Assessment of the Emotional and Personality Domain in Children With Developmental Disorders Test

For caregivers and educators observing a child’s everyday functioning, the Assessment of the Emotional and Personality Domain in Children With Developmental Disorders Test organizes observations of a child’s emotional, behavioral, and interpersonal functioning across settings. It focuses on everyday responses rather than one isolated behavior. This emotional and personality assessment for children provides a structured way to consider how those observations fit together.

What This Assessment Explores

Across school, home, and peer situations, the questionnaire examines emotional development in children through observable functioning rather than one symptom. It covers learning motivation, response to instructions, behavior rules, emotional reactions, task engagement, new skills, and contact with adults and peers. An adult familiar with the child’s everyday responses can use it to organize observations.

The Total Score: 0-27 represents the overall level of emotional and personality domain development. Higher scores indicate more pronounced emotional and personality characteristics, while lower scores indicate less pronounced manifestations. It supports preliminary assessment and recognition of possible support needs.

The questions cover three connected thematic areas:

• School participation and learning shows how the child approaches attendance, instruction, and acquiring skills.
• Relationships and social contact describes engagement with adults, parents, and peers.
• Emotional and behavioral functioning captures reactions, rule-following, persistence, and adaptation to demands.

Methodology and Evidence Base

Each item presents a familiar situation with four ordered response options labelled 0 through 3. The questionnaire reports one total score, and the stated definition explains what a higher or lower result means; it is not a simple measure of success. The structure groups observations across learning, social contact, behavior, emotion, persistence, and skill acquisition. This is a structured rating method.

Tkacheva’s 2004 monograph and 2006 textbook are relevant conceptual sources for emotional, communicative, and behavioral functioning in families supporting children with developmental disorders. They do not establish that this nine-item questionnaire is an adaptation of a named published instrument, so the questionnaire should be understood through its own item content.

In practice, an assessment for children with developmental disorders depends on adult observation and the child’s current setting. Bashinova, Kokoreva, Peshkova, and Khamdamova’s 2022 study offers related context on social behavior and parental attitudes in autistic preschoolers, but it does not validate this questionnaire. The displayed bands are Low 0-15, Moderate 16-23, and High 24-27.