Child-Child Social Interactions: An Analysis of Assessment Instruments for Young Children

Guralnick, Michael J.; Weinhouse, Ellen

doi:10.1177/001440298305000310

Cited by 11 publications

(8 citation statements)

References 3 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The accuracy, stability, and validity of measures designed for preschool populations are presently the topic of much debate in other areas of the self-report literature (Beitchman, & Corradini, 1988; Ceci & Bruck, 1993; Fantuzzo, McDermott, Manz, Hampton, & Burdick, 1996; Guralnick & Weinhouse, 1983; Hughes, 1988). The work conducted so far suggests that the ability of preschool children to respond to self-report measures may be related to such test construction variables as item content (Eder, 1989; Eder, Geriach, & Perlmutter, 1987), as well as to individual child variables such as memory capacity and suggestibility (Ceci & Bruck, 1993).…”

Section: Discussionmentioning

confidence: 99%

Preschool children's exposure to violence: Relation of behavior problems to parent and child reports.

Shahinfar

Fox

Leavitt

2000

American Journal of Orthopsychiatry

143

119

View full text Add to dashboard Cite

A group of 155 parents and their preschool children attending Head Start reported on the children's exposure to community violence, level of distress symptoms, and behavioral problems. The behavioral correlates of exposure were found to differ according to exposure modality: internalizing problems were more likely in children who witnessed violence, and externalizing problems in those victimized by violence. Issues regarding self-reports by preschool children are highlighted, and clinical and research implications discussed.

show abstract

Section: Discussionmentioning

confidence: 99%

Preschool children's exposure to violence: Relation of behavior problems to parent and child reports.

Shahinfar

Fox

Leavitt

2000

American Journal of Orthopsychiatry

143

119

View full text Add to dashboard Cite

show abstract

“…First, most of these measures do not provide adequate technical information to support them as viable preschool instruments (Elliott, Barnard, & Cresham, 1989;Martin, 1986). Guralnick and Weinhouse (1983) discovered that few preschool measures met the most basic psychometric standards-one-third of the measures showed inadequate levels of reliability and only one-fifth were considered standardized or demonstrated acceptable validity. Second, many of the measures present a negative orientation (Elliott et al, 1989).…”

mentioning

confidence: 99%

The Pictorial Scale of Perceived Competence and Social Acceptance: Does It Work with Low-Income Urban Children?

et al. 1996

View full text Add to dashboard Cite

The present study represents a twofold investigation wherein (a) the construct validity of the Pictorial Scale of Perceived Competence and Social Acceptance for Young Children (PSPCSA) and (b) the developmental appropriateness of the PSPCSA were empirically examined for urban Head Start children. Data were collected from a sample of 476 African-American children (48-64 months) representing children enrolled in a large metropolitan Head Start program. In the first study, neither replication of the test author's statistical procedures nor a series of exploratory factor analyses produced psychologically meaningful constructs. A second study tested the assumption that the PSPCSA administration format is developmentally appropriate for preschool children. Results from this study did not support the assumption that the PSPCSA is developmentally appropriate for preschool children. Implications for establishing valid assessment methods for urban Head Start children were discussed.

show abstract

“…These efforts have advanced beyond a sole reliance on average program effects to increased attention to the heterogeneity of impact estimates through moderation analyses (Guralnick 1991(Guralnick , 1993(Guralnick , 1997Reynolds 2000). Second-generation research hypothesises that specific attributes of early intervention programs should promote gains within a number of subgroups including the child, the family and the educational environment (Guralnick and Weinhouse 1983;Guralnick 1991Guralnick , 1993Guralnick , 1997Reynolds 2000). It has also inspired a renewed interest in early childhood intervention and the development of social and emotional competence (Guralnick 1989(Guralnick , 1993(Guralnick , 1997Hart, Atkins, and Fegley 2003;Luther, Doernberger, and Zigler 1993;Nelson, Westhues, and MacLeod 2003;Reynolds 2000).…”

Section: Characterising Social and Emotional Competencementioning

confidence: 99%

Early childhood intervention and early adolescent social and emotional competence: second-generation evaluation evidence from the Chicago Longitudinal Study

Niles

Reynolds²,

Roe‐Sepowitz

2008

Educational Research

View full text Add to dashboard Cite

Background: To explore whether social or emotional outcomes for high-risk early adolescent youth that attended an established preventive intervention called the Chicago Child-Parent Center Preschool Program (CPC) are moderated by individual, family and program variations. Purpose: Two questions are addressed: (1) Do the effects of CPC preschool participation on early adolescent social and emotional competency vary by sex of child, family risk status, parent education and family structure? (2) Do estimated effects on early adolescent social and emotional competency vary by program length in the preschool and school-age components of the program? Programme description: Located in or close to elementary schools in the Chicago public school system, the CPC program provides educational and family-support services to children between the ages of 3 and 9 (preschool to 2nd or 3rd grade). Within a structure of comprehensive services similar to Head Start, the intervention emphasises the acquisition of basic skills in language arts and math through relatively structured but diverse learning experiences that include teacher-directed, whole-class instruction, small-group and individualised activities, and frequent field trips. Sample: Data for this investigation were drawn from the Chicago Longitudinal Study (CLS). The CLS follows a cohort of 1539 disadvantaged, minority children (93% African-American, 7% Latino or Other) who were born in 1980 and attended kindergarten programs within the Chicago Public School System in 1985/86. Out of the full sample of 1539, a subset of 989 children (64% of the sample) received preschool services from one of Chicago's 20 Child-Parent Center (CPC) programs. An additional set of 550 children (36% of the sample) did not attend CPC preschool and serve as a non-CPC comparison group. The study sample are 1378 primarily African-American youth who participated in the CLS and had scores for two or more identifiable social and emotional competency indicators by age 15. Design and methods: Follow-up of a non-randomised alternative intervention matched-group cohort at age 15 years. Differential effects were estimated using multiple regression. Program interaction terms (e.g., program 6 sex or program 6 parent high school graduate) were added to the basic regression model specification that already included the main effects of each variable included in the interaction. Results: Some 12% (or 11 of 92) of the interaction terms for social and emotional outcomes by age 15 were significant at the 0.01 or 0.05 level. The most frequently detected differential effects were for family risk level (high or low) and sex of child. Conclusions: Most children appear to benefit equally from participation in the CPC program. The prediction from ecological theory that children experiencing a large number of environmental risk factors (e.g., high family risk status and low

show abstract

Child-Child Social Interactions: An Analysis of Assessment Instruments for Young Children

Cited by 11 publications

References 3 publications

Preschool children's exposure to violence: Relation of behavior problems to parent and child reports.

Preschool children's exposure to violence: Relation of behavior problems to parent and child reports.

The Pictorial Scale of Perceived Competence and Social Acceptance: Does It Work with Low-Income Urban Children?

Early childhood intervention and early adolescent social and emotional competence: second-generation evaluation evidence from the Chicago Longitudinal Study

Contact Info

Product

Resources

About