SocialEmotionalAssessmentEvaluationMeasureSEAMResearchEditionExcerpt.pdf

Social-Emotional Preschool Assessment

for developmental range 36–66 months

Evaluation Measure

RESEARCH EDITION

Child’s name:_____________________________________________________ Child’s date of birth:_ ________________________

Family’s name:____________________________________________________ Today’s date:_ ______________________________

Name of person completing form:_ _________________________________ Date of administration:______________________

INSTRUCTIONS: Please read each SEAM item and think about your child’s behavior before selecting an answer. You may need to observe your child before selecting a response to the item. Each item is accompanied by several examples to give you ideas about how the behavior might look. These behaviors may be displayed in different ways depending on your child’s age, the developmental stage of your child, and the expectations of your culture and family. The way in which your child displays these behaviors may or may not be illustrated by the examples. It is not expected that all children will exhibit every behavior. The four scoring options include very true, somewhat true, rarely true, and not true. For example, when indicating whether your child shares and takes turns with other children, check the box under

Very true if your child shares and takes turns with other children consistently or most of the time
Somewhat true if your child shares and takes turns with other children sometimes, though not consistently
Rarely true if your child shares and takes turns with other children rarely or only once in a while
Not true if your child does not share and take turns with other children

In addition, each item has a circle that you can check to indicate if an item is a concern. Each item also has a triangle that you can check if you would like this item to become a focus area for your child.

SAMPLE

Social-Emotional Assessment/Evaluation Measure (SEAM™), Research Edition, by Jane Squires, Diane Bricker, Misti Waddell, Kristin Funk, Jantina Clifford, and Robert Hoselton. Copyright © 2014 Paul H. Brookes Publishing Co., Inc. All rights reserved.

Preschool Social-Emotional

C-1.0 PRESCHOOL-AGE CHILD DEMONSTRATES HEALTH
1.1 Child shows affection toward you and other familiar adults and children.
Some examples might be Smiles at other children, Calls friends by name, Hugs you and favorite friends, Makes plans to sit by you or favorite friends at lunch
1.2 Child talks and plays with you and other familiar adults and children.
Some examples might be Uses phrases or sentences to talk to others, Plays ball or other games with you, Names a friend with whom she likes to play, Plays favorite games with other children or adults, Engages in back-and-forth conversations with you and other familiar adults
1.3 Child uses words to let you know if he needs help, attention or comfort.
Some examples might be Asks for help to find a lost toy, Finds you when hurt and asks for a Band-Aid or hug, Talks about recent experiences (e.g., “At Granny's, I fell off my bike and hurt my foot”), Can resolve some conflicts with words (e.g., “It's my turn with the fire hat”)
1.4 Child plays with other children.
Some examples might be Plays in sandbox near other children, Plays imaginatively with peers for short times, Plays dress up with other children, sharing clothing, Plays pretend games such as kitty-cat, firefighters, or house, Plays imaginary games with peers that do not depend on objects (e.g., superheroes)

C-2.0 PRESCHOOL-AGE CHILD EXPRESSES A RANGE
2.1 Child smiles and laughs.
Some examples might be Laughs when another child makes a funny face, Smiles when you come to pick her up from child, Smiles and laughs when playing with peers, Laughs at fun books during group time
2.2 Child expresses a range of emotions using a variety of strands.
Some examples might be Laughs, cries, shouts in excitement, shows anger physically (e.g., crossing arms, stomping feet), Expresses many feelings (e.g., happy, sad, mad, tired), Says, “I'm mad at you,” or “I'm scared”
2.3 Child describes emotions of others.
Some examples might be Says, “He is sad” when another child cries, Identifies others’ emotions (e.g., says, “You’re tired” when teacher yawns), Describes others’ emotions and reason for the emotion (e.g., “Teacher, you are sad because the kids are noisy and not listening”)
2.4 Child identifies own emotions.
Some examples might be Says he is mad or upset when angry, Tells you he is happy when given a toy he wants, Identifies feelings and why he has them (e.g., “I am mad because I never get to be teacher's helper), Identifies some subtle feelings (e.g., frustration, disappointment, surprise)

C-3.0 PRESCHOOL-AGE CHILD REGULATES SOCIAL-EMOTION
3.1 Child can calm self after periods of exciting activity.
Some examples might be Calms down after a game of chase within 10 minutes, with some guidance from you, Stops laughing after funny event is over, Makes the transition from outside to inside activities
3.2 Child responds to peer's or caregiver's soothing when upset.
Some examples might be Quiets when physically comforted by you or a peer, Quiets in response to your comforting (e.g., “Sarah you will have a turn next”), Stops fretting when you explain why she needs to come inside
3.3 Child can calm self when upset within 5 minutes.
Some examples might be Stops fussing after a minor fall within a few minutes, Finds another activity after conflict with peer
3.4 Child remains calm in disappointing situations.
Some examples might be Finds another game or toy when you remove a favorite toy, with some guidance from you, Says it is okay when he did not win a prize

