Dimensions of problem behavior in the early grades.

Dielman, T. E.; Cattell, Raymond B.; Lepper, Carolyn

doi:10.1037/h0032018

Cited by 18 publications

(8 citation statements)

References 15 publications

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“…These items seem to describe a distractible, hyperactive disposition that spills over into uncontrolled disruptive behavior. This factor has elements of both the Conduct and Immaturity factors described by Quay (1979) but has also been found as a distinct factor both at the preschool (Behar & Stringfield, 1974;O'Donnell & Van-Tuinan, 1979) and the elementary levels (Dielman, Cattell & Lepper, 1971;Goyette, Connors, & Ulrich, 1978;Victor & Halverson, 1975), We call this factor Distractible-Hyperactive.…”

Section: Factor Analysismentioning

confidence: 83%

Dimensions of behavior problems in Anglo-American and Mexican-American preschool children: A comparative study.

O’Donnell¹,

Stein²,

Machabanski³

et al. 1982

Journal of Consulting and Clinical Psychology

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This study compared the factor structure of a modified Behavior Problem Checklist for groups of Mexican-American (MA) and Anglo-American preschool children from low-socioeconomic-class families. Of the five factors extracted for each group, only the Anxiety-Withdrawal dimension exhibited strong cross-cultural similarity. Two other MA factors, Distractible-Hypoactive and Anxious-Negativism, were interpretable within the framework of MA culture. These results suggest that emergent classification systems should allow for cultural variation in symptom expression.Spanish-speaking Spanish-surnamed children under age 18 are the second largest group of minority children in the United States. Among these children, Mexican Americans (MAs) are the most numerous subgroup (U.S. Bureau of the Census, 1978). Compared to Anglos, MA children are exposed to more stressors, such as belonging to large, low-income, single-parent families that move frequently (Padilla & Ruiz, 1973; U.S. Bureau of the Census, 1978), which increase their vulnerability to behavior problems. However, the ethnocentric nature of the mental health system is an important barrier to full use of mental health services by MA families (Acosta, 1979; Ban-era, 1978;Trevino, Bruhn, & Bunce, 1979). In order to help reduce this ethnocentricity, cultural influences should be taken into account in the formation of diagnostic-classification systems (e.g., Achenbach & Edelbrock, 1978;Quay, 1979).Previous cross-cultural studies of children's behavior problems have employed one of two strategies. In the first, the factor pattern obtained from one ethnic group, either

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Section: Factor Analysismentioning

confidence: 83%

Dimensions of behavior problems in Anglo-American and Mexican-American preschool children: A comparative study.

O’Donnell¹,

Stein²,

Machabanski³

et al. 1982

Journal of Consulting and Clinical Psychology

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“…The CBF represents a brief (approximately 5 to 10 minutes per child), easily understandable, reliable, and valid procedure for screening large numbers of preschool children enrolled in settings such as day care centers and nursery schools. It assesses dimensions of behavior relevant both to normal preschool functioning (Dielman, Cattell, & Lepper, 1971 ;Kohlberg et al, 1972;Thorpe & Werner, 1974) and to subsequent adjustment in the primary grades (Cowen, Dorr, et al, 1973;Lorion et al, 1974;Robins & Ratcliff, 1979). Areas assessed include the child's capacity for appropriate and inappropriate assertiveness, following directions, expressing curiosity, dealing with frustration, and relating to peers.…”

Section: Discussionmentioning

confidence: 99%

Scale development, normative, and parametric analyses of a preschool screening measure

Lorion

Barker

Cahill

et al. 1981

American J of Comm Psychol

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The Children's Behavior Form {CBF), a 28-item preschool developmental screening measure, is described. Analysis of CBF ratings for 570 children from 34 preschool settings reveal that the measure assesses three stable, orthogonal dimensions: aggressiveness, readiness to learn, and moodiness. Estimates of the CBF's internal consistency are quite acceptable. The relationship of CBF ratings to age, sex, race, and socioeconomic status (SES) were examined. Significant main effects were found for age and SES but not for sex. Observed race differences were accompanied by significant interactions. Discriminant analyses revealed that neither the CBF subscale nor total scale scores satisfactorily differentiated the scale development sample from a criterion sample of preschoolers enrolled in a special education program. When CBF item scores and individual demographic characteristics are used, however, discrimination between the groups improves markedly. The implications of these findings for the CBF's construct validity and use as a developmental screening measure are discussed.

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“…Dielman ( 5 ) and Dielman, el al. ( 6 ) discussed above. lems," "sluggishness," "paranoid tendencies," "social withdrawal," "acting out," "speech problems,'' and "antisocial tendencies."'…”

mentioning

confidence: 90%

The prediction of behavior problems in 6- to 8- year-old children from mothers' reports of child-rearing practices

Dielman

Cattell

1972

J. Clin. Psychol.

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PROBLEMThe dimensionality of behavior problem shas received thorough attention in recent literature in the work of Quay et al. (16, I7, 1*), who have repeatedly identified three to four orthogonal factors in analyses of teachers' checklists of problem behavior. Earlier factor analytic investigations in this area (Hirnmelweit's(") analysis of Ackerson's(') case record data, and Peterson'~(1~) analysis of teacher checklist data) identified two major dimensions identified as "personality problem" and "conduct problem." The former was composed of such variables as sensitivity, absent-mindedness, seclusiveness, daydreaming, inefficiency in work, inferiority feelings, changeability in moods, and nervousness; the latter dimension was composed of such variables as truancy from home and school, fighting, lying, destructiveness, rudeness, selfishness, and temper tantrums. Dielman ( 5 ) and Dielman, el al. c6) have criticized the earlier investigations on both theoretical and methodological grounds and have identified eight factors, which are those employed as the dependent variables in this study, as "hyperactivity," "disciplinary prob-

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Dimensions of problem behavior in the early grades.

Cited by 18 publications

References 15 publications

Dimensions of behavior problems in Anglo-American and Mexican-American preschool children: A comparative study.

Dimensions of behavior problems in Anglo-American and Mexican-American preschool children: A comparative study.

Scale development, normative, and parametric analyses of a preschool screening measure

The prediction of behavior problems in 6- to 8- year-old children from mothers' reports of child-rearing practices

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