Brief Infant-Toddler Social and Emotional Assessment (BITSEA)

Kiss, Ivy Giserman; Carter, Alice S.

doi:10.1007/978-1-4614-6435-8_102182-1

Cited by 3 publications

(5 citation statements)

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“…There is evidence to support the use of the BITSEA with a high-risk population in a primary care setting even though our results do not support its use as a stand-alone screener for ASD. Asking caregivers to fill out a questionnaire about social-emotional development may reduce discomfort that can accompany questionnaires that query ASD specifically, especially for families who have not raised any concerns about ASD-related behavior in their younger children (Giserman Kiss & Carter, 2017; Zwaigenbaum et al, 2015). Furthermore, querying social-emotional differences in HR siblings provides clinically meaningful information by age one; up to 30% of caregivers have retrospectively recalled social-emotional developmental challenges (De Giacomo & Fombonne, 1998) and parents of HR siblings have prospectively endorsed more such challenges in children who are later diagnosed with ASD (Sacrey et al, 2015) during this period.…”

Section: Discussionmentioning

confidence: 99%

“…As a Level 1 screen (Briggs-Gowan et al, 2002), the BITSEA has two subscales, Social Competency (hereafter, Competency) and Problem Behaviors (hereafter, Problems). Subscales were calculated if fewer than three items were missing (Giserman Kiss & Carter, 2017). For the scales with two or fewer missing items, 3-year outcome group mean values for the missing item were placed in the empty cell, resulting in replacement of less than 1% of values for each group (0.09% of cells in the LR group and 0.37% of cells in the HR group).…”

Section: Methodsmentioning

confidence: 99%

“…The BITSEA (Briggs-Gowan et al, 2006) is a 42-item parent-completed questionnaire for children between the ages of 11 and 48 months used to rate social and emotional problem behavior and social competence in the general population. Previous studies using the BITSEA have shown its utility in predicting mental health challenges and parent and teacher ratings of psychopathology in children screened before age 4 years (Briggs-Gowan & Carter, 2008; Briggs-Gowan et al, 2013; Giserman Kiss et al, 2017). The BITSEA developers have added scales specific to autism spectrum disorder (ASD) in an attempt to support its use as an early detection tool for ASD (Briggs-Gowan et al, 2006; Gardner et al, 2013; Giserman Kiss & Carter, 2017).…”

mentioning

confidence: 99%

“…Previous studies using the BITSEA have shown its utility in predicting mental health challenges and parent and teacher ratings of psychopathology in children screened before age 4 years (Briggs-Gowan & Carter, 2008; Briggs-Gowan et al, 2013; Giserman Kiss et al, 2017). The BITSEA developers have added scales specific to autism spectrum disorder (ASD) in an attempt to support its use as an early detection tool for ASD (Briggs-Gowan et al, 2006; Gardner et al, 2013; Giserman Kiss & Carter, 2017). They reported acceptable levels of sensitivity (>.70) for distinguishing children with ASD from children without ASD children under 4 years old (Giserman Kiss, Feldman, Sheldrick, & Carter, 2017; Kruizinga et al, 2014).…”

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confidence: 99%

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The association between social emotional development and symptom presentation in autism spectrum disorder

et al. 2020

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Understanding differences in social-emotional behavior can help identify atypical development. This study examined the differences in social-emotional development in children at increased risk of an autism spectrum disorder (ASD) diagnosis (infant siblings of children diagnosed with the disorder). Parents completed the Brief Infant-Toddler Social-Emotional Assessment (BITSEA) to determine its ability to flag children with later-diagnosed ASD in a high-risk (HR) sibling population. Parents of HR (n = 311) and low-risk (LR; no family history of ASD; n = 127) children completed the BITSEA when their children were 18 months old and all children underwent a diagnostic assessment for ASD at age 3 years. All six subscales of the BITSEA (Problems, Competence, ASD Problems, ASD Competence, Total ASD Score, and Red Flags) distinguished between those in the HR group who were diagnosed with ASD (n = 84) compared to non-ASD-diagnosed children (both HR-N and LR). One subscale (BITSEA Competence) differentiated between the HR children not diagnosed with ASD and the LR group. The results suggest that tracking early social-emotional development may have implications for all HR children, as they are at increased risk of ASD but also other developmental or mental health conditions.

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Section: Discussionmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

mentioning

confidence: 99%

mentioning

confidence: 99%

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The association between social emotional development and symptom presentation in autism spectrum disorder

et al. 2020

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“…The Brief Infant Toddler Social and Emotional Assessment (BITSEA, parent and teacher report) [ 36 ] is used to map children’s social/emotional/behavior problems and delayed development across 4 domains: externalizing, internalizing, dysregulation, and competence.…”

Section: Methodsmentioning

confidence: 99%

A Model of Intervention and Implementation of Quality Building and Quality Control in Childcare Centers to Strengthen the Mental Health and Development of 1-3–Year Olds: Protocol for a Randomized Controlled Trial of Thrive by Three

