The Unidimensionality and Reliability of the Preschool and Kindergarten Behavior Scales

Edwards, Marc; Whiteside-Mansell, Leanne; Conners, Nicola A.; Deere, David

doi:10.1177/073428290302100102

Cited by 9 publications

(3 citation statements)

References 26 publications

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“…The ASQ-SE may be less reliable when used with very young children, wherein α is .69 and .67 for 6- and 12-month old children, respectively. The eight PKBS-2 subscales, designed to measure three social skills dimensions and two problem behavior dimensions, are less internally consistent than the total scale, ranging from α = .56 to .86 (Edwards, Whiteside-Mansell, Conners, & Deere, 2003). The DECA also includes problem and competency-oriented dimensions, and the three subscales of the Protective Factors Scale (initiative, self-control, and attachment) show adequate internal consistency (α = .87, .88, and .80, respectively), while the 10-item behavioral concerns screener shows “fair” internal consistency (α = .71).…”

Section: Resultsmentioning

confidence: 99%

Systematic Review of Social–Emotional Screening Instruments for Young Children in Child Welfare

McCrae

Brown

2017

Research on Social Work Practice

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The Child Abuse Prevention and Treatment Act requires child welfare agencies to have provisions in place to refer young children to early intervention services, yet the socioemotional health needs of children are often challenging to recognize and treat effectively. This study reviews the substantive and psychometric properties of screening instruments designed for children ages 10 and younger. Methods: Major social science databases, websites of national organizations, and the Mental Measurements Yearbook were used to identify instruments for review. Results: Twenty-four instruments met review criteria, and eight show above-average measurement properties and testing, tap children's strengths and concerns, and have evidence of validity with families similar to child welfare-involved families. Discussion: It is important to effectively screen for children showing concerns in early childhood, so that treatment and prevention can be prioritized. This study indicated several tools with adequate testing and with emerging evidence and applicability to child welfare. Keywords children, child welfare, mental health, screening Child welfare agencies are part of a group of providers responsible for ensuring that children receive adequate mental health care. Because child welfare workers do not typically provide mental health services themselves, their primary role is to provide a gateway for children and families to access services through referral, consultation, and liaison (McCarthy, Marshall, Irvine, & Jay, 2004; Stiffman, Pescosolido, & Cabassa, 2004). Changes in federal policy and monitoring through the Child Abuse Prevention and Treatment Act (CAPTA) and the Child and Family Service Reviews increase child welfare's role in protecting children's mental health and development. States are required to have procedures in place to refer all children under age 3 who are substantiated for maltreatment to early intervention services (CAPTA, 2003). States are also rated in periodic federal reviews on the extent to which "children receive adequate services to meet their physical and behavioral health needs" (U.S. Department of Health and Human Services, Administration on Children and Families, 2000, p. 4023). This includes systemic factors such as having an array of services available to meet wide-ranging family needs (U.S. Department of Health and Human Services, Administration on Children and Families, 2007). It also includes factors regarding individual children such as whether they received an accurate mental health or developmental assessment initially and on an ongoing basis (U.S. Department of Health and Human Services, Administration on Children and Families, 2016). Case reviewers determine, among a select number of cases, whether the child should reasonably have been expected to receive a mental health assessment, and if affirmed, whether such an assessment was provided and the child received appropriate services (U.S. Department of Health and Human Services, Administration on Children and Families, 2016). These are si...

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Section: Resultsmentioning

confidence: 99%

Systematic Review of Social–Emotional Screening Instruments for Young Children in Child Welfare

McCrae

Brown

2017

Research on Social Work Practice

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“…In a detailed study of the PKBS subscales, it was recommended that in comparisons of European and African American participants, caution should be used in the interpretation of differential findings and that the use of meta scales was recommended over the more narrow PKBS subscales (Edwards et al 2003). The developer reported internal consistencies of the meta scales from .85 to .97 and test-retest reliabilities from .58 to .87 (3-week interval).…”

Section: Child Social Developmentmentioning

confidence: 99%

Parenting and Preschool Child Development: Examination of Three Low-Income U.S. Cultural Groups

2008

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We examined the impact of parenting behaviors on preschool children's social development in lowincome families from three cultural groups: European American (n = 286), African American (n = 399), and Hispanic American (n = 164) using Spanish as the primary language in the home. Observed parenting behaviors of stimulation, responsivity, and acceptance of the child in European American and African American families showed positive impacts on children's social development with notable exceptions discussed. Corporal punishment had a negative impact on children's social development. With the exception of corporal punishment, none of the parenting behaviors predicted social development outcomes for Hispanic children.

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“…The ECLS–B includes a subset of the behavior rating scale that assess children’s affect, temperament, and sociability (Andreassen & West, 2007). Although no rating system is perfect, the PKBS and SSRS show fairly good reliability across racially diverse groups of children (Edwards, Whiteside‐Mansell, Conners, & Deere, 2003; Walthall, Konold, & Pianta, 2005). Items were reported for children by their mothers indicating the frequency (1 = rarely , 5 = always ) engaged in various activities.…”

mentioning

confidence: 99%

Migration Timing and Parenting Practices: Contributions to Social Development in Preschoolers With Foreign‐Born and Native‐Born Mothers

et al. 2012

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Little is known about how key aspects of parental migration or child-rearing history affect social development across children from immigrant families. Relying on data on approximately 6,400 children from the Early Childhood Longitudinal Study – Birth Cohort, analyses assessed the role of mothers’ age at migration on children’s social development in the United States (sociability and problem behaviors). Consistent with models of divergent adaptation and assimilation, the relationship between age at arrival and children’s social development is not linear. Parenting practices, observed when children were approximately 24 months of age, partially mediated the relation between mothers’ age at arrival and children’s social development reported at approximate age 48 months, particularly in the case of mothers who arrived as adults.

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The Unidimensionality and Reliability of the Preschool and Kindergarten Behavior Scales

Cited by 9 publications

References 26 publications

Systematic Review of Social–Emotional Screening Instruments for Young Children in Child Welfare

Systematic Review of Social–Emotional Screening Instruments for Young Children in Child Welfare

Parenting and Preschool Child Development: Examination of Three Low-Income U.S. Cultural Groups

Migration Timing and Parenting Practices: Contributions to Social Development in Preschoolers With Foreign‐Born and Native‐Born Mothers

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