The Preschool Behavior Questionnaire

Behar, Lenore

doi:10.1007/bf00913697

Cited by 251 publications

(80 citation statements)

References 13 publications

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“…I n terms of comparable item content, the inconsequence syndrome is a close match to behavior dimensions such as Conners' "impulsive-hyperactive" factor (Goyette, Conners, & Ulrich, 1978) and Behar's (1977) "hyperactive-distractible" factor. External criterion validation studies (Marston & Stott, 1970;Stott et al, 1975, p. 135) show further that inconsequence is often a reflection of primary motor impairment and attentional deficits.…”

Section: Discussionmentioning

confidence: 99%

Patterns of distubance in behaviorally maladjusted children and adolescents

McDermott

1981

J. Clin. Psychol.

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Factorally‐based dimensions of disturbance in children vary markedly across adjusted and maladjusted subpopulations; hence, maladjusted children's behavior patterns must be assessed against dimensions of disturbance found among other maladjusted children. Within this context, 510 3‐ to 15‐year‐old children (viz., 307 boys and 203 girls) were identified as the significantly maladjusted segment of the random normative population for the revised Bristol Social Adjustment Guides (BSAG). Teachers' behavioral ratings of these children on the BSAG's core syndromes and associated item groupings were subjected to principal‐components factor analysis with varimiax ro‐ tation. Two dimensions emerged: The first, a unique bipolar continuum of generally overreactive vs. unforthcoming behavior; the second, a dimension of constricted socioemotional reactions. Tests for significance of exclusive syndromic variation further revealed that several of the BSAG's syndromes carry enough stable and distinct variance to warrant their consideration as specific qualities of disturbance among maladjusted children and adolescents.

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Section: Discussionmentioning

confidence: 99%

Patterns of distubance in behaviorally maladjusted children and adolescents

McDermott

1981

J. Clin. Psychol.

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“…Inattention/overactivity. Inattention/overactivity forms one of the sub-scales of the revised Rutter Scales (Elander and Rutter 1996), with supplementary questions from Behar and Stringfield (Behar 1977;Hogg et al 1997). The scales were completed by mothers, fathers and teachers as part of both the age 6 assessment and the age 11 follow-up.…”

Section: Deprivation-specific Problemsmentioning

confidence: 99%

Do Theory of Mind and Executive Function Deficits Underlie the Adverse Outcomes Associated with Profound Early Deprivation?: Findings from the English and Romanian Adoptees Study

Colvert

Rutter

Kreppner

et al. 2008

J Abnorm Child Psychol

212

185

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Theory of Mind (ToM) and Executive Function (EF) have been associated with autism and with attention-deficit hyperactivity disorder (ADHD), and hence might play a role in similar syndromes found following profound early institutional deprivation. In order to examine this possibility the current study included a group of 165 Romanian adoptees, of whom 144 were adopted into the UK from deprived institutional settings before 43months of age, and a group of 52 within-UK adoptees, all adopted before 6months of age. Both groups were assessed at 6 and 11years. The Strange Stories task was used to assess ToM and the Stroop task was used to assess EF, both at age 11. The Romanian adoptees displayed deficits in both ToM and EF compared with the within-UK adoptee group. The degree of deficit was greater for children who had experienced more than 6months of institutional deprivation. Deficits in both domains (ToM and EF) were associated with each of the three apparently deprivation-specific problems, namely quasi-autism, disinhibited attachment and inattention/overactivity. Statistical analyses indicated a mediating role for both ToM and EF with respect to quasi-autism; possibly a partial mediating role for EF with respect to inattention/overactivity; and probably no mediating role for either ToM or EF in the case of disinhibited attachment. In conclusion, there is evidence for a possible mediating role for ToM and EF in the development of some apparently deprivation-specific difficulties in institution-reared Romanian adoptees, but neither accounts for the overall pattern of deprivation-related difficulties.

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“…If parental consent was given, teachers completed a checklist (Behar, 1977) assessing child EPB (M = 1.40, SD = 0.52).…”

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confidence: 99%

Improving Teacher-Child Relationship Quality and Teacher-Rated Behavioral Adjustment Amongst Externalizing Preschoolers: Effects of a Two-Component Intervention

Vancraeyveldt

Verschueren

Wouters

et al. 2014

J Abnorm Child Psychol

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The school-based Playing-2-gether is a 12-week intervention with two components aimed at decreasing child externalizing behavior through improving teacher-child interactions. The first component is rooted in attachment theory and aimed at enhancing teacher-child relationship quality, and the second is based on learning theory and aimed at improving teachers' behavior management. In this three-wave randomized study, effects of Playing-2-gether on the teacherchild relationship quality and on teacher-rated child behavioral adjustment were investigated.To this aim, 175 dyads consisting of male preschoolers with relatively high levels of externalizing problem behavior and their teachers were randomly assigned to Playing-2-gether (n = 89) or an education-as-usual control condition (n = 86). Teacher-rated questionnaires were collected at pre-test, after the first intervention component, and at post-test. At post-test, the intervention group showed a larger decrease in teacher-child conflict, child conduct problems, and child hyperactivity/inattention. Supplementary analyses showed that all positive effects were already visible after the first intervention component and that teacher-child conflict, child conduct problems and hyperactivity/inattention did not further reduce during the second component. In addition, an increase in closeness was found following the first component, but subsequently disappeared at post-test.Key words: intervention, teacher-child relationship, externalizing problem behavior, problem behavior, behavioral adjustment, preschool 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 Running Head: TWO-COMPONENT INTERVENTION 2Improving Teacher-Child Relationship Quality and Teacher-Rated Behavioral Adjustment Among Externalizing Preschoolers: Effects of a Two-Component InterventionExternalizing problem behavior (EPB) in early childhood refers to a range of behaviors that are disruptive and/or harmful for others, such as overactive, oppositional, and aggressive behavior (Smidts & Oosterlaan, 2007). This pattern of behavior is predictive for maladjustment later in life, such as conduct disorder, school failure, and mental disorders.However, not all young children showing EPB develop problems (e.g., Dodge, Coie, & Lynam, 2006). To prevent EPB later in life, it is important that we learn more about the factors associated with the stability and malleability of preschoolers' EPB.In addition to parent-child interactions, teacher-child interactions are increasingly considered as environmental factors that influence preschooler behavioral adjustment (Pianta, Hamre, & Stuhlman, 2003). More specifically, a growing number of observational studies have focused on the link between the affective quality of the teacher-child relationship (TCR) and teacher behavior management, on the one hand, and preschoole...

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The Preschool Behavior Questionnaire

Cited by 251 publications

References 13 publications

Patterns of distubance in behaviorally maladjusted children and adolescents

Patterns of distubance in behaviorally maladjusted children and adolescents

Do Theory of Mind and Executive Function Deficits Underlie the Adverse Outcomes Associated with Profound Early Deprivation?: Findings from the English and Romanian Adoptees Study

Improving Teacher-Child Relationship Quality and Teacher-Rated Behavioral Adjustment Amongst Externalizing Preschoolers: Effects of a Two-Component Intervention

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