A Typology of Behavior Problems in Preschool Children

Abstract

The purpose of this study was to produce a typology of behavior problems in preschool children. Distinct subtypes were identified through the use of cluster analytic techniques on data from the Behavior Assessment System for Children (BASC)-Parent Rating Scales. Analyses were based on archival data collected on a sample of 268 children, aged 2 to 5 years, who were referred to determine their suitability for a day treatment program. Five distinct and reliable subtypes of preschool children's behavior problems emerged. Ratings of adaptive and social skills based on the BASC Adaptive Scales and measures from the Parenting Stress Index served as external variables to assess the distinctiveness of the derived subtypes. The findings provide evidence for the reliability and validity of the subtypes identified in this study that are consistent with the findings of previous subtyping investigations focusing on school-aged children.

Relaxation Response–Based Yoga Improves Functioning in Young Children with Autism: A Pilot Study

“…A number of studies have supported the scale's structural and validity properties in children who have disruptive behavior 27 and in assessing the unusual thoughts and attention symptoms in children with an ASD, 26,28,29 epilepsy, 30 and for its use with preschool children. 31 The BASC-2 has agespecific child, parent, and teacher self-rating forms. The parent rating scale was used in this study.…”

Preschool and Kindergarten Behavior Scales - Second Edition (PKBS-2): adaptação e estudos psicométricos da versão portuguesa

“…O aumento da atenção nesta área, por parte da psicologia do desenvolvimento e psicopatologia da criança, teve um impacto crucial na compreensão de que certos problemas de comportamento precoces predizem o funcionamento futuro (Bagner et al, 2012;Beg et al, 2007;Campbell, Shaw, & Gilliom, 2000). Acresce que a importância de dar atenção especial aos pré-escolares com problemas de comportamento é ainda justifi cada atendendo ao facto de as intervenções nestas idades poderem ser mais efi cazes do que na população escolar, em virtude de os comportamentos disruptivos (ou de outra natureza) estarem menos estabelecidos, sendo que é também neste período desenvolvimental que emerge o controlo comportamental (Bagner et al, 2012;Beg et al, 2007;Breitenstein et al, 2009).…”

“…Acresce que a importância de dar atenção especial aos pré-escolares com problemas de comportamento é ainda justifi cada atendendo ao facto de as intervenções nestas idades poderem ser mais efi cazes do que na população escolar, em virtude de os comportamentos disruptivos (ou de outra natureza) estarem menos estabelecidos, sendo que é também neste período desenvolvimental que emerge o controlo comportamental (Bagner et al, 2012;Beg et al, 2007;Breitenstein et al, 2009).…”

Parent Emotional Functioning, Parent Responsiveness, and Child Adjustment

“…To progress, future research should encompass all testable constructs of the aforementioned model. To conclude, the current study seeks to take a step towards addressing the empirical and theoretical gaps outlined in this paper in order to facilitate more efficacious prevention and intervention efforts, specifically those geared toward reducing the instances of poor child adjustment and the related increase in rates of child psychopathology (Beg, Casey, & Saunders, 2007;NMHA, 2007;Shaffer, et al, 1996;SGRMH, 2000;Burns, et al, 1995). Thus, the overarching purpose of this study was to contribute knowledge that can be used to reduce of the number of children who grow up to be withdrawn, anxious, disturbed adults, and increase the number of children who become secure, happy, and competent.…”

“…Over the past two decades, interest in the psychological development of children has steadily increased (Beg, Casey, & Saunders, 2007;Cummings & Davies, 2006), presumably because statistics describing childhood psychological illness are alarming.…”