Research – Preschool

Our Preschool Initiative strives to conduct research to provide the evidence base for our resources, advance the state of knowledge in our field, and to provide information that will contribute to advocacy efforts for preschoolers’ social and emotional health.

The Devereux Early Childhood Assessment Preschool, 2nd Edition (DECA-P2), is a nationally standardized, norm-referenced, reliable and valid assessment tool. This tool, which meets/exceeds professional standards, measures three within-child protective factors and screens for behavioral concerns in children age 3 through 5 years old.

The Devereux Early Childhood Assessment Clinical (DECA-C), is a nationally standardized, norm-referenced, reliable and valid behavior rating scale. This tool is designed to be used for preschoolers with social-emotional problems or significant behavioral concerns, ages 2 through 5 years old. The DECA-C measures three protective factor scales and four behavioral concern scales, and must be interpreted by a behavioral healthcare or special education professional.

Summary & Technical Information on the DECA-P2 and DECA-C

Research Evidence for the DECA Program

Comparisons Across Assessments

When comparing a child’s scores over a period of time, it is possible that the child may age out of the DECA used for the pretest rating and be rated on a different DECA at posttest. In these cases, it is still possible to determine the statistical significance of the difference between pretest and posttest scores across two difference DECAs.

How to Compare Across Assessments

Reports, Articles, & Chapters

DCRC Authored

Shapiro, V.B. (2015, March). Resilience: Have we not gone far enough? A response to Larry E. Davis [Editorial]. Social Work Research, 39(1), 7-10. View Editorial.

Smith, G.T., LeBuffe, P., Alleyne, D., Mackrain, M., & Likins, L. (2014). Bringing a resilience perspective to children in the child welfare system: A curriculum for caregivers. In S. Prince-Embury & D.H. Saklofske (Eds.) Resilience interventions for youth in diverse populations (pp. 159-180). New York, NY: Springer. View Chapter Excerpt. View Book Synopsis.

Smith, G.T., Shapiro, V.B., Sperry, R.W., & LeBuffe, P.A. (2014). A strengths-based approach to supervised visitation in child welfare. Child Care in Practice, 20(1), 98-119. View Abstract.

LeBuffe, P.A., Ross, K.M., Fleming, J.L., & Naglieri, J.A. (2013). The Devereux Suite: Assessing and promoting resilience in children ages 1 month to 14 years. In S. Prince-Embury & D. Saklofske (Eds.). Resilience in Children, Adolescents, and Adults: Translating Research into Practice(pp. 45-59). New York: Springer. View Abstract.

Naglieri, J., LeBuffe, P., & Ross, K. (2013). Measuring resilience in children: From theory to practice. In S. Goldstein & R. Brookes (Eds.), Handbook of resilience in children. New York, NY: Springer-Verlag. View Abstract. View Book Summary.

Lamb-Parker, F., LeBuffe, P., Powell, G., & Halpern, E. (2008). A strength-based, systemic mental health approach to support children’s social and emotional development. Infants & Young Children: An Interdisciplinary Journal of Special Care Practices, 21, 1, 45-55. View Abstract.

LeBuffe, P.A., & Shapiro, V.B. (2004). Lending “strength” to the assessment of preschool social-emotional health. The California School Psychologist. 9, 51-61. View Abstract.

Naglieri, J., & LeBuffe, P. (2004). Measuring resilience in children: From theory to practice. In S. Goldstein & R. Brookes (Eds.), Handbook of resilience in children. New York, NY: Springer-Verlag. View Abstract. View Book Summary.

LeBuffe, P.A. (2002). Can we foster resilience? An evaluation of a prevention program for preschoolers. 15th Annual Conference Proceedings — A System of Care for Children’s Mental Health: Expanding the Research Base. University of South Florida: Tampa. Research and Training Center for Children’s Mental Health. View Abstract. View Article.

