Assessing Callous-Unemotional Traits in Preschool Children with Disruptive Behavior Problems Using Peer Reports

Autor/inn/en	Graziano, Paulo A.; Ros, Rosmary; Haas, Sarah; Hart, Katie; Slavec, Janine; Waschbusch, Daniel; Garcia, Alexis
Titel	Assessing Callous-Unemotional Traits in Preschool Children with Disruptive Behavior Problems Using Peer Reports
Quelle	45 (2016) 2, S.201-214 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1537-4416
DOI	10.1080/15374416.2014.971460
Schlagwörter	Quantitative Daten; Preschool Children; Child Behavior; Behavior Problems; At Risk Students; Preschool Teachers; Summer Programs; Behavior Disorders; Emotional Disturbances; Antisocial Behavior; Hispanic Americans; Behavior Modification; Caregiver Child Relationship; Rating Scales; Cognitive Development; Intelligence Tests; Young Children; Factor Analysis; Regression (Statistics); Behavior Assessment System for Children + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Erzieher; Erzieherin; Kindergärtnerin; Sommerkurs; Gefühlsstörung; Hispanic; Hispanoamerikaner; Behaviour modification; Verhaltensänderung; Rating-Skala; Kognitive Entwicklung; Intelligence test; Intelligenztest; Frühe Kindheit; Faktorenanalyse; Regression; Regressionsanalyse
Abstract	The goal of this study was to examine the extent to which preschoolers with externalizing behavior problems (EBP) can identify behaviors indicative of callous-unemotional (CU) traits among their peers. Participants for this study included 86 preschool children (69% boys; M[subscript age] = 5.07 years) with at-risk or clinically elevated levels of EBP who were attending a summer treatment camp. Data collected from the children, their peers, and the counselors who worked at the summer camp examined preschoolers' social preference, likability, and behaviors indicative of CU. Parents and preschool teachers also reported on children's CU traits and severity of behavioral impairment, as well as school readiness. Peer nominations of CU traits showed (a) excellent factor structure as evidenced by clear CU items (e.g., "don't feel bad when they do something wrong") versus more prosocial items ("share," "cooperate"); (b) moderate construct validity when compared to counselor reports of the CU factor as well as preschool teacher reported ratings of CU traits and severity of behavioral impairment; and (c) good utility as evidenced by associations with peer and counselor rated social preference, likability, and school readiness measures as rated by both parents and preschool teachers. These findings indicate that as early as preschool, children with EBP can identify peers who engage in behaviors indicative of CU traits, which have significant implications for children's social status and overall school readiness. [This article was published in "Journal of Clinical Child and Adolescent Psychology," v45 n2 p201-214 2016.] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01