C-4.0 PRESCHOOL-AGE CHILD SHOWS EMPATHY FOR OTHERS
4.1 Child responds appropriately to others' emotional responses.
Some examples might be Laughs when group of children are enjoying a game, Gives a toy back when another child shows distress, Asks why a friend or caregiver is feeling sad or angry, Shows understanding that people have mixed emotions, may comment about peer (e.g., “She is sad and mad”)
4.2 Child tries to comfort others when they are upset.
Some examples might be Comforts another child who is crying by offering a toy or reassuring words (e.g., “Are you okay?”), Asks why adult is sad and listens to response, Expresses understanding of others' feelings (e.g., “It is sad that he doesn’t have a bike”)

C-6.0 PRESCHOOL-AGE CHILD DEMONSTRATES INDEPENDENCE
6.1 Child can leave you without distress.
Some examples might be Leaves you on park bench to play with friends in the playground, Tells you “Bye” and does not cry when left at family child care
6.2 Child tries new task before seeking help.
Some examples might be Tries to complete puzzle before seeking help, Tries to open jar before asking for assistance, Tries independently spreading peanut butter on toast or muffin
6.3 Child stays with or returns to challenging activities.
Some examples might be Asks to skate again after falling, Helps clean up until all objects are put away, Builds a block tower again after it falls over, Cleans up toys by self until all objects are put away

C-7.0 PRESCHOOL-AGE CHILD DISPLAYS A POSITIVE SENSE OF SELF-IMAGE
7.1 Child shows off work, takes pride in accomplishments.
Some examples might be Shows you a completed drawing, Says, “Look at me,” when painting, Tells other adults, “Watch me run fast,” Describes what she has done (e.g., “Mom, I cut this out, taped it, and put glitter on it. Isn’t it beautiful?”)
7.2 Child makes positive statements about self.
Some examples might be Tells you, “I can do it myself”, Describes performance, “I made a huge dinosaur”, Describes work, “My tower is taller than Fernando”, Describes traits, “I’m good at cutting”, Says, “I’m smart”
7.3 Child knows personal information.
Some examples might be Gives first name, age, and gender when asked, Tells you his first and last name and siblings' first names, Knows identifying information (e.g., phone number, address, birthday)

C-8.0 PRESCHOOL-AGE CHILD REGULATES ATTENTION
8.1 Child regulates her activity level to match setting.
Some examples might be Plays with peers in sandbox with safety reminders, Sits safely in the bath while bathing, with your supervision, Jumps and runs outside, Participates in small and large group with help from you or other adult, sits and listens to story with group, dances with friends to music, Entertains self, such as taking book to reading corner to look at pictures, Plays safely outside with peers or at parks, with your supervision
8.2 Child participates in early literacy activities.
Some examples might be Holds book correctly and turns pages, Recognizes a few letters of the alphabet, Copies and prints some letters and shapes, Recognizes many letters of the alphabet, printed name, and some words, Writes first name and many letters
8.3 Child stays with motor activity for 10 minutes or longer.
Some examples might be Rides tricycle for 10 minutes, Plays games such as Simon Says for 10 minutes
8.4 Child moves from one activity to another without problem.
Some examples might be Shifts from group time to free play activities, with adult prompt and without problems, Moves from bath to bed with adult prompt

C-10.0 PRESCHOOL-AGE CHILD SHOWS A RANGE OF ADAPTIVE SKILLS
10.1 Child asks for help when needed.
Some examples might be Asks you for help when hungry or thirsty, Finds you when needing help with problems (e.g., opening outside door), Gets cup of water when thirsty, Problem-solves with peer to decide rules of a game or roles in imaginary play (e.g., playing house or grocery store)
10.2 Child manages changes in settings and conditions.
Some examples might be Accepts changes in familiar routine (e.g., field trip school, father picking him up instead of mother), Adjusts to sleeping in a new place, Eats without problem in a restaurant
10.3 Child keeps herself safe in potentially dangerous conditions.
Some examples might be Waits for you or other adult before crossing a street, Climbs a jungle gym safely, Follows rules when in public (e.g., stopping at crosswalks, not going away with strangers)
10.4 Child feeds self and eats a variety of foods without a problem.
Some examples might be Eats most foods that are offered, Eats small bites of new foods, Eats with utensils and can pour juice from a pitcher jug, Prepares food (e.g., opens bag of fruit snacks, uses knife to spread peanut butter on crackers)
10.5 Child dresses self.
Some examples might be Undresses independently (no buttons or snaps), Dresses independently, Manipulates buttons, zippers, and shoes
10.6 Child uses the toilet appropriately.
Some examples might be Indicates need and seeks bathroom when necessary, Uses toilet with little help from caregiver and remains dry at night, Takes care of toileting needs independently
10.7 Child goes to bed and falls asleep without a problem.
Some examples might be Goes to bed when prompted by you, without crying, Follows naptime or sleeping routine at home, childcare, or preschool, Falls asleep shortly after going to bed

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