Externally Authored

2021

Ricciardi, C., Manfra, L., Hartman, S., Bleiker, C., Dineheart, L., & Winsler, A. (2021). School readiness skills at age four predict academic achievement through 5th grade. Early Childhood Research Quarterly, 57, 110–120. View Abstract.

2020

Klem, A.M. and Walker, M. (2020). Action for Early Learning: Strengthening Children and Families through Circles of Support. Philadelphia: Drexel University. View Summary. View Report.

Gadaire, A. P., Armstrong, L. M., Cook, J. R., Kilmer, R. P., Larson, J. C., Simmons, C. J., Messinger, L. G., Thiery, T. L., & Babb, M. J. (2020). A data-guided approach to supporting students’ social-emotional development in pre-k. American Journal of Orthopsychiatry. Advance online publication. View Summary. Access the Published Report.

Infant Mental Health Journal. (2020). The role of consultative alliance in infant and early childhood mental health consultation: Child, teacher, and classroom outcomes. Washington, D.C.: Annie E. Davis, Sandra Barrueco and Deborah F. Perry. View Abstract.

2017

McCrae, J.S., & Brown, S.M. (2017). Systematic Review of Social-Emotional Screening Instruments for Young Children in Child Welfare. Research on Social Work Practice. doi:10.1177/1049731516686691. View Abstract.

2016

Guss, S., Jones-Harden, B., Stein, A., Yazejian, N., & Forestieri, N. (2016). Associations of adversity to indicators of child well being in a high quality early education context. NHSA Dialog, 18(4), 1-23. View Abstract.

Halle, T.G., Darling-Churchill, K.E. (2016). Review of measures of social and emotional development. Journal of Applied Developmental Psychology, 45, 8-18. View Abstract.

Kim, H., Carlson, A.G., Curby, T.W., Winsler, A. (2016). Relations among motor, social, and cognitive skills in pre-kindergarten children with developmental disabilities. Research in Developmental Disabilities, 53-54, 43-60. View Abstract.

Meehan, Dawna-Cricket-Martita. (2016). A Multi-Tiered Evaluation of the Effectiveness of the FLIP IT Parent-training Model. View Executive Summary or Full Report.

Mohamed, A.H.H, Fatah, S.A.A, & Marzouk, M. (2016). The association between preschool classroom quality and children’s social-emotional problems. Early Childhood Development and Care, 186(8), 1302-1315. View Abstract.

Thomson, R.N., & Carlson, J.S. (2016). A pilot study of a self-administered parent training intervention for building preschoolers’ social-emotional competence. Early Childhood Education Journal. doi:10.1007/s10643-016-0798-6. View Abstract.

2015

Barbu, O.C., Yaden, D.B., Jr., Levine-Donnerstein, D., & Marx, R.W. (2015). Assessing approaches to learning in school readiness: Comparing the Devereux Early Childhood Asessment to an early learning standards-based measure. AERA Open, 1(3), 1-15. View Abstract.

Barron, I.G., Miller, D.J., & Kelly, T.B. (2015). School-based child sexual abuse prevention programs: Moving toward resiliency-informed evaluation. Journal of Child Sexual Abuse, 24, 77-96. View Abstract.

Blackwell, A.L. (2015). The Ready CLASS Project: An examination of a tier 1 intervention in the early childhood classroom – a pretest and posttest control group design (Doctoral dissertation). Retrieved from https://kuscholarworks.ku.edu/ View Abstract. View Dissertation.

Corso, P.S., Visser, S.N., Ingels, J.B., & Perou, R. (2015). Cost-effectiveness of Legacy for Children for reducing behavioral problems and risk for ADHD among children living in poverty. Journal of Child & Adolescent Behavior, 3(5), 1-6. View Article.

Denham, S.A. (2015). Assessment of SEL in educational contexts. In J.A. Durlak, C.E., Domitrovich, R.P. Weissberg, & T.P. Gullotta (Eds.), Handbook of Social and Emotional Learning: Research and Practice (pp. 285-300). View Book Synopsis.

