Summary of measures used for psychosocial and educational outcomes
| Age of child (years) | Measure | Derived from | Comments |
|---|---|---|---|
| 6 | Behaviour (Strengths and Difficulties Questionnaire, SDQ41) | Parent report | Total Behavioural Difficulties score (/40) comprises sum of 4 prorated component scores (hyperactivity, emotional symptoms, conduct and peer problems) |
| 7 | Behaviour (Strengths and Difficulties Questionnaire, SDQ41) | Teacher report | As above |
| Mental health (Development and Well-Being Assessment, DAWBA42) | Parent and teacher report | Various prorated scores used (anxiety, mood, attention/activity symptoms, awkward and troublesome behaviours) | |
| Social cognition (Social Communication Disorders Checklist, SCDC43) | Parent report | Prorated score summarises 12 questions on the main features of social cognition behaviour (/24) | |
| SATs—Key Stage One (Reading/Writing/Mathematics, KS1) | School/LEA records | Children are expected to achieve ≥ National Curriculum Level 2 in each subject at Key Stage 1 | |
| 8 | Attention (Tests of Everyday Attention for Children, TEACh44) | Assessment of child | Time-dependent tasks measure selective attention, ability to divide attention between 2 tasks and attentional control |
| Friends (Cambridge Hormones and Moods project Friendship questionnaire45) | Assessment of child | Summary score (/15) comprising child's satisfaction with friends, frequency they see them outside school and if they can talk to friends about problems and they are understanding | |
| Bullying (Bullying and Friendship Interview Schedule46) | Assessment of child | Summary measure comprises proportion of children receiving direct or indirect bullying, frequently or very frequently in the previous 6 months | |
| Antisocial activities (Self-reported antisocial behaviour for young children questionnaire47) | Assessment of child | Summary measure comprises proportion of children who report ever undertaking ≥2 of 11 antisocial activities. | |
| Self-esteem (Harter's Self Perception Profile for Children48) | Assessment of child | Scores generated for global self-worth and scholastic competence subscales (both/24) | |
| Non-verbal accuracy (Diagnostic Analysis of Nonverbal Accuracy, DANVA49) | Assessment of child | Summary measure comprises proportion of children with ≥7 errors on facial expressions recognition task (Faces subtest) | |
| 9 | Depression (Short Moods and Feelings Questionnaire, MFQ50 51) | Parent report | Depression score (/26) comprises sum of 13 questions on the child's moods and feelings in the past 2 weeks |
| Special Educational Needs (SEN) | School/PLASC records | Summary measure comprises proportion of children with SEN±statement of SEN | |
| 10 | Depression (Short Moods and Feelings Questionnaire, MFQ50 51) | Assessment of child | Summary measure comprises proportion of children with SEN±statement of SEN |
| SEN | School/PLASC records | Summary measure comprises proportion of children with SEN±statement of SEN | |
| 11 | Attention (Tests of Everyday Attention for Children, TEACh44) | Assessment of child | Summary measure comprises proportion of children with SEN±statement of SEN |
| SATs—Key Stage Two (English/Mathematics/Science, KS2) | School/LEA records | Children are expected to achieve ≥ National Curriculum Level 4 in each subject at Key Stage 2 |
In all of the numerical outcomes, a higher score equates to a worse outcome except for the Harter's Self Perception Profile for Children where a higher score indicates better self-esteem. Full details on the measures can be found using the respective references.
PLASC, Pupil Level Annual School Census.