Devereux Early Childhood Assessment

Abstract

This PDF file contains only Chapter 2 and Chapter 3 of the DECA-C Manual. There is no Technical Manual for DECA-C. These two chapters contain the following technical information: Standardization Reliability Validity Development and Standardization Development of the DECA-C Items Two approaches were used to develop the initial set of DECA-C items. First, the literature on resilience (e.g. Werner & Smith 1982, 1992) was carefully reviewed and behavioral descriptions of resilient children noted. In addition, focus groups with both preschool teachers and parents of preschoolers were conducted. In the focus group sessions, parents and teachers were asked to describe the behaviors of children who "were likely to do well" or that indicated that a child was "doing well" in regards to social and emotional health. Conversely, parents and teachers were also asked to describe behaviors that indicated a child was "likely to have problems." These behavioral descriptions were then used to generate rating scale items. Second, items related to emotional and behavioral problems found in some preschool children were selected from the childhood age level of the Devereux Scales of Mental Disorders (DSMD) (Naglieri, LeBuffe and Pfeiffer, 1994). The content of the DSMD was derived primarily from the diagnostic criteria of the Diagnostic and Statistical Manual of the American Psychiatric Association-Fourth Edition (DSM-IV) (APA, 1994). These two complementary approaches ensured that the DECA-C would provide a balanced examination of each child's protective factors and behavioral concerns. All the items were written to measure observable behaviors that require little or no inference on the part of the Rater. Careful attention was also paid to important psychometric qualities such as reliability and validity as well as ease of use of the scales. Throughout all phases of item development, the reading level of the items and rater directions were carefully considered so that the overall readability level of the text would be as low as possible. The item development phase resulted in a pool of items, which served as the starting point in the construction of the DECA-C. A pilot study was con-15 Chapter 2 ducted in the spring of 1997 to examine the usefulness of the initial set of items and their interrelationships. The results of the pilot study were used to create two forms, which were then used in the national standardization study. The first form (Form A) contained 53 items related to within-child protective factors in preschoolers. The second form (Form B) contained the same 53 protective factor items and an additional 77 items related to emotional and behavioral concerns found in some preschool children. These two different forms were developed because the DECA-C was standardized simultaneously with the DECA, which contains only protective factor items and a brief behavioral concern rating scale. National Standardization The DECA-C was standardized through a carefully prescribed method so that the sample would closely represent the United...

An Initial Investigation of Parenting Stress, Social-Emotional Protective Factors, and Behavior Concerns within a Head Start Population

“…The authors of the DECA report that the instrument has adequate psychometric properties. Internal reliability alpha coefficients for the scales based on parent ratings are: .84 (Initiative), .86 (Self-control), .76 (Attachment), .91 (Total Protective Factors), and .71 (Behavior Concerns) (Lebuffe & Naglieri, 1999).…”

“…The Devereux Early Childhood Assessment (DECA; LeBuffe & Naglieri, 1999) is a nationally, norm-referenced, strength-based assessment that evaluates protective and risk factors in preschool children. The DECA consists of 37 items; 27 items assess Total Protective Factors (TPF) and 10 items assess for Behavior Concerns (BC).…”

“…Protective factors are individual or environmental characteristics that promote or maintain healthy development and moderate or buffer the negative effects of stress (Rutter, 1979). Individual protective factors include behaviors such as self-control, initiative, attachment, and the ability to communicate effectively (LeBuffe & Naglieri, 1999). Children exhibiting these behaviors are more likely to have stronger relationships with parents, childcare providers and teachers.…”

“…As the investigation of protective factors grows, the development of measures assessing protective factors also continues to grow. The Devereux Early Childhood Assessment (DECA) is one strengths-based assessment for preschool-aged children (LeBuffe & Naglieri, 1999). The DECA has been used to evaluate protective and risk factors within Head Start populations.…”

The Relationship Between Prekindergarten Social and Emotional Development and Academic Success among Hispanic Children from Low-Income Families

“…Initiative is defined as a psychological feature that entices a person to achieve a desired goal (LeBuffe & Naglieri, 1998). The end result or goal is what is allowing the person to act or stay motivated.…”