Edwards, C.M. (2015). A Family Visitation Program For Families Involved In The Child Welfare System: A grant proposal. (Master’s thesis). Available from PQDT Open. Retrieved from: http://pqdtopen.proquest.com/doc/1688700190.html?FMT=ABS View Abstract.

Goldstein, J. & Falke, J.K. (2015). Towards a framework for the validation of early childhood assessment systems. Educational Assessment, Evaluation and Accountability, First Online, 1-21. View Abstract.

Hartman, S. & Manfra, L. (2015). Change in child behaviour concerns associated with childcare quality features among a sample of low-income Latino children. Early Childhood Development and Care, 2015, 1-14. View Abstract.

Ji, Y., Niu, Y., Tang, Z., & Yang, H. (2015). Validity and reliability of the Chinese version of the Devereux Early Childhood Assessment for Preschoolers Second Edition. Chinese Mental Health Journal, 29(7), 551-555. View Abstract. [Abstract in English, Article not available in English].

Huber, A., McMahon, C., & Sweller, N. (2015). Improved child behavioural and emotional functioning after Circle of Security 20-week intervention. Attachment & Human Development, 1-23. View Abstract.

Monaghan, M., Clary, L., Stern, A., Hilliard, M.E., Streisand, R. (2015). Protective factors in young children with type 1 diabetes. Journal of Pediatric Psychology, 40(9), 878-887. View Abstract.

Rossi, Jessica. (2015). Teacher Child Interaction Training as a Universal Prevention Program in Preschool and Kindergarten Classrooms. Dissertations 2014 -. Paper 11. View Dissertation.

Sawyer, A.C.P, Miller-Lewis, L.R., Searle, A.K., Sawyer, M.G. & Lynch, J.W. (2015). Is greater improvement in self-regulation associated with fewer behavioral problems later in childhood? Developmental Psychology, 51(12), 1740-1755. View Abstract.

2014

Ansari, A., & Winsler, A. (2014). Montessori public school pre-K programs and the school readiness of low-income Black and Latino children. Journal of Educational Psychology, 106(4), 1066-1079. View Article.

Chavez, A. (2014). The effects of the implementation of the Conscious Discipline Program on social emotional learning in an early childhood classroom. Masters of Arts in Education Action Research Papers. Paper 91. Access Thesis.

Garbacz, L.L., Zychinski, K.E., Feuer, R.M., Carter, J. S., & Budd, K. S. (2014) Effects of teacher-child interaction training (TCIT) on teacher ratings of behavior change. Psychology in Schools, 00(00), 1-16. View Abstract.

Gartrell, D., & Cairone, K. (2014). Fostering Resilience: Teaching Social-Emotional Skills. Young Children, 92-93. View Article.

Kim, Y.K., Curby, T.W., & Winsler, A. (2014). Child, family and school characteristics related to English proficiency development among low-income, dual language learners. Developmental Psychology, 50(12), 2600-2613. View Abstract.

Lee, K. (2014). The Association between Head Start enrollment and children’s mental health scores. Journal of Social Work Practice, (ahead-of-print), 1-12. View Abstract.

Roberts, Y.H., Campbell, C.A., Ferguson, M., & Crusto, C.A. (2014). The role of parenting stress in young children’s mental health functioning after exposure to family violence. Journal of Traumatic Stress, 26(5), 605-612. View Article.

2013

Ansari, A., & Winsler, A. (2013). Stability and sequence of center-based and family childcare: Links with low-income children’s school readiness. Children and Youth Services Review, 35(2), 358-366. View Abstract.

Barbu, O.C., Levine-Donnerstein, D., Marx, R.W., & Yaden, D.B., Jr. (2013). Reliability and validity of the Devereux Early Childhood Assessment (DECA) as a function of parent and teacher ratings. Journal of Psychoeducational Assessment, 31(5), 469-481. View Abstract.

