Outcome Measures for IECMHC
States, tribes, and communities are building the evidence that IECMHC works in early care and education. A common question is which tools to use to measure impact.
Use this Choose and Use tool to plan how you'll measure IECMHC outcomes. It summarizes 22 measures used in two or more IECMHC program evaluations, covering impact on children, teachers, teacher-child relationships, and classrooms or programs.
Child measures
Narrow the list with the filters, or start over to choose another domain.
Child · Screening ToolAges and Stages Questionnaires: Social-Emotional, Second Edition (ASQ-SE-2)
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- Level
- Child Level
- Type of Tool
- Screening Tool
- Construct
- Child's social-emotional competence; Challenging behaviors
- Respondent
- Teacher; Parent
- Language(s)
- English; Norwegian; French
- Length
- 10 to 15 minutes to complete; 2 to 3 minutes to score
- Description
- A screening tool with questions related to a child’s behavior and social interactions to detect developmental concerns related to self-regulation, compliance, communication, adaptive behaviors, autonomy, affect, and interaction with people.
- Subscales
- N/A
- Published Psychometrics?
- Yes Squires, J., Bricker, D., Twombly, E., Murphy, K., Hoselton, R., Dolata, J., & Chen, C. Y. (2015). ASQ: SE-2 technical report.
- Citation for Tool
- Bricker, D. D., Squires, J., & Twombly, E. (2002). Ages & Stages Questionnaires: Social-Emotional (ASQ: SE): A Parent-completed, Child-monitoring System for Social-Emotional Behaviors. Paul H. Brookes Publishing Company.
- In the Public Domain?
- No - Available for purchase on the Ages and Stages website
- Norms
- No norms
Child · Assessment ToolChild Behavior Checklist (CBCL) and Child Teacher Report Form (CTRF)
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- Level
- Child Level
- Type of Tool
- Assessment Tool
- Construct
- Challenging behaviors
- Respondent
- Teacher; Parent
- Language(s)
- English; Spanish; Chinese; Japanese; Hindi; German; Tagalog; Portuguese; Polish; Korean; Dutch; Other
- Length
- 20 to 30 minutes; 99 items
- Description
- A widely used measure of a broad range of challenging behaviors at home and at school, with scores that show the type of concern and possible diagnostic categories.
- Subscales
- Overall Scores: Externalizing, Internalizing, and Total Problem scores Syndrome Scales: Emotionally Reactive, Anxious/Depressed, Somatic Complaints, Withdrawn, Attention Problems, Aggressive Behavior, and Sleep Problems. DSM-oriented scales: Affective Problems, Anxiety Problems, Pervasive Developmental Problems, Attention Deficit/Hyperactivity Problems, Stress Problems, Autism Spectrum Problems, and Oppositional Defiant Problems.
- Published Psychometrics?
- Yes See for example: Ivanova, M. Y., Achenbach, T. M., Rescorla, L. A., Harder, V. S., Ang, R. P., Bilenberg, N., ... & Dobrean, A. (2010). Preschool psychopathology reported by parents in 23 societies: testing the seven-syndrome model of the child behavior checklist for ages 1.5–5. Journal of the American Academy of Child & Adolescent Psychiatry, 49(12), 1215-1224.
- Citation for Tool
- Achenbach, T.M., & Rescorla, L.A. (2001). Manual for the ASEBA School-Age Forms & Profiles. Burlington, VT: University of Vermont, Research Center for Children, Youth, & Families.
- In the Public Domain?
- No - Available for purchase on the ASEBA.org website
- Norms
- Has norms
Child · Assessment ToolDevereux Early Childhood Assessment (DECA-P, second edition, DECA-I/T, DECA-C)
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- Level
- Child Level
- Type of Tool
- Assessment Tool
- Construct
- Child's social-emotional competence
- Respondent
- Teacher; Parent
- Language(s)
- English; Spanish
- Length
- 5-10 minutes; DECA-P2 (38 items); DECA-I (33 items); DECA-T (36 items); DECA-C (62 items)
- Description
- An age-based behavior rating scale completed by parents and/or teachers that provides an assessment of within-child protective factors central to social and emotional health and resilience, as well as screening for behavioral concerns.
