CC BY
9
Psychology
Austrian Journal of Humanities and Social Sciences 5 - 6 (2020)
ISSN 2310-5593 (Print) / ISSN 2519-1209 (Online)
Psychology Пвдхология
UDC: 159.93
DOI: 10.29013/AJH-20-5.6-11-18
Yu. V. VAKULENKO
1
1 Taras Shevchenko National University of Kyiv, Ukraine
SENSE AND SELF-REGULATION CHECKLIST: ADAPTATION ON UKRAINIAN SAMPLE OF TYPICAL CHILDREN AND CHILDREN WITH AUTISM SPECTRUM DISORDER
Abstract
The purposes of the article are to describe and analyze Sense and self-regulation checklist, to consider the problem of feelings and self-regulation disturbances of typical children and children with autism spectrum disorder and to present the results of adaptation and approbation Sense and self-regulation checklist in the sample of Ukrainian children.
Methods. To achieve the aims of the article, we used the methods of theoretical analysis of modern research on the topic of the article, the methods for assessing psychometric data using statistical criteria. To calculate the points, the Excel 2016 was used, and to check the psychometric characteristics of the questionnaire, the statistical program IBM SPSS Statistics 23 was used.
The results of the research. The results of adaptation and approbation of the Sense and self-regulation checklist in the sample of Ukrainian children are presented. The scale was translated into Ukrainian from the original language (English) by a professional translator. In the adaptation of the questionnaire 446 children took part (229 typical children and 217 children with autism spectrum disorder). Psychometric characteristics showed a high and sufficient level. The procedure and interpretation of the study results were standardized. For this, the frequency distribution was calculated by the general indicator and additionally by age groups to determine the severity of sleep disturbances in children and adolescents. According to the results of frequency distribution, it was determined the overall distribution of scores, which gives the possibility to determine the presence and severity of the of feelings and self-regulation disturbances in children.
Conclusion. According to the aims of the article, we have consided the problem of feelings and self-regulation disturbances of typical children and children with autism spectrum disorder, analyzed the original questionnaire Sense and self-regulation checklist, translated it into Ukrainian, and successfully adapted, tested and standardized in the sample of Ukrainian children and adolescents with and without autism.
Scientific novelty. For the first time in Ukraine, The Sense and self-regulation checklist was adapted, psychodiagnostic tools for assessment of sensory disorders and self-regulation in children, in particular with autism spectrum disorder, were updated.
Practical value: The main points and conclusions of the article can be used in scientific and teaching activities, can serve as a reference point for further research, can be used in practical work with children, in particular children with autism spectrum disorder.
Key words: sensation, self-regulation, adaptation, reliability, validity, standardization, autism spectrum disorder, autism.
Austrian Journal of Humanities and Social Sciences 5-6 (2020) ' Psychology - ISSN 2310-5593 (Print) / ISSN 2519-1209 (Online) -
For citation: Vakulenko Yu. V. Sense and self-regulation checklist: adaptation on Ukrainian sample of typical children and children with autism spectrum disorder, Austrian Journal of Humanities and Social Sciences, 2020, No.5-6. - P. 11-18. DOI: https://doi.org/10.29013/AJH-20-5.6-11-18
Iintroduction
A sufficient number of children have problems with the processing and integration of sensory information. Studies show that 10 to 55% of children have difficulties in this area. This score increases to 40-88% for children with different diagnoses. Among children with autism, sensory processing disorders are quite common and range from 42% to 88% [8; 9]. Self-regulation refers to the critical skills acquired by children during their early development. Self-regulation disorders detected at the early age and at the preschool age can be successfully corrected before the onset of the younger school age, where self-regulation begins to play a key role [11]. However, in Ukraine there is still a lack of diagnostic techniques for the study of sensations and self-regulation. Therefore, we set out to describe and analyze the Sense and self-regulation checklist, to review current research on the topic of the article, and to present the adaptation, validation and standardization results of the Sense and self-regulation checklist self-regulation in the sample of Ukrainian children with autism spectrum disorder (ASD) and without such disorder (normotypical children) using parental reports.
Theoretical substantiation of the promlem
Sensory integration theory states that adequate processing and integration of sensory information is an important basis for the formation of adaptive behavior and the ability of the child to participate in daily activities, social activities, affect the quality of rest and sleep, learning. Identifying the difficulties involved in processing and integrating sensory information is important in identifying the actions needed, developing a plan of actions for professionals and parents [14].