Bulotsky-Shearer, R.J., Fernandez, V.A., & Rainelli, S. (2013). The validity of the Devereux Early Childhood Assessment for culturally and linguistically diverse Head Start children. Early Childhood Research Quarterly, 28(4), 794-807. View Abstract.

Miller-Lewis, L.R., Searle, A.K., Sawyer, M.G., Baghurst, P.A., & Hedley, D. (2013). Resource factors for mental health resilience in early childhood: An analysis with multiple methodologies. Child and Adolescent Psychiatry and Mental Health, 7(6) 1-23. View Article.

Tan, M., & Dobbs-Oats, J. (2013). Relationship between emergent literacy and early social-emotional development in preschool children from low-income backgrounds. Early Childhood Development and Care, 183(11), 1509-1530. View Abstract.

Voris, D.S.T., Mahdavi, S., David, K.H., Constantine, K.L., daCruz, K., Hicks, T.B., …, Carlson, J.S. (2013). Protective factors as measured by the DECA: Interrelations and predictability of co-occuring behavioral concerns. Journal of Education and Developmental Psychology, 3(2), 56-64. View Abstract.

2012

Connors-Burrow, N.A., Kyzer, A., Permberton, J., McKelvey, L., Whiteside-Mansell, L., & Fulmer, J. (2012). Child and family factors associated with teacher-reported behavior problems in young children of substance abusers. Child and Adolescent Mental Health. View Abstract.

Maier, M.F., Vitiello, V.E., & Greenfield, D.B. (2012). A multilevel model of child- and classroom-level psychosocial factors that support language and literacy resilience of children in Head Start. Early Childhood Research Quarterly, 27, 104-114. View Abstract.

Nelson, R.B., Schnorr, D., Powell, S., & Huebner, S. (2012). Building resilience in schools. In R.B. Mennuti, , R.W. Christner & A. Freeman (Eds). Cognitive-behavioral interventions in educational settings: A handbook for practice (2nd ed.). (pp. 643-681). New York, NY: Routledge/Taylor & Francis Group. View Book Synopsis.

Ota, C.L., Baumgartner, J.J., & Austin, A.M.B. (2012). Provider stress and children’s active engagement. Journal of Research in Childhood Education, 27(1), 61-73. View Abstract.

Wilson, K.R., Havighurst, S.S., & Harley, A.E. (2012). Tuning in to kids: An effectiveness trial of a parenting program targeting emotion socialization of preschoolers. Journal of Family Psychology, 26(1), 56-65. View Abstract.

Zolkoski, S., & Bullock, L. (2012). Resilience in children and youth: A review. Children and Youth Services Review, 34(12), 2295-2303. View Abstract.

2011

Bender, S.L., Fedor, M.C., & Carlson, J.S. (2011). Examining risk factors and protective factors in urban and rural Head Start preschoolers. Journal of Community Psychology, 39(8), 908-921. View Abstract.

Crane, J., Mincic, M.S., & Winsler, A. (2011). Parent-teacher agreement and reliability on the Devereux Early Childhood Assessment (DECA) in English and Spanish for ethnically diverse children living in poverty. Early Education and Development, 22(3), 520-547. View Abstract.

Dixon, D. J., Duncan Fallone, M., & Martin, J. D. (March 2011). Readiness for kindergarten II: A Follow-up study conducted by the Mayor’s Commission for Children. Springfield, MO. Retrieved from: http://www.redwagonkids.net/index.htm. View Report.

McCabe, P.C., & Altamura, M. (2011). Empirically valid strategies to improve social and emotional competence of preschool children. Psychology in Schools. 48(5), 513-540. View Abstract.

Tran, H., & Winsler, A. (2011). Teacher and center stability and school readiness among low-income, ethnically diverse children in subsidized, center-based child care. Children and Youth Services Review, 33(11), 2241-2252. View Abstract.

2010

Oades-Sese, G.V., Kaliski, P.K., & Weiss, K. (2010). Factor structure of the Devereux Early Childhood Clinical Form in low-income Hispanic American bilingual preschool children. Journal of Psychoeducational Assessment, 28(4), 357-372. View Abstract.