- Subscales
- Vary based on measure: DECA-I: Total Protective Factors, Initiative, Attachment/Relationship DECA-T: Total Protective Factors, Initiative, Self-Regulation, Attachment/Relationships DECA-P2: Total Protective Factors, Initiative, Self-Regulation, Attachment/Relationships, DECA-C: Total Protective Factors, Initiative, Self-Control, Attachment, Total Behavioral Concerns, Aggression, Attention Problems, Emotional Control Problems, Withdrawal/Depression, Increased Concern Items
- Published Psychometrics?
- Yes LeBuffe, P.A. & Naglieri, J.A. (2012). User’s guide and technical manual-preschool. Lewisville, NC: Kaplan Early Learning Company.
- Citation for Tool
- LeBuffe, P.A. & Naglieri, J.A. (2003). Devereux early childhood assessment—clinical form. Lewisville, NC: Kaplan Early Learning Company. Mackrain, M., LeBuffe, P., & Powell, G. (2007). Devereux early childhood assessment for infants and toddlers. Lewisville, NC: Kaplan Early Learning Company LeBuffe, P.A. & Naglieri, J.A. (2012). Devereux early childhood assessment for preschoolers, second edition. Lewisville, NC: Kaplan Early Learning Company.
- In the Public Domain?
- No - Available for purchase through the Devereux Center for Resilient Children
- Norms
- Has norms
Child · Screening Tool · Assessment ToolInfant-Toddler Social Emotional Assessment (ITSEA) and Brief Infant-Toddler Social Emotional Assessment (BITSEA)
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- Level
- Child Level
- Type of Tool
- Screening Tool Assessment Tool
- Construct
- Child's social-emotional competence; Challenging behaviors
- Respondent
- Teacher; Parent
- Language(s)
- English
- Length
- 7 to 15 minutes for BITSEA (42 items), about 30 minutes for ITSEA (166-173 items)
- Description
- A measure of social or emotional behavior problems and competencies in infants and toddlers 1-3 years old. The BITSEA is a screener whereas the ITSEA is an assessment.
- Subscales
- The BITSEA yields a Problem Total Score and a Competence Total Score. The ITSEA provides a full profile of problems and competencies, encompassing 17 subscales within 4 domains: 1) Externalizing, 2) Internalizing, 3) Dysregulation, 4) Competence. It also provides scores for three clusters: Maladaptive, Social Relatedness, and Atypical.
- Published Psychometrics?
- Yes Carter, A. S., Briggs-Gowan, M. J., Jones, S. M., & Little, T. D. (2003). The infant–toddler social and emotional assessment (ITSEA): Factor structure, reliability, and validity. Journal of abnormal child psychology, 31(5), 495-514.
- Citation for Tool
- Carter, A.S., & Briggs-Gowan, M. (2005). ITSEA BITSEA: The Infant-Toddler and Brief Infant Toddler Social Emotional Assessment. PsychCorp: San Antonio, TX.
- In the Public Domain?
- No - Available for purchase through Mapi Research Trust
- Norms
- No norms
Child · Screening ToolPreschool Expulsion Risk Measure
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- Level
- Child Level
- Type of Tool
- Screening Tool
- Construct
- Expulsion risk
- Respondent
- Teacher
- Language(s)
- English
- Length
- Less than 10 minutes; 12 items
- Description
- The PERM measures teacher factors that influence likelihood of expulsion for young children.
- Subscales
- Classroom Disruption, Fear of Accountability, Hopelessness, and Teacher Stress
- Published Psychometrics?
- Yes One study Gilliam, W. S., & Reyes, C. R. (2018). Teacher decision factors that lead to preschool expulsion. Infants & Young Children, 31(2), 93-108.
