Quick Socio-Emotional Screening of Mexican-American and Other Ethnic Head Start Children

Abstract

This study investigated the use of a standardized instrument (the AML) for detecting Mexican-American and other ethnic minority Head Start children "at risk" for later adjustment difficulties. "Soft" findings included the observation that nearly all our 38 participating teachers and their aides readily accepted the use of the scale; they found it relevant and brief, and it provided them with a set of observations through which to communicate with mental health and education professionals. Similarly, these professionals found the scale invaluable in identifying and prioritizing their consultation work with teachers and parents. Empirically, our AML norms, established with approximately 700 Mexican-American and other ethnic minority children, conformed to those achieved in earlier studies with dominant culture youngsters. There were few statistically significant differences in AML scores between our six ethnic minority groups. Moreover, we found little relationship between English language proficiency and AML scores. Thus, this research supports the AML as a promising measure for use in mass screening of minority preschool children. A number of precautions are noted in the use of the scale for such purposes.