Ogg, J.A., Brinkman, T.A. Dedrick, R.F., & Carlson, J.F. (2010). Factor structure and invariance across the Devereux Early Childhood Assessment protective factor scale. School Psychology Quarterly, 25(2), 107-118. View Abstract.

Sheridan, S.M., Knoche, L.L., Edwards, C.P., Bovaird, J.A., & Kupzyk, K.A. (2010). Parent engagement and school readiness: Effects of the Getting Ready intervention on preschool children’s social-emotional competencies. Early Education & Development, 21(1), 125-156. View Article.

Snohomish County Human Services. (2010). 2009-2010 Early Childhood Education and Assistance Program (ECEAP) Outcomes Report. Retrieved from http://www.co.snohomish.wa.us View Report.

2009

De Feyter, J.J., & Winsler, A. (2009a). Disentangling nativity status, race/ethnicity, & country of origin in predicting the school readiness of young immigrant children. In E. L. Grigorenko & R. Takanishi (Eds.), Immigration, Diversity, & Education (pp. 48-66). New York, NY: Routledge. View Abstract.

De Feyter, J.J., & Winsler, A. (2009b). The early developmental competencies and school readiness of low-income, immigrant children: Influences of generation, race/ethnicity, & national origins. Early Childhood Research Quarterly, 24, 411-431. View Abstract.

Escalon, X. D., & Greenfield, D. (2009). Learning behaviors mediating the effects of behavior problems on academic outcomes. NHSA Dialog: A Research-to-Practice Journal for the Early Intervention Field, 12(1), 1-17. View Abstract.

Escalon, X.D., Shearer, R.B., Greenfield, D., & Manrique, S. (2009). Promoting classroom learning for Head Start children: The importance of identifying early behavior problems and fostering adaptive learning behaviors. NHSA Dialog: A Research-to-Practice Journal for the Early Intervention Field, 12(1), 45-50. View Abstract.

Jaberg, P.E, Dixon, D.J., & Weis, G.M. (2009). Replication evidence in support of the psychometric properties of the Devereux Early Childhood Assessment. Canadian Journal of School Psychology, 24(2), 158-166. View Abstract.

Lien, M.T., & Carlson, J.S. (2009). Psychometric properties of the Devereux Early Childhood Assessment in a Head Start sample. Journal of Psychoeducational Assessment, 27(5), 386-396. View Abstract.

McLaren, E.M., Hall, P.J., & Fox, P. (2009). Kentucky’s early childhood professional development initiative to promote social-emotional competence. NHSA Dialog: A Research-to-Practice Journal for the Early Intervention Field, 12(2), 170-183. View Abstract.

2008

Goelman, H. (2008). Three complementary community-based approaches to the early identification of young children at risk for developmental delays/disorders. Infants & Young Children, 21(4), 306-323. View Abstract.

Munroe-Meyer Institute. (2008). Nurturing healthy behavior in early childhood pilot projects: Evaluation executive summary. Retrieved March 8, 2010, from http://www.nde.state.ne.us/ECH/Finalreport.pdf View Executive Summary.

Winsler, A., Tran, H., Hartmana, S.C., Madiganc, A.L., Manfrab, L., & Bleikerb, C. (2008). School readiness gains made by ethnically diverse children in poverty attending center-based childcare and public school pre-kindergarten programs. Early Childhood Research Quarterly, 23(3), 314-329. View Article.

2007

Brinkman, T.M., Wigent, C.A., Tomac, R.A., Pham, A.V., & Carlson, J.S. (2007). Using the Devereux Early Childhood Assessment to identify behavioral risk and protective factors within a Head Start population. Canadian Journal of School Psychology, 22(2), 136-151. View Abstract.

Nickerson, A. B. (2007). The use and importance of strength-based assessment. School Psychology Forum: Research in Practice, 2(1), 15-25. View Abstract.

