Abstract
ObjectiveTo construct a simple model containing predictors derived from Chinese Learning Accomplishment Profile (C-LAP) to better the evaluation of the social–emotional development of toddlers aged 24–36 months.MethodThe test results by C-LAP system and demographic information of toddlers aged 24–36 months were collected between 2013 and 2019 in Shanghai, China, whose guardians were voluntary to accept the investigation. We developed a norm with the dataset based on the study population. With the norm, stepwise regression and best subset analysis were applied to select predictors.ResultsRelying on the norm established and stepwise regression and also the best subset analysis, an optimal model containing only 6 indicators was finally determined and the nomogram of the model was constructed. In the training and validation dataset, the AUCs of the optimal model were 0.95 (95% CI: 0.94–0.96) and 0.88 (95% CI: 0.85–0.90), respectively. When the cutoff point of the model was set at 0.04, its sensitivity in training and validation dataset was 0.969 and 0.949, respectively, and the specificity in training and validation dataset is 0.802 and 0.736, respectively.ConclusionA simplified predictive model which includes only 6 items derived from C-LAP is developed to evaluate the probabilities of being at risk of developmental problem in social–emotional development for toddlers aged 24–36 months. Meanwhile, specificity and sensitivity of the model may be high enough for future fast screening.
Highlights
Social emotional competence is regarded as an important ability during the development of infants and toddlers, which includes the abilities to monitor and express both their negative or positive emotions, develop a kind relationship with peers and adults, and explore and learn from their surroundings [1]
Delays in social emotional development are considered to be associated with the increasing risk of some unpleasant outcomes at older age, comprising poor performance at school, mental problems, such as autism spectrum disorder, etc., [4, 5]
Referring to relevant literature [17], 200 eligible subjects were randomly selected in each month age group from the whole samples, and a total of 2,600 samples were eventually used for norm construction
Summary
Social emotional competence is regarded as an important ability during the development of infants and toddlers, which includes the abilities to monitor and express both their negative or positive emotions, develop a kind relationship with peers and adults, and explore and learn from their surroundings [1]. Emde [2] and Stern [3] emphasized the importance of exchanges of affective information with social partners early in life and indicate that the affective exchanges that occur early in the development lay the foundation for more complex types of communication. It is imperative to test the young children who may have social emotional developmental problems and refer them to professional institutions for further diagnosis
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