Format

Send to

Choose Destination
Clin Child Fam Psychol Rev. 2019 Feb 8. doi: 10.1007/s10567-019-00282-4. [Epub ahead of print]

Towards Scalable, Integrative Assessment of Children's Self-Regulatory Capabilities: New Applications of Digital Technology.

Author information

1
Family Action Centre, Faculty of Health and Medicine, University of Newcastle, Callaghan, 2308, NSW, Australia. Jamin.Day@newcastle.edu.au.
2
Griffith Criminology Institute, Griffith University, Mount Gravatt, 4122, QLD, Australia.
3
Family Action Centre, Faculty of Health and Medicine, University of Newcastle, Callaghan, 2308, NSW, Australia.

Abstract

The assessment of self-regulation in children is of significant interest to researchers within education, clinical and developmental psychology, and clinical neuroscience, given its importance to adaptive functioning across a wide range of social, educational, interpersonal, educational and health domains. Because self-regulation is a complex, multidimensional construct, a range of assessment approaches have been developed to assess its various components including behavioural, cognitive and emotional domains. In recent years, digital technology has been increasingly used to enhance or supplement existing measurement approaches; however, developments have predominantly focused on translating traditional testing paradigms into digital formats. There is a need for more innovation in digital psychological assessments that harness modern mechanisms such as game-based design and interactivity. Such approaches have potential for the development of scalable, adaptable universal approaches to screening and assessment of children's self-regulatory capabilities, to facilitate early identification of difficulties in individuals and also guide planning and decision-making at a population level. We highlight a novel, innovative digital assessment tool for children called Rumble's Quest, a new measure of children's socio-emotional functioning that shows promise as an integrative assessment of well-being and self-regulation, and which incorporates both self-report and direct assessment of cognitive self-regulation. This tool is scalable, can be integrated into normal classroom activities, and forms part of a comprehensive prevention support system that can be used to guide stakeholders' decision-making regarding early intervention and support at the individual, classroom, school and community level. We finish by discussing other innovative possibilities for psychological assessment with children, using new and emerging technologies and assessment approaches.

KEYWORDS:

Children; Digital technology; Psychological assessment; Self-regulation

PMID:
30737606
DOI:
10.1007/s10567-019-00282-4

Supplemental Content

Full text links

Icon for Springer
Loading ...
Support Center