Advanced sensory integration provides effective functioning in the surrounding environment, the ability to plan their own activities and to interact productively with others [13].
For the first time, the concept of regulation introduced P. Jeanne, who considered self-regulation as a process of mediating social norms and values, as a system of internal requirements that transform a person into an active subject. He also paid special attention to the self-regulation of L. S. Vygotsky, who interpreted the child's
development as mastering her behavior and its means of regulation [5].
Self-regulation, according to V. G. Krisko, V. L. Mar-ishchuk, A. K. Osnitsky, V. N. Pankratov—is the process of managing a person's own psychological and physiological states, as well as actions. Personal self-regulation is based on the ability to control the state of the muscular system of the body, the active volitional involvement of thought processes and the analysis and control of emotions. Psychological bases of self-regulation include the management of cognitive processes: perception, attention, imagination, thinking, memory, speech, as well as personality: behavior, emotions and actions — reactions to the situation. Self-regulation of each of these mental processes, properties and states of a person is associated with will and inner speech [6].
The object of self-regulation can be conditionally distinguished the following varieties: mental self-regulation of the physiological state, mental self-regulation of the mental state (thoughts, emotions, perception, etc.), mental self-regulation of behavior (activity) [7].
Self-regulation refers to the critical skills acquired by children during their development. The ability of children to be attentive when performing tasks, to regulate their emotions are important skills every day. These skills are at the heart of self-regulation. Researchers have shown that self-regulation skills at younger school age are particularly important because they are predictors of not only academic success but also the mental and physical health of children [11].
Self-regulation problems in young children, which include sleep problems, are at risk of children in danger of poor school adaptation [16].
L. I. Prokhorenko [10] believes that the ability of the child to self-regulation plays an important role in the organization of complex forms of voluntary activity of the younger student, which, first of all, refers to educational, and since the educational activity determines the emergence of major psychological tumors, it determines and overall mental development of the child, and contributes to the formation of personality as a whole.
Au & Gunzenhauser [1] have shown that self-regulation skills contribute to success in learning, socio-
Austrian Journal of Humanities and Social Sciences 5 - 6 (2020)
ISSN 2310-5593 (Print) / ISSN 2519-1209 (Online)
Psychology
emotional competencies and health promotion, while their absence puts children and adolescents at risk.
M. IE. Chaikovskyi [4] attributes such qualities of personality as the level of self-regulation and self-control to the index of inclusion. It establishes a relationship between the level of general and emotional self-regulation, unstable behavior, changing mood and impulsiveness of desires and intentions. This is due to immaturity, lack of self-control and the ability to reflect, which, according to the researcher, indicates the incompleteness of primary socialization. The low level of volitional self-regulation is characterized by increased lability, impulsiveness in behavior, decrease of working capacity, tendency to free interpretation of social norms.
For children with ASD, it has been found that they suffer from related problems, including impaired processing of sensory integration, impaired self-regulation of sleep, digestion, attention, behavior, etc. Comorbid symptoms are common in autism spectrum disorder associated with an increase in autism severity. Comorbid symptoms include abnormal sensory responses, sleep disturbances, gastrointestinal problems, self-destructive behavior, aggression and irritability [15].
Researchers Silva, L.M.T., Schalock, M. [12] conducted a significant number of in-depth interviews with parents of children with autism about patterns of self-regulation of the child in everyday life. As a result, they developed a questionnaire Sense and self-regulation checklist, in which one of the scales is self-regulation: self-regulation — orientation / attention / self-soothing / sleep; self-regulation — behavior: irritability, aggression, selfinjurious; self-regulation — toilet training; self-regulation — digestion.
There is currently a considerable body of research showing that children with autism spectrum disorder have difficulty regulating themselves. In studies comparing the self-regulation ofchildren with autism and their normative peers, according to parent reports, children with autism are more adaptable, less persistent, less focused and concentrated. The ability to regulate emotions is particularly difficult for children with ASD. They have difficulty understanding and differentiating their emotions [2].
The child's ability to self-regulate involves the use of executive function and metacognitive skills (such as problem solving, planning, comprehension), a recent meta-analysis concluded that children with autism spectrum disorder often exhibit executive dysfunction and significantly poorer outcomes than their normal results.