- Citation for Tool
- Gilliam, W. S., & Reyes, C. R. (2018). Teacher decision factors that lead to preschool expulsion. Infants & Young Children, 31(2), 93-108.
- In the Public Domain?
- Yes - Available on Research Gate
Child · Assessment ToolPreschool-Kindergarten Behavior Scales
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- Level
- Child Level
- Type of Tool
- Assessment Tool
- Construct
- Challenging behaviors; Child's social-emotional competence
- Respondent
- Teacher; Parent
- Language(s)
- English; Spanish
- Length
- 10 to 15 minutes; 76 items
- Description
- A rating scale that provides functional appraisal of problem behaviors and social skills in children ages 3 to 6 from the perspectives of teachers, parents, and other caregivers.
- Subscales
- The Social Skills scale has three subscales: Social Cooperation, Social Interaction, and Social Independence. The Problem Behaviors scale has two subscales: Internalizing Behaviors and Externalizing Behaviors
- Published Psychometrics?
- Yes Merrell, K. W. (2002). PKBS-2: Preschool and Kindergarten Behavior Scales: Examiner’s Manual (2nd ed.). Austin, TX: PRO-ED.
- Citation for Tool
- Merrell, K. W. (2002). PKBS-2: Preschool and Kindergarten Behavior Scales: Examiner’s Manual (2nd ed.). Austin, TX: PRO-ED.
- In the Public Domain?
- No - Available for purchase through Pro-Ed, Inc.
- Norms
- Has norms
Child · Assessment ToolSocial Skills Rating System (SSRS) (now called Social Skills Improvement System [SSIS])
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- Level
- Child Level
- Type of Tool
- Assessment Tool
- Construct
- Challenging behaviors; Child's social-emotional competence
- Respondent
- Teacher; Parent
- Language(s)
- English; Spanish
- Length
- 15 to 20 minutes; 40 to 57 items
- Description
- A rating scale that measures behavior problems, social skills, and academic competence intended for universal screening, intervention planning, and/or progress monitoring.
- Subscales
- Problem Behaviors scale (Externalizing, Internalizing, Hyperactivity) Social Skills scale (Cooperation, Empathy. Assertion, Responsibility, and Self-Control) Academic Competence Scale
- Published Psychometrics?
- Yes Gresham, FM, Elliott, SN (2008) Social skills improvement system: Rating scales. Pearson Assessments, Bloomington, MN
- Citation for Tool
- Gresham, F. M., & Elliott, S. N. (1990). The Social Skills Rating System. Circle Pines, MN: American Guidance Service. Gresham, F. M., Elliott, S. N. (2008). Social skills improvement system: Rating scales. Pearson Assessments., Bloomington, MN.
- In the Public Domain?
- No - Available for purchase through Pearson Assessments
- Norms
- Has norms
Child · Screening ToolStrengths and Difficulties Questionnaire (SDQ) (Child)
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- Level
- Child Level
- Type of Tool
- Screening Tool
- Construct
- Challenging behaviors; Child's social-emotional competence
- Respondent
- Teacher; Parent
- Language(s)
- English; Afrikaans; Arabic; Chinese; Dutch; Farsi; Hindi; Italian; Japanese; Korean; Punjabi; Russian; Spanish; Thai; Urdu; Other
- Length
- 5-10 minutes; 25 items (plus 31 items for impact supplement, 32 items for follow-up)
- Description
- A brief mental health screening questionnaire. The optional impact supplement quantifies functional impairment and the follow-up version assesses change over time. This measure can be used to screen an individual child or to gauge the prevalence and impact of behavioral challenges in a classroom.
- Subscales
- Total difficulties score, prosocial behavior, peer problems, emotional problems, hyperactivity, and conduct problems. In addition, there is an Impact score if the SDQ impact supplement is used
- Published Psychometrics?
- Yes See for example: Goodman, R., & Scott, S. (1999). Comparing the Strengths and Difficulties Questionnaire and the Child Behavior Checklist: is small beautiful?. Journal of abnormal child psychology, 27(1), 17-24.
