Development and Standardization of a Test to Measure the Emotional and Behavioral Strengths of Preschool Children

Autor/inn/en	Epstein, Michael H.; Synhorst, Lori L.; Cress, Cynthia J.; Allen, Elizabeth A.
Titel	Development and Standardization of a Test to Measure the Emotional and Behavioral Strengths of Preschool Children
Quelle	In: Journal of Emotional and Behavioral Disorders, 17 (2009) 1, S.29-37 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1063-4266
DOI	10.1177/1063426608319223
Schlagwörter	School Readiness; Predictive Validity; Disabilities; Factor Structure; Preschool Children; Rating Scales; Factor Analysis; Emotional Problems; Behavior Problems; Clinical Psychology; Psychometrics; National Surveys; Item Analysis; Program Validation; Behavioral and Emotional Rating Scale + Suchen Sie Ihr Suchwort? Readiness for school; School ability; Schulreife; Handicap; Behinderung; Faktorenstruktur; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Rating-Skala; Faktorenanalyse; Klinische Psychologie; Psychometry; Psychometrie; Itemanalyse
Abstract	The purpose of the present study was to document the development and standardization of the "Preschool Behavioral and Emotional Rating Scale" and to examine its factor structure, internal consistency, and criterion validity. Data from a nationally representative sample (N = 1,471) of preschool children with and without disabilities were collected. An exploratory factor analysis identified four factors: Emotional Regulation, School Readiness, Social Confidence, and Family Involvement. The subscales and total instrument appear remarkably stable and consistent (0.838 to 0.983). Age differences across 3-, 4-, and 5-year olds were small in magnitude, although girls were rated as possessing significantly more strengths than boys. Preschool children with disabilities were seen as having less emotional and behavioral strength than their peers without disabilities. The limitations and future research needs are discussed. (Contains 5 tables.) (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10