Understanding how children with autism use executive function skills when performing tasks that require them to self-regulate their behavior or emotions is not yet achieved. Children with autism spectrum disorder are also less likely to use "ordinary" strategies to regulate their behavior when solving problems. In particular, high rates of perseverative behavior regulation errors cause difficulties in self-care. Understanding the important role of self-regulation in the development of children with autism spectrum disorders and recognizing that these children are constantly confronted with a variety of persistent and adulthood self-regulation problems is extremely important for professionals and parents to promote self-regulation in children with autism disorder spectrum for their successful integration into society [2].
It is recommended that comorbid symptoms to be identified and treated since the diagnosis of autism [12].
Methodology and methods
Pursuant to the purpose of the article, a theoretical analysis of modern research on the subject of the article was conducted. The methodology was adapted, tested and standardized. Excel 2013 was used to calculate the sampled sample points, and the statistical program IBM SPSS Statistics 23 was used to test the psychometric characteristics of the methodology.
The authors of our customized diagnostic tool (Sense and self-regulation checklist) are researchers Silva, LMT & Schalock, M. [12]. This tool was designed as a questionnaire for parents, caregivers, or caregivers about co-morbid symptoms in autism after extensive interviews with parents of children with autism about their child's feelings and patterns of self-regulation in everyday life. It contains 65 statements — 61 straight and 4 inverted, which are divided into 8 subscales: Touch / Pain; Vision; Hearing; Taste / Smell; Self-regulation — Orientation / Attention / Self-soothing / Sleep; Self-regulation — Behavior: irritability, aggression, selfinjurious; Self-regulation — Toilet training; Self-regulation — Digestion. The statements of the questionnaire are evaluated according to the answers of the respondents — "never", "rarely", "sometimes" or "often". Score is achieved by summing the total score and by individual subscales. Acceptable internal consistency and reliability of the methodology have been demonstrated [12].
Although the questionnaire is focused on children with ASD, we have attempted to adapt the methodology to normotypic children, as normotypical children may also have difficulty with feelings and self-regulation.
Table 2. - The results of the test reliability analysis on a sample of normotype children
Austrian Journal of Humanities and Social Sciences 5 - 6 (2020)
Psychology
ISSN 2310-5593 (Print) / ISSN 2519-1209 (Online)
Results and discussions
In order to create an adequate psychodiagnostic instrumentation for the study of the features of sensory disorder and disorder of children's self — regulation, both with the normative and autism spectrum disorder, an attempt was made to adapt the methodology to the Ukrainian sample of preschool, junior and adolescent children using parental reports.
At the initial stage ofadaptation ofthe questionnnaire, the instructions and statements of the questionnaire were translated from English (original language) into Ukrainian with the involvement of a professional translator. The asymmetric translation was adapted, which made it possible to maintain the semantic load of statements and to comply with the requirements of the clarity and uniqueness of the formulations [3]. Subsequently, a translation into the original language was made to verify the equivalence of the adapted translation and some adjustments were made to the Ukrainian version of the questionnnaire.
Parents of446 children participated in the adaptation of the questionnaire: 229 normotypical children (116 boys and 113 girls from 3 to 16 years); 217 children with ASD (161 boys and 56 girls 3 to 16 years). Six groups of children were selected by age — preschool-age children (3-5 years; 75 children, 42 boys and 33 girls); preschool children with autism spectrum disorders (3-5 years; 73
children, 55 boys and 18 girls); younger school-age children (6-10 years; 103 children, 55 boys and 48 girls); younger school-age children with autism spectrum disorder (6-10 years; 100 children, 70 boys and 30 girls); adolescent children (11-16 years; 51 children, 19 boys and 32 girls); adolescents with autism spectrum disorder (11-16 years; 44 children, 36 boys and 8 girls).
The next step was to determine the psychometric characteristics of the questionnaire. To verify the reliability of the adapted questionnaire, an analysis of the internal consistency of the statements was performed. Alpha Cronbach's statistical indicator was used for this purpose.
According to modern statistics, the technique is characterized by sufficient reliability with the placement of the Alpha Cronbach coefficient in the range of 0.7 to 0.9. This arrangement of the criterion indicates that the values obtained in the methodology are close to those measured [3].