Lekhal¹,

Drugli²,

Berg-Nielsen³

et al. 2020

JMIR Res Protoc

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Background Universal, high-quality childcare offers a unique opportunity to prevent developmental trajectories leading to mental health problems. Yet, growing evidence has shown that the process quality of Norwegian childcare centers varies considerably, and that research-based models for quality building are significantly lacking. Objective To examine whether a model for quality building in childcare centers, Thrive by Three, increases the quality of child–caregiver interactions, and promotes child development, well-being, and mental health. Methods The Thrive by Three study is a clustered randomized controlled trial involving 187 toddler groups in childcare centers across 7 municipalities within southern and central Norway. Each center is randomly allocated to the intervention or wait-list control group. Data are collected at 4 points: preintervention (T1), midway (T2), postintervention (T3), and 1-year postintervention (T4). Primary outcomes are changes in childcare quality measured by the Classroom Assessment Scoring System toddler version (CLASS), Student–Teacher Relationship Scale, Short Form (STRS-SF), and Life in Early Childhood Programs (LECP), as well as child development and mental health measured by The Brief Infant Toddler Social and Emotional Assessment (BITSEA, parent and teacher report), the Caregiver–Teacher Report Form (C-TRF), and Child Behavior Checklist (parent report) from the Achenbach System of Empirically Based Assessment (ASEBA) from 1.5 to 5 years, and child well-being measured by the Leiden Inventory for Child’s Well-Being in Day Care (LICW-D). Secondary outcomes are child cortisol levels, assessed in a subsample of 372 children. Results As of August 2020, a total of 1531 children and 769 staff from 187 toddler groups were recruited. Because of turnover, the recruitment of staff will be ongoing until August 2020. As of January 2020, the intervention group has been working with Thrive by Three for 1.5 years. Data at T1, T2, and T3 from both the intervention and control groups have been completed and T4 will be completed in August 2020. Conclusions This study makes an important contribution to the field of quality building in childcare centers. The results will provide greater insight into how high quality can be obtained and the effects of high-quality early childcare on child mental health. This in turn will be significant for policymakers and to the Norwegian society at large. Trial Registration ClinicalTrials.gov NCT03879733; https://clinicaltrials.gov/ct2/show/NCT03879733 and Norwegian Research Council 260624/H10; https://prosjektbanken.forskningsradet.no/#/project/NFR/260624/Sprak=en International Registered Report Identifier (IRRID) DERR1-10.2196/17726

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A Model of Intervention and Implementation of Quality Building and Quality Control in Childcare Centers to Strengthen the Mental Health and Development of 1-3–Year Olds: Protocol for a Randomized Controlled Trial of Thrive by Three (Preprint)

Lekhal¹,

Drugli²,

Berg-Nielsen³

et al. 2020

Preprint

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UNSTRUCTURED Background: Universal, high quality childcare offers a unique opportunity to prevent developmental trajectories leading to mental health problems. Yet, growing evidence has shown that the process quality of Norwegian childcare centers varies greatly, and there is a lack of research based model for quality-building. The primary aim of this study is to evaluate a model for quality-building in childcare centers, Thrive by Three, to increase the quality of child-caregiver interactions, and promote child development, well-being and mental health. Methods: The study is a clustered randomized controlled trial involving 187 toddler-groups in childcare centers across seven municipalities within southern and central Norway. Each center is randomly allocated to the intervention or waitlist (control) group. Data is collected at four points: pre-intervention, mid-way, post-intervention, 1-year post- intervention. The primary outcomes will be changes in child-care quality measured by the Classroom Assessment Scoring System (CLASS) toddler version, Student-Teacher Relationship Scale short form (STRS-SF), and Life in Early Childhood Programs (LECP), as well as child development and mental health, measured by the The Brief Infant Toddler Social and Emotional Assessment (BITSEA, parent and teacher report), the Caregiver -Teacher Report Form (C-TRF, teacher report) and Child Behavior Checklist (CBCL, parent report) from the Achenbach ASEBA from 1,5-5 years, and child well-being measured by the Leiden Inventory for Child’s Well-Being in Day Care (LICW-D). Secondary Child cortisol levels will be assessed in a subsample of 300 children. Discussion: The present study makes an important contribution to the field regarding quality-building in childcare centers. The results will provide greater insight into how high quality can be obtained and the effects of high-quality early childcare on child mental health. This in turn will be significant for policymakers and to the Norwegian society at large. Trial registration: Clinical Trials NCT03879733, Registered on March 25, 2019.

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Brief Infant-Toddler Social and Emotional Assessment (BITSEA)

Cited by 3 publications

References 14 publications

The association between social emotional development and symptom presentation in autism spectrum disorder

The association between social emotional development and symptom presentation in autism spectrum disorder

A Model of Intervention and Implementation of Quality Building and Quality Control in Childcare Centers to Strengthen the Mental Health and Development of 1-3–Year Olds: Protocol for a Randomized Controlled Trial of Thrive by Three

A Model of Intervention and Implementation of Quality Building and Quality Control in Childcare Centers to Strengthen the Mental Health and Development of 1-3–Year Olds: Protocol for a Randomized Controlled Trial of Thrive by Three (Preprint)

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