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Revision of the Functional Emotional Assessment Scale

            “A baby alone does not exist” – (Winnicott, 1965)

          A child’s well-being is embedded in relationships

  

Little is known about appropriate diagnostic approaches or the developmental course of mental health problems in children under 3 years of age.

There is significant need for research on level of impairment as a step toward supporting reliable systematic clinical decision-making and determination of treatment needs in children under 3-years of age.

What does impairment look like in an infant or toddler? (Carter, Briggs-Gowan, Davis, 2004)

  • Difficulty in forming and maintaining relationships
  • Difficulty with regulation and interest in the world
  • Difficulty with communication,
  • Difficulty with behavioral organization
  • Difficulty with problem solving and representational capacity

Purpose:

The ultimate goal of this project is to evaluate and revise an existing research based, observational measure of child social and emotional functioning, the Functional Emotional Assessment Scale (FEAS) as a measure of impairment

For this study, we hope to :

  • Explore the criteria needed for a useful and appropriate measure of impairment for infants
  • Explore what coding instruments are currently available , with emphasis on the Functional Emotional Assessment Scale
  • Test reliability and validity of a revised version of the FEAS using existing data from two existing data sets

Study Timeline

Available Assessments for Infants and Toddlers