Behaviour Problems across Home and Kindergarten in an Australian Sample

Autor/inn/en	Herrera, Maite; Little, Emma
Titel	Behaviour Problems across Home and Kindergarten in an Australian Sample
Quelle	In: Australian Journal of Educational & Developmental Psychology, 5 (2005), S.77-90 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1446-5442
Schlagwörter	Behavior Problems; Early Intervention; Kindergarten; Clinics; Child Behavior; Student Behavior; Young Children; Parent Attitudes; Teacher Attitudes; Discipline; Antisocial Behavior; Australia; Preschool and Kindergarten Behavior Scales + Suchen Sie Ihr Suchwort? Student behaviour; Schülerverhalten; Frühe Kindheit; Elternverhalten; Lehrerverhalten; Disziplin; Australien
Abstract	The current study examined the extent to which kindergarten children display behaviour problems in the clinical range at both home and kindergarten. Differences and similarities between parents' and teachers' responses to misbehaviour were also assessed. The co-occurrence of problems at home and kindergarten was assessed using the Preschool and Kindergarten Behavior Scales- Revised (Merrell, 2002), for a sample of parents and teachers of a) 22 children whose parents responded to invitations to participate distributed through kindergartens (regular kindergarten sample); and b) 11 children who had been referred to services because of behaviour problems (clinic-referred sample). For the kindergarten sample, 9.2% exhibited problems of behaviour across settings, with 35.5% displaying them in only one setting. For the clinic-referred sample, 63.7% exhibited behaviour problems across settings, with 18.2% exhibiting them in one setting only. Responses to misbehaviour at home and kindergarten were assessed using the Competency and Behaviour Management survey in a sample of 142 participants (79 parents, 63 teachers). Results revealed significant differences in parents' and teachers' responses to misbehaviour. The present findings provide important information for consistent early intervention programs across settings and in single settings where warranted. (Contains 6 tables and 2 figures.) (As Provided).
Anmerkungen	University of Newcastle. School of Education, Callaghan, NSW 2308, Australia. e-mail: ajedp@newcastle.edu.au; Web site: http://www.newcastle.edu.au/group/ajedp
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10