Alpha Cronbach's overall indicator for the questionnaire we adapted was 0.992, which indicates a high reliability index for internal consistency of assertions. We separately calculated the Alpha Cronbach index for the group of normotypic children at 0.986 and for the group of children with autism spectrum disorders at 0.988 (see Table 1), which shows a high reliability score for the internal consistency of the method assertions.
Table 1. - Statistics of internal consistency of statements
The total score Typical children Children with ASD
Alpha Cronbach's overall indicator 0.992 0.986 0.988
The number of subjects 446 229 217
The number of items 65
Primary research Secondary research
Primary research The Pearson correlation coefficient 1 0.911**
N 50 50
Secondary research The Pearson correlation coefficient 0.911** 1
N 50 50
The correlation has a value of 0.01 (two-sided).
To determine another reliability measure of the questionnaire we adapted, we used a statistical analysis of the retest reliability, which shows the stability of the results of the study over time [3]. To test the test-retest reliability, a retest was performed 1.5 months after the initial test. The retest sample was 50 normotypic children and
50 children with autism spectrum disorder who were retested. After the retest, a correlation analysis of the results of primary and secondary research was performed by The Pearson correlation coefficient. The results of the correlation analysis of the primary and retest indicate the stability of the results of the adapted questionnaire after
Psychology ' Austrian Journal of Humanities and Social Sciences 5 — 6 (2020) - ISSN 2310-5593 (Print) / ISSN 2519-1209 (Online) -
retesting. The Pearson correlation coefficient is 0.911 for 0.987 for the sample of children with autism spectrum the sample of normotypical children (see Table 2) and disorder (see Table 3).
Table 3. - The results of the test reliability analysis on a sample of children with autism spectrum disorder
Primary research Secondary research
Primary research The Pearson correlation coefficient 1 0.987**
N 50 50
Secondary research The Pearson correlation coefficient 0.987** 1
N 50 50
** The correlation has a value of 0.01 (two-sided).
In order to determine the variability of the answers ing to the general indicator, by the indicator in the group
and differentiate the severity of the studied trait, we used of children with autism spectrum disorder and in the
the analysis of frequency distributions by groups accord- group of normotypical children in general (see Table 4).
Table 4. - Analysis of frequency distributions by groups by general indicator
Percentiles
N 10 20 30 40 50 60 70 80 90
The total score 446 19 29.4 37 45 53 62 72.9 81 96.3
Children with ASD 217 41.8 50 60.4 68 75 79.8 85 96 103
Typical children 229 13 20 26 33 37 42 48 57 65
In addition, the analysis of frequency distributions years); younger school-age children with autism spec-
by age groups was carried out: preschool-age children trum disorder (6-10 years); adolescent children (11-16
(3-5 years); preschool children with autism spectrum years); adolescents with autism spectrum disorder (11-
disorder (3-5 years); younger school-age children (6-10 16 years) — (see Table 5).
Table 5. - Analysis of frequency distributions by age groups
Percentiles
N 10 20 30 40 50 60 70 80 90
3-5 ASD 73 43.2 54.6 62.4 68 75 81.8 88.8 96.2 109
3-5 Typical 75 14.2 25.2 31.4 36.4 39 42 51.4 60 63.4
6-10 ASD 100 43.1 50.4 58.9 69 75 78 83.7 98 100.8
6-10 Typical 103 14.4 21.8 27 33 36 41 46 50 66.8
11-16ASD 44 29 45 55.5 62 73 78 83 86 105.5
11-16 Typical 51 12 16.4 19 23.8 36 43.2 55.4 63 76.4
The above data indicates the high variability of the issues of the adapted questionnaire, which allows to obtain significant indices of differentiation of children and adolescents both normotypical and with autism spectrum disorder in terms of the severity of the disorder.
To analyze the quality of the questionnaire we adapted, we conducted an analysis of its validity — the correspondence between the level of expression of the investigated trait and the method of its diagnosis [3]. For the adapted version of the questionnaire, the
construct validity of the questionnaire subscales was analyzed.
