title: Parent-rated externalizing behavior in preschoolers: the predictive utility of structured interviews, teacher reports, and classroom observations.
abstract: This study investigated multiple forms of home and school assessment as predictors of parent-rated behavior problems across a preschool year. Participants were a community sample of 79 preschool children, their parents, and their teachers. Parent ratings of behavior problems were obtained toward the beginning of the school year and approximately 6 months later. Behavior problems were also assessed early in the school year using parent structured interviews, teacher-rating scales, and classroom observations of problem and prosocial behavior. Consistent with hypotheses, each assessment method significantly predicted year-end parent ratings of behavior problems, even above initial ratings.
authors.affiliation: Psychology Department, University of Massachusetts, Amherst, 01003, USA.
authors.forename: Greta L
authors.initials: GL
authors.lastname: Doctoroff
authors.forename: David H
authors.initials: DH
authors.lastname: Arnold
mesh_terms: D002653:Child Behavior Disorders / Q000175:diagnosis / Q000453:epidemiology*; D002675:Child, Preschool; D005178:Faculty; D005260:Female; D006801:Humans; D007407:Interviews as Topic; D008297:Male; D019370:Observation; D015588:Observer Variation; D010290:Parents; D012737:Sex Factors; D011795:Surveys and Questionnaires