Purpose

The Interactive Child Distress Screener (ICDS) is a novel, digital screening tool that is currently under development and aims to broadly assess self-reported emotional and behavioural distress in children aged five to 11 years. This study implemented a generative participatory codesign and iterative refinement process to qualitatively validate the content of 30 animated assessment items developed for the ICDS by assessing their acceptability and accuracy from the child's perspective.

Methods

The participants (N = 62) were five to 11-year-old children. Individual interviews were conducted with each child to determine acceptability and validity of animated items and facilitate the co-design refinement process of the animated assessment items.

Results

Twenty-two out of 30 (73%) items met ≥80% satisfaction and accuracy consensus in their original format, six items (20%) required one round of refinement before meeting consensus, and two items (7%) required two rounds of refinements. Combined acceptability of animated items was high, ranging from 4.1 to 5 out of 5 across all items.

Conclusion

Participants were able to accurately identify and understand socio-emotional and behavioural constructs when depicted as animated items. Acceptability was high, even in first iterations when accuracy of understanding required refinement. This study highlighted the importance and benefits of iterative participatory design methodology in ensuring assessment items developed for children are understood, accepted and likely to be effective in obtaining accurate self-report.

中文翻译：

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共同设计和定性验证儿童报告数字遇险筛选器的动画评估项目内容

目的

Interactive Child Distress Screener ( ICDS ) 是一种新颖的数字筛查工具，目前正在开发中，旨在广泛评估 5 至 11 岁儿童自我报告的情绪和行为困扰。本研究实施了生成式参与式协同设计和迭代细化过程，通过从儿童的角度评估其可接受性和准确性，对为 ICDS 开发的 30 个动画评估项目的内容进行定性验证。

方法

参与者（N  = 62）是 5 至 11 岁的儿童。对每个孩子进行了单独访谈，以确定动画项目的可接受性和有效性，并促进动画评估项目的协同设计改进过程。

结果

30 个项目中有 22 个（73%）在原始格式中满足 ≥80% 的满意度和准确性共识，6 个项目（20%）需要经过一轮细化才能达到共识，两个项目（7%）需要经过两轮优化改进。动画项目的综合可接受性很高，在所有项目中的 5 分中的 4.1 到 5 分不等。

结论

当被描绘成动画项目时，参与者能够准确地识别和理解社会情感和行为结构。即使在第一次迭代中，当理解的准确性需要改进时，可接受性也很高。这项研究强调了迭代参与式设计方法在确保为儿童开发的评估项目被理解、接受并可能有效地获得准确的自我报告方面的重要性和好处。