2006

Dobbs, J., Doctoroff, G. L., Fisher, P. H., & Arnold, D. H. (2006). The association between preschool children’s socio-emotional functioning and their mathematical skills. Applied Developmental Psychology, 27, 97-108. View Abstract.

Nemours Health and Prevention Services. (2006). Research Brief: Devereux Early Childhood Assessment Ratings from Parents and Teachers in Delaware. Retrieved from: http://www.nemours.org View Report. View Report.

Unpublished Reports

The Devereux Early Childhood Assessment for Preschoolers Second Edition (DECA-P2) Spanish Equivalency Study

Devereux Center for Resilient Children. (2016). The Devereux Early Childhood Assessment for Preschoolers Second Edition (DECA-P2) Spanish Equivalency Study. Villanova, PA: Jennifer Robitaille, Mariah Davis, & Katherine Ross.

Research Evidence for the DECA Program

Devereux Center for Resilient Children. (2012). Research Evidence for the DECA Program. Villanova, PA: Jennifer Fleming.

The Validity of Protective Factors for Predicting Behavioral Concerns of Preschoolers

Devereux Center for Resilient Children. (2009). The Validity of Protective Factors for Predicting Behavioral Concerns of Preschoolers. Villanova, PA: Christopher Hughes.

Are Early Childhood Professionals Satisfied with DECA Training?

Devereux Center for Resilient Children. (2005). Are Early Childhood Professionals Satisfied with DECA Training? Villanova, PA: Valerie Shapiro and Karen Gabel.

The Devereux Early Childhood Assessment: Promoting Resilience and School Readiness

Devereux Center for Resilient Children. (2005). The Devereux Early Childhood Assessment: Promoting Resilience and School Readiness. Villanova, PA: Alisia Tran and Valerie B. Shapiro.

The DECA Progam’s Effect on Job Satisfaction

Devereux Center for Resilient Children. (2006). The Teacher Satisfaction Project: The DECA Program’s Effect on Job Satisfaction. Villanova, PA: Marisa Hilliard, Sarah Karalunas, and Paul LeBuffe.

Protective Factors in Preschool Children with Internalizing and Externalizing Disorders

View T-Scores. View Intercorrelations.

Devereux Center for Resilient Children. (2001). Protective Factors in Preschool Children with Internalizing and Externalizing Disorders. Villanova, PA: Brian C. Pilecki and Daneyelle N. Schrage .

Can We Foster Resilience in Young Children: Pilot Study, Year 2

Devereux Center for Resilient Children. (2001). Can We Foster Resilience in Young Children: Pilot Study, Year 2. Villanova, PA: Paul LeBuffe and Linda Likins.

Development of the Spanish Language Version of the DECA

Devereux Center for Resilient Children. (2001). Development of the Spanish Language Version of the DECA. Villanova, PA: Brian Pilecki.

Reviews of Assessments & Resources

Comprehensive Literature Review

A comprehensive look at research studies and reviews since the original development of the DECA and DECA Program. View.

Chain, J., Dopp, A., Smith, G., Woodland, S., & LeBuffe, P. (2010). The Devereux Early Childhood Assessment Literature Review. Unpublished manuscript. The Devereux Center for Resilient Children, Villanova, PA.

Selected Excerpts from Reviews

“Based on the evaluation rubric adapted from Southam-Gerow & Prinstein (2014), the DECA-P2 was identified as a Level One assessment tool after meeting all methods criteria and was found to be statistically similar to other well-established assessments…” View Report.

Drymond, Mikayla; Sanchez, Alexis; von der Embse, Nathaniel; Francis, Gabrielle; Ross, Dorie; and Khallaghi, Samin (2023) “Universal Screening in Early Childhood Populations: A Systematic Review,” Perspectives on Early Childhood Psychology and Education: Vol. 7: Iss. 1, Article 6. Available at: https://digitalcommons.pace.edu/perspectives/vol7/iss1/6

“It has been recommended as the best tool for early care and education, early childhood research, and assessing emotional intelligence in preschool settings in the U.S., Canada and England (Birkby, 2005; Reddy, 2007; Stainback-Tracy, 2004; Stewart-Brown & Edmunds, 2007)” (Chain et al., 2010).

