Assessment of Emotional and Behavioral Disorders in Children Based on Developmental Sensitivity: Systematic Literature Review and Bibliometric Analysis
DOI:
https://doi.org/10.17977/um065.v6.i9.2026.4Keywords:
Assessment instruments, Bibliometric analysis, Developmental sensitivity, Emotional and behavioral disorders, Systematic literature reviewAbstract
The prevalence of emotional and behavioral disorders in children has exhibited a significant quantitative escalation, with recent data showing a rise of up to 20% in developmental risk cases globally and locally, thereby demanding precise evaluation mechanisms. This study aims to synthesize scientific literature concerning development-sensitive assessments for emotional and behavioral disorders in children, further mapping research trends, assessment instrument characteristics, and future development directions within the educational context. Utilizing a Systematic Literature Review (SLR) approach following PRISMA guidelines complemented by bibliometric analysis via Biblioshiny, data were retrieved from Scopus, Web of Science, PubMed, and Google Scholar databases covering the period 2016–2026. The results indicate a shift in assessment toward holistic and development-sensitive approaches. Bibliometric analysis reveals an upward trend in publications focusing on emotional behavioral disorders, developmental screening, and children’s mental health, although international instruments still exhibit cultural limitations within local contexts. The limitation of this study lies in the restricted number of articles and timeframe, which constrains the generalizability of the findings. Practically, this research encourages practitioners to implement the Emotional Behavior Adaptive Developmental Assessment Pyramid Tool (EB-ADAPT) and the Developmental Function Index (DFI) to align behavior indicators with children’s actual developmental stages. The social implication of this development-sensitive assessment is minimizing the risks of over-labeling and stigma, ensuring that children receive timely and context-appropriate early interventions. The originality of this study lies in bridging the gap between clinical psychometrics and educational development, integrating developmental sensitivity directly into emotional and behavioral assessment instruments.
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