Identification of clinically relevant dimensions of children's behavior.

Sines, Jacob O.; Pauker, Jerome D.; Sines, Lloyd K.; Owen, David R.

doi:10.1037/h0028450

Cited by 111 publications

(50 citation statements)

References 13 publications

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“…To verify that behavioral differences existed between the groups, teachers completed the Aggression subscale of the Missouri Children's Behavior Checklist (MCBC; Sines, Pauker, Sines, & Owen, 1969) on the groups, and four independent observers made blind ratings of the boys' classroom behavior, using the Behavior Observation Schedule for Pupils and Teachers (BOSPT; Breyer & Calchera, 1971). The BOSPT provided timesampled ratings during two 30-minute observations of each subject and yielded three subscores.…”

Section: Subjectsmentioning

confidence: 99%

Situational social problem-solving skills and self-esteem of aggressive and nonaggressive boys

Lochman

Lampron

1986

J Abnorm Child Psychol

142

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This study was designed to assess specific social problem-solving, perceived competence, and self-esteem characteristics of 20 aggressive and 18 nonaggressive boys. Significant behavioral differences existed between the groups. The problem-solving measure provided for qualitative assessment of specific problem solutions that children consider, varying according to the interpersonal context of conflicts with peers, teachers, and parents and to the level of others' intent in conflicts (ambiguous frustration and hostile provocation). In univariate analyses, aggressive children had poorer self-esteem, generated fewer verbal assertion solutions in peer conflicts and during hostile frustration, and employed more direct action solutions with teachers and during hostile frustration. Discriminant analyses significantly differentiated the two groups. Findings indicated that future research should consider the relative distribution of specific kinds of problem situations that children produce, and that situational factors in social problem-solving skills should be addressed.

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Section: Subjectsmentioning

confidence: 99%

Situational social problem-solving skills and self-esteem of aggressive and nonaggressive boys

Lochman

Lampron

1986

J Abnorm Child Psychol

142

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“…Both types of informants have been shown to discriminate between disturbed and normal children (Rutter 1967;Sines et al 1969;Rutter et al 1970;Speer 1971;Achenbach 1991aAchenbach , 1991b) and population prevalence rates based upon reports of either one of these informants alone are often comparable (Gould et al 1980). However, different children are identified by parents and teachers (Gould et al 1980), and the average correlation between this pair of informants reported in a metaanalysis was low (r = 0.27) (Achenbach et al 1987).…”

Section: Introductionmentioning

confidence: 96%

Modelling sources of informant variance in parent and teacher ratings of child psychopathology

Zahner

Daskalakis

1998

Int J Methods Psych Res

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Factors influencing agreement between parent and teacher ratings of child psychopathology were studied in a population-based survey of 1458 children aged six to 11. Child psychopathology was assessed with the Child Behaviour Checklist. Agreement on the internalizing scale, the externalizing scale, and the total score was assessed using log-linear models. Characteristics of the children and the informants, as well as variables pertaining to the testing conditions, were examined as possible predictors of informant agreement. In general, parent-teacher agreement was low on all three scales, especially on the internalizing scale, although it was significantly better than chance. Most of the beyond-chance agreement was due to the tendency for parents to give higher ratings when teachers did (correlation of ratings). Measures representing the teacher's familiarity and contact with the child were significant predictors of agreement for both the internalizing and externalizing scales. Agreement on the externalizing ratings was also influenced by several other factors, including the child

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“…Before intervention, all parents had been given the Missouri Children's Behavior Checklist, which identifies eight dimensions of children's behavior, 19 and the Family Environment Scale, which identifies 10 dimensions of family environment. 20 There were no significant differences between scores of control and intervention families on either of these instruments.…”

Section: Discussionmentioning

confidence: 99%

Changing sodium intake in children. The Minneapolis Children's Blood Pressure Study.

Gillum¹,

Elmer²,

Prineas³

1981

Hypertension

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with the technical assistance of DEAN SURBEY, M.A.SUMMARY To assess the effects of modifying dietary sodium intake, 80 school children with blood pressures abore the 95th percentile for age and sex but below 130/90 mm Hg at school screening were randomized to a family intervention program or a control group. Twenty children aged 6 to 9 years and their families began a program to modify the family diet toward a goal of 70 mEq sodium per person per day. Adherence was assessed by 3-day food records and urine collections in children and adults. The sodium intakes and blood pressures of the interrention and control group were compared 1 year after randomization. Sodium intake was significantly lower in the intervention group only in the actire participants as compared to dropouts and controls (87 vs 130 and 133 mmoles/24 hr). There were no significant differences between the groups in height, weight, or blood pressure. 1 Risk factors in youth for essential hypertension in adulthood have been identified in epidemiologic studies." Higher blood pressure (BP), body weight, and ponderal index at baseline, weight gain over the follow-up period, and family history of hypertension are the best established of these. Although data from follow-up studies reaching from early childhood to adulthood are lacking, the "tracking" of BP, weight, and other characteristics through childhood and adolescence has been well documented.7 -* Crosscultural, clinical, and laboratory studies support the hypothesis that a high sodium intake, to which essentially all American children are exposed, is a risk factor for essential hypertension in adulthood.' Hygienic measures have proven valuable in the management of

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Identification of clinically relevant dimensions of children's behavior.

Cited by 111 publications

References 13 publications

Situational social problem-solving skills and self-esteem of aggressive and nonaggressive boys

Situational social problem-solving skills and self-esteem of aggressive and nonaggressive boys

Modelling sources of informant variance in parent and teacher ratings of child psychopathology

Changing sodium intake in children. The Minneapolis Children's Blood Pressure Study.

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