Assessment of Disruptive Behaviors in Preschoolers: Psychometric Properties of the Disruptive Behavior Disorders Rating Scale and School Situations Questionnaire

Autor/inn/en	Pelletier, Julie; Collett, Brent; Gimpel, Gretchen; Crowley, Susan
Titel	Assessment of Disruptive Behaviors in Preschoolers: Psychometric Properties of the Disruptive Behavior Disorders Rating Scale and School Situations Questionnaire
Quelle	In: Journal of Psychoeducational Assessment, 24 (2006) 1, S.3-18 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0734-2829
DOI	10.1177/0734282905285235
Schlagwörter	Hyperactivity; Behavior Disorders; Attention Deficit Disorders; Preschool Children; Rating Scales; Psychometrics; Behavior Problems; High Risk Students; Early Intervention; Antisocial Behavior; Student Behavior + Suchen Sie Ihr Suchwort? Hyperaktivität; Attention deficit hyperactivity disorder; ADHS; Aufmerksamkeits-Defizit-Hyperaktivitäts-Störung; Aufmerksamkeitsstörung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Rating-Skala; Psychometry; Psychometrie; Problemschüler; Student behaviour; Schülerverhalten
Abstract	Disruptive behavior disorders (e.g., attention-deficit/hyperactivity disorder and oppositional defiant disorder) are increasingly being diagnosed in preschool children. However, the assessment and differential diagnosis of these disorders presents several challenges to clinicians. For example, most rating scales used to help diagnose such problems were developed using school age children. Thus, the psychometric properties of many commonly used assessment tools have yet to be investigated with a preschool population. The purpose of this study is to investigate the psychometric properties of the Disruptive Behavior Disorders Rating Scale (DBDRS) and the School Situations Questionnaire (SSQ) when used with a community sample of at-risk preschool children. Results indicate that both measures have adequate psychometric properties for use with preschoolers. Additionally, as with school-age populations, a three-factor solution, with factors reflecting inattentive, hyperactive-impulsive, and oppositional defiant behaviors, was the best fit for the DBDRS data. Implications for clinicians are discussed, as are limitations and suggestions for future research. (Contains 10 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10