Early Sociocognitive Development Among Spanish-Speaking Participants: A Preliminary Study Using the Early Social Cognition Inventory (ESCI)

Background: The early development of sociocognitive skills is linked to, and serves as a precursor for, the development of communication, language, and socialisation. Some of the most prevalent neurodevelopmental disorders, such as autism, are characterised by difficulties in communication and social interaction. Identifying delays in these skills could enable us to detect an earlier warning sign. Method: The original version of the Early Social Cognition Inventory (ESCI), a 21-item parent-reported questionnaire, was translated and culturally and linguistically adapted for use in Spain. Participants: The sample included 113 children from nursery schools and 19 children from an early intervention centre, aged between 18 and 60 months, from 10 early childhood centres in Valencia (Spain). Parents completed the ESCI and the Social Reactivity Scale, Preschool Second Edition (SRS-2 P). The children were assessed using additional tests, including the Early Sociocognitive Battery (ESB) and the Peabody Picture Vocabulary Test III (PPVT). Results: Internal consistency (α = 0.78, p < 0.001) and the correlation between criterion measures (p < 0.001) indicate that the ESCI measures sociocognitive development. Furthermore, the results regarding diagnostic ability, assessed using the AUC (area under the curve) values from the ROC analysis, are promising (AUC = 0.94; p < 0.001 for Autism Spectrum Disorders), although further research is needed given the sample size. Conclusions: The results of the ESCI pilot study indicate that it is a suitable tool for assessing early sociocognitive development in Spain, although further research with larger samples and longitudinal studies is required.