The Netherlands.
Anton
A
Došen
University College Ghent, Faculty of Education, Health and Social Work, Ghent, Belgium.
Filip
F
Morisse
D001530:Belgium; D002648:Child; D002657:Child Development; D002675:Child, Preschool; D032921:Consensus; D004644:Emotions; D005858:Germany; D006801:Humans; D007223:Infant; D008607:Intellectual Disability / Q000523:psychology*; D009426:Netherlands; D011594:Psychometrics; D011795:Surveys and Questionnaires
Assessment; Challenging behavior; Cross-cultural approach; Emotional development; Intellectual disability; Mental health