Construct validity as the internal consistency of statements in the subscales was measured using Alpha Cronbach's (a) statistics. 8 questionnaire subscales were analyzed — Touch / Pain (16 statements), Vision (2 statements), Hearing (4 statements), Taste / Smell (4 statements), Self-regulation — Orientation / Attention / Self-soothing / Sleep (14 statements), Self-regulation — Behavior:
Austrian Journal of Humanities and Social Sciences 5-6 (2020) ' Psychology - ISSN 2310-5593 (Print) / ISSN 2519-1209 (Online) -
irritability, aggression, selfinjurious (10 statements), sample (see Table 6), sample of normotypical chil-Self-regulation — Toilet training (4 statements), Self- dren (see Table 7) and children with autism specregulation — Digestion (11 statements) for general trum disorder (see Table 8).
Table 6. - Construct validity of the general sample
Touch/ pain Vision Hearing Taste/ smell Self-regulation - Orientation / Attention / Self-soothing / Sleep Self-regulation - Behavior Self-regulation - Digestion Self-regulation - Toilet training
a 0.984 0.991 0.973 0.915 0.985 0.996 0.996 0.961
N 446 446 446 446 446 446 446 446
Table 7. - Construct validity of the sample of typical children
Touch/ pain Vision Hearing Taste/ smell Self-regulation - Orientation / Attention / Self-soothing / Sleep Self-regulation - Behavior Self-regulation - Digestion Self-regulation - Toilet training
a 0.985 0.955 0.958 0.967 0.989 0.993 0.992 0.713
N 229 229 229 229 229 229 229 229
Table 8. - Construct validity of the sample of children with ASD
Touch/ pain Vision Hearing Taste/ smell Self-regulation - Orientation / Attention / Self-soothing / Sleep Self-regulation - Behavior Self-regulation - Digestion Self-regulation - Toilet training
a 0.979 0.988 0.944 0.931 0.982 0.992 0.993 0.971
N 217 217 217 217 217 217 217 217
All subscales showed high and sufficient statistics of internal consistency. Thus, we have demonstrated a high level of construct validity as an internal consistency of statements in the subscales.
The last step in adapting the questionnaire was to standardize the procedure and interpret the results of the study. The final version of the adapted technique consists of 65 statements — 61 direct and 4 inverted, which are divided into 8 subscales: Touch / Pain; Vision; Hearing; Taste / Smell; Self-regulation — Orientation / Attention / Self-soothing / Sleep; Self-regulation — Behavior: irritability, aggression, selfinjurious; Self-regulation — Toilet training; Self-regulation — Digestion. The technique has the appropriate keys to calculate the total score and sub-score. According to the data obtained on the distribution of indicators by the method, the decision was made to distribute points at the following levels: problems are absent or insignificant — 0-35; 36-53 — mild severity of the problem; 54-76 — moderate severity of the problem; 77 and over is a high indicator of the problem.
Conclusions
The study of sensory disorder and disorder in self-regulation and related etiological factors in normotypical children are in demand, and in ASD they are still in the
embryonic state and need further research. Since domestic studies of such issues are relevant, there is a need to develop domestic and adaptation of foreign diagnostic tools to assess the presence and severity of violations of sensory and self-regulation in children.
According to the purpose of the article, the original Sense and self-regulation checklist methodology was analyzed, translated into Ukrainian and successfully adapted, tested and standardized on a sample of Ukrainian normative and autistic spectrum children. In particular, high levels of internal consistency of assertions and retest reliability were obtained, all subscales of the questionnaire showed high and sufficient internal consistency in statistical terms, therefore, we proved a high level of construct validity as internal consistency of assertions in subscales. Additionally, we analyzed frequency distributions by groups and age to determine the variability of responses and differentiation by the level of severity of the study trait, which showed a high variability of the questions of the adapted questionnaire, which allows to obtain significant indices of differentiation of children and adolescents both — normotypical and children with autism spectrum disorder by the levels of severity of violations.
Psychology
Austrian Journal of Humanities and Social Sciences 5 - 6 (2020)
- ISSN 2310-5593 (Print) / ISSN 2519-1209 (Online) -
The next task is to identify the etiologic and related dren, particularly in children with autism spectrum dis-
factors in sensory and self-regulation disorders in chil- order.
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Information about the author
Yuliia V. Vakulenko, PHD student of the Department of Psychodiagnostics and Clinical Psychology, The Faculty
of Psychology Taras Shevchenko National University of Kyiv
Address: 03680 Kiev, Ukraine, Academician Glushkov, 2a.
E-mail: vakulenko_yulia@ukr.net
ORCID: http://orcid.org/0000-0003-2354-4169
