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Preschool teachers' ratings of behavioral problems: Observational, sociometric, and social-cognitive correlates

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Abstract

Behar and Stringfield (1974) have suggested that the Preschool Behavior Questionnaire (PBQ) is a reliable index of young children's social competence. However, there are few extant data in which teacher ratings of children on the PBQ have been correlated with independent assessments of social competence. In this study PBQ ratings of 123 preschoolers were correlated with observations of in-class social and cognitive play behaviors, sociometric status, and social problem-solving skills. Analyses indicated that children rated highly on the PBQ's Anxious-Fearful, Hostile-Aggressive, and Hyperactive-Distractible factors (a) displayed less mature and more aggressive in-class behaviors, (b) were less popular among their peers, and (c) were more likely to suggest negative affect strategies on the social problem-solving measure. Thus, the PBQ appears to be a useful instrument for identifying children with social problems.

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This research was supported by a grant to the first author from the Ontario Ministry of Community and Social Services. The authors would like to thank Judy Mickle and Ann Emptage for their help in the collection and coding of the data. Special thanks are also extended to the teachers and children in the Regional Municipality of Waterloo who participated in the study.

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Rubin, K.H., Clark, M.L. Preschool teachers' ratings of behavioral problems: Observational, sociometric, and social-cognitive correlates. J Abnorm Child Psychol 11, 273–285 (1983). https://doi.org/10.1007/BF00912091

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  • DOI: https://doi.org/10.1007/BF00912091

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