- Citation for Tool
- Goodman, R. (1997). The Strengths and Difficulties Questionnaire: a research note. Journal of child psychology and psychiatry, 38(5), 581-586.
- In the Public Domain?
- Yes - Available through sdqinfo.org
- Norms
- No norms
Child · Assessment ToolSutter-Eyberg Student Behavior Inventory-Revised
DetailsClose
- Level
- Child Level
- Type of Tool
- Assessment Tool
- Construct
- Challenging behaviors
- Respondent
- Teacher
- Language(s)
- English; Spanish
- Length
- 5-10 minutes; 38 items
- Description
- A teacher-report measure used to assess conduct problems in youth ages 2 to 16. Teachers are able to indicate the current frequency of behavior problems and to indicate whether they find the behaviors to be problematic.
- Subscales
- Problem Scale Intensity Scale
- Published Psychometrics?
- Yes See for example: Querido, J. G., & Eyberg, S. M. (2003). Psychometric properties of the sutter-eyberg student behavior inventory-revised with preschool children. Behavior Therapy, 34(1), 1-15.
- Citation for Tool
- Eyberg, S., & Pincus, D. (1999). Eyberg Child Behavior Inventory & Sutter-Eyberg Student Behavior Inventory-Revised: Professional Manual. Odessa, FL: Psychological Assessment Resources.
- In the Public Domain?
- No - Available for purchase from Psychology Assessment Resources, Inc.
- Norms
- Has norms
Child · Assessment ToolThe Behavior Assessment System for Children, Third Edition (BASC-3)
DetailsClose
- Level
- Child Level
- Type of Tool
- Assessment Tool
- Construct
- Child's social-emotional competence; Challenging behaviors
- Respondent
- Teacher; Parent
- Language(s)
- English; Spanish
- Length
- 10 to 20 minutes for Teacher Rating Scale (TRS) and Parent Rating Scales (PRS); 105-165 items
- Description
- A tool that describes children’s observed adaptive and problem behaviors, including internalizing and externalizing problems. Subscales include a wide range of commonly occurring behavioral and emotional difficulties among young children.
- Subscales
- 4 Composite scales: Adaptive Skills, Behavioral Symptoms Index, Externalizing Problems, Internalizing Problems 11 Clinical and Adaptive Scales (e.g., Anxiety, Adaptability) 6 Content scales (e.g., Anger Control, Developmental Social Disorders) 2 Clinical Index scales (e.g., Functional Impairment Index) 4 Executive Functioning Index Scales (e.g., Emotional Control Index)
- Published Psychometrics?
- Yes See for example: Reynolds, C. R., & Kamphaus, R. W. (2015). Behaviour Assessment System for Children– Third Edition Manual. Circle Pines, MN: American Guidance Service.
- Citation for Tool
- Reynolds, C. R., Kamphaus, R. W., & Vannest, K. J. (2015). BASC3: Behavior assessment system for children. PsychCorp.
- In the Public Domain?
- No - Available for purchase through Pearson Assessments; scoring for purchase on Q-Global
- Norms
- Has norms
Disclaimers
Don't limit your data collection to these measures. They are outcome measures: they show how IECMHC affects children, classrooms, and programs. Also collect implementation data (how IECMHC is delivered) and process data (the near-term changes that lead to those outcomes).
Many families who use IECMHC face wide racial and ethnic disparities in access to opportunity. Programs and systems leaders should always collect demographic data, and always break down outcome, process, and implementation data by race/ethnicity, income, language, and disability status.
Make evaluation decisions in light of your program's theory of change, setting, and the people you serve. Where you can, choose measures normed on the populations you serve and available in a language families understand.
In addition to using the Choose and Use Guide, we recommend you also contact the CoE to request technical assistance to refine your decisions about which tools to select.
Need help choosing?
Request technical assistance from the Center of Excellence to help you decide which tools to use.