Birkby, B. W. (2005). Early Childhood Mental Health Program (ECMH): Evaluation report FY 2005. Retrieved March 8, 2010, from http://mhmr.ky.gov/mhsas/files/ECMHY3%20Evaluation.pdf View Report.

Reddy, L. (2007). Test reviews. Canadian Journal of School Psychology. 22(1), 121-127. View Abstract.

Stainback-Tracy, K. (2004). Screening for social and emotional development for infants, toddlers, & preschoolers in Colorado. Retrieved December 21, 2009, from http://www.projectbloom.org View Report.

“The number of instruments reviewed found to be suitable for for pre-school settings was small, and the most suitable at the present appears to be the DECA” (Stewart-Brown & Edmunds, 2007).

Stewart-Brown, S. & Edmunds, L. (2007). Assessing emotional intelligence in children: A review of existing measures of emotional and social competence. In R. Bar-On, J. G. Maree, & M. J. Elias (Eds.), Educating people to be emotionally intelligent (pp. 241-257). Connecticut: Praeger. View Book Synopsis. View Pages with DECA.

“The Devereux Early Childhood Assessment accesses issues pertaining to attachment and self-control (which includes elements of emotion regulation, part of the emotional competence dimension covered here) and is very quick to complete” (Denham et al., 2009).

Denham, S. A., Wyatt, T. M., Bassett, H. H., Echeverria, D., & Knox, S. S. (2009). Assessing social-emotional development in children from a longitudinal perspective. Journal of Epidemiology and Community Health, 63(11), 137-152. View Abstract.

“Test-retest and interrater reliability studies had favorable results” (Squires, 2000).

Squires, J. K. (2000). Identifying social/emotional and behavioral problems in infants and toddlers. The Transdisciplinary Journal, 10(2), 107-119. View Abstract.

“Results indicate that the DECA remains a reliable assessment 10 years after its publication, and supports its validity for use with children from low-income, rural, urban, and racially and ethnically diverse backgrounds (Lien & Carlson, 2009; Jaberg, Dixon, Weis, 2009; Crane, Winsler & Mincic, 2011)” (Chain et al., 2010).

Lien, M. T. & Carlson, J. S. (2009). Psychometric properties of the Devereux Early Childhood Assessment in a Head Start sample. Journal of Psychoeducational Assessment, 27(5), 386-396. View Abstract.

Jaberg, P. E, Dixon, D. J., & Weis, G. M. (2009). Replication evidence in support of the psychometric properties of the Devereux Early Childhood Assessment. Canadian Journal of School Psychology, 24(2), 158-166. View Abstract.

Crane, J., Mincic, M.S., Winsler, A. (2011). Parent-teacher agreement and reliability on the Devereux Early Childhood Assessment (DECA) in English and Spanish for ethnically diverse children living in poverty. Early Education and Development, 22(3), 520-547. View Abstract.

“An advantage to the use of this assessment instrument is its Attachment subscale that examines the connection between the child and the parent. Although there are several observational assessments that measure parent-child interactions, no other parent/caregiver report instrument examines this dimension of social-emotional development” (Caselman, 2008).

Caselman, T. D., & Self, P. A. (2008). Assessment instruments for measuring young children’s social-emotional behavioral development. Children and Schools, 30(2), 103-115. View Abstract.

“DECA scores have also been found to positively predict literacy achievement, math achievement, language skills, school readiness (Fuccillo, 2008; Bracken et al., 1998)” (Chain et al., 2010)

Fuccillo, J. (2008). Specific learning behaviors as mediators of the association between teacher-child attachment and school readiness. Unpublished thesis, University of Miami. View Thesis.

Bracken, B. A, Keith L. K., & Walker, K.C. (1998). Assessment of preschool behavior and social-emotional functioning: A review of thirteen third-party instruments. Journal of Psychoeducational Assessment, 16, 153-169. View Abstract.

“A particular strength may be its inclusion of a scale that taps behaviors frequently included within the approaches to learning construct—the Initiative scale” (Bridges et al. 2004).

Bridges, L. J., Berry, D. J., Johnson, R., Calkins, J., Margie, N. G. et al. (2004). Early childhood measures profiles. Washington, DC: Child Trends. View Report.

“Overall, the DECA-C can provide valuable information, especially in the area of protective factors and can be used with other sources of information in developing prevention and intervention programs” (Lowe, S. A. 2005).

Loew, S. A. (2005). Devereux Early Childhood Assessment – Clinical Form. In R. A. Spies & B. S. Plake (Eds.), Mental Measurements Yearbook, 16^th ed. (pp. 300-302).Nebraska: Buros Institute of Mental Measurements of the University of Nebraska-Lincoln. What is Buros Mental Measurements Yearbook?

“[The DECA-C] is likely to prove a useful tool both in individual assessment and in treatment outcomes research” (Ballard, 2005).

Ballard, J. C. (2005). Devereux Early Childhood Assessment – Clinical Form. In R.A. Spies & B.S. Plake (Eds.), Mental Measurements Yearbook, 16^th ed. (pp. 300-302). Nebraska: Buros Institute of Mental Measurements of the University of Nebraska-Lincoln. What is Buros Mental Measurements Yearbook?

“The developers have published a useful behavioral assessment targeted at identifying the strengths or adaptive characteristics of young children. The DECA is quick and reliable for early childhood practitioners to use and requires minimal training to administer and score” (Buhs, 2003).

Buhs, E. S. (2003). Devereux Early Childhood Assessment. In B. S. Plake, J. C. Impara, & R. A. Spies (Eds.), The Fifteenth Mental Measurements Yearbook. Lincoln, NE: Buros Institute of Mental Measurements. What is Buros Mental Measurements Yearbook?

“Test development, as described in the user’s guide and technical manual, appears to have been based on careful forethought and planning. Standardization samples have been systematically selected to conform to the general population, internal consistency is excellent, and test-retest reliability, particularly on the Total Protective Factors scales with teachers, is superior” (Chittooran, 2003).

Chittooran, M. M. (2003). Devereux Early Childhood Assessment. In B. S. Plake, J. C. Impara, & R. A. Spies (Eds.), The Fifteenth Mental Measurements Yearbook. Lincoln, NE: Buros Institute of Mental Measurements. What is Buros Mental Measurements Yearbook?

“There have been a number of reliable and valid assessment instruments developed within the past two decades that provide important developmental and diagnostic information on social-emotional behaviors in young children” (McCabe & Altamura, 2011).

McCabe, P. C. & Altamura, M. (2011). Empiracally valid strategies to improve social and emotional competence of preschool children. Psychology in Schools, 48 (5), 513-540. View Abstract.

Research Opportunities

The Devereux Center for Resilient Children (DCRC) team is always interested in pursuing partnerships with universities, state and local agencies, and individuals who are planning to embark on research projects involving the DECA Preschool Program (DECA-P2). If you are interested in a partnership, please start by filling out this form.

Student Research Opportunities

DCRC and the Kaplan Early Learning Company are happy to support graduate students undertaking research projects that involve the DECA-P2 Program. Support from the DCRC Team and the Kaplan Early Learning Company could include consultation with research staff, networking with other researchers or DECA-P2 users in the field, discounted materials, and/or opportunities to present or publish research findings.

Contact us with your two-page research proposal so that we can assess the best way we might be able to support you. Please be sure to include the name of the graduate program in which you are enrolled, the degree sought, and the contact information of your faculty advisor.

Already Doing Research with the DECA- P2?

Are you already doing research with the DECA-P2 that you’d like to share with us? Contact us to share your work. We would love to hear how you’re using our resources!