Relationships Among Early Childhood Behavior Rating Scales: Convergent and Discriminant Construct Validity of the Preschool and Kindergarten Behavior Scales

Research Findings: Data that serve to establish the convergent and discriminant construct validity of a new behavior rating scale for use with the early childhood preschool population-the Preschool and Kindergarten Behavior Scales (PKBS)-are presented. The results of four different studies are presented wherein PKBS ratings of preschool or kindergarten age children were correlated with established comparison measures: the Social Skills Rating System, Mattson Evaluation of Social Skills with Youngsters, Conners Teacher Rating Scale, and School Social Behavior Scales. Correlations were in the desired directed for demonstrating convergent and discriminant construct validity of the PKBS. Practice Implications: The PKBS appears to adequately measure the constructs of social skills and both internalizing and externalizing problem behavior in early childhood. Although additional validation research for this instrument is needed, the PKBS appears to show promise as a research tool, screening device, and assessment instrument for assessing social-emotional behavior of children ages 3-6. Given the increasing importance of early detection of social-emotional problems as part of a comprehensive system of prevention and early intervention, future efforts at linking assessment tools to specific and effective intervention techniques appear to be a much needed and significant endeavor.     

Reliability and comparability of a Spanish‐language form of the preschool and kindergarten behavior scales

Comparability of a Spanish language translation of the Preschool and Kindergarten Behavior Scales was examined in relation to the English language version. Children ages 3–6 enrolled in preschool, kindergarten, or Head Start programs were rated concurrently by respondents on English and Spanish versions of the PKBS. Results showed virtually identical internal consistency of scores on both forms on Social Skills (.93) and Problem Behavior (.96) Scales. Correlations between forms for Social Skills and Problem Behavior scores were .93 and .94, respectively. Implications of these findings, directions for future research and the importance of continued work toward development/translation of other Spanish language assessment instruments for the early childhood population are discussed. © 2002 Wiley Periodicals, Inc.     

Generalization of the Child Observation Record: a validity study for diverse samples of urban,low-income preschool children

The present investigation addressed the construct validity of the Child Observation Record (COR) with low-income urban preschool children. From two separate samples representing low-income preschool children, COR ratings were analyzed using multivariate techniques. Independent analyses from these two urban sites yielded a three-dimensional structure: Cognitive Skills, Social Engagement, and Coordinated Movement. Further analyses cross-validated this structure for males and females and across ethnic groups. Concurrent assessments provided convergent and discriminant validity for the Social Engagement dimension and convergent validity for Cognitive Skills dimension. Analyses of item distributions of the 5-point developmental sequences represented by the 30 COR items were used to examine the assumption that all the distributions were continuous unimodal distributions. Findings did not universally support this assumption revealing some irregular distributions with troughs in the mid-range of continua. Implications of the findings for early childhood assessment of vulnerable children and future research were discussed.     

Validity of the home and community social behavior scales: Comparisons with five behavior‐rating scales

Three separate studies focusing on convergent and discriminant validity evidence for the Home and Community Social Behavior Scales are presented. The HCSBS is a 65‐item social behavior‐rating scale for use by parents and caretakers of children and youth ages 5–18. It is a parent‐rating version of the School Social Behavior Scales. Within these studies, relationships with five behavior‐rating scales were examined: the Social Skills Rating System, Conners Parent Rating Scale–Revised‐Short Form, Child Behavior Checklist, and the child and adolescent versions of the Behavior Assessment System for Children. HCSBS Scale A, Social Competence, evidenced strong positive correlations with measures of social skills and adaptability, strong negative correlations with measures of externalizing behavior problems, and modest negative correlations with measures of internalizing and atypical behavior problems. HCSBS Scale B, Antisocial Behavior, evidenced strong positive correlations with measures of externalizing behavior problems, modest positive correlations with measures of internalizing and atypical behavior problems, and strong negative correlations with measures of social skills and adaptability. These results support the HCSBS as a measure of social competence and antisocial behavior of children and youth. © 2001 John Wiley & Sons, Inc.     

Construct validity of the adjustment scales for children and adolescents and the preschool and kindergarten behavior scales: Convergent and divergent evidence

Construct validity (convergent and divergent) of the Adjustment Scales for Children and Adolescents (ASCA; McDermott, Marston, & Stott, 1993) and the Preschool and Kindergarten Behavior Scales (PKBS; Merrell, 1994a) is presented. Regular classroom teachers (n = 38) randomly selected 5‐ and 6‐year‐old children (N = 123) and rated them on the ASCA and PKBS in counterbalanced order. Convergent evidence of construct validity was observed for the PKBS Externalizing Problems scale and the ASCA Overactivity syndrome. Divergent evidence of construct validity was provided for the PKBS Externalizing Problems scale and ASCA Underactivity syndrome. Convergent and divergent evidence of construct validity for the PKBS Internalizing Problems scale and ASCA Overactivity and Underactivity syndromes was mixed. Results were identical to those of Canivez and Bordenkircher (2002). © 2002 Wiley Periodicals, Inc. Psychol Schs 39: 621–633, 2002.     

Social and behavioral differences among a predominantly African American preschool sample

This study investigated the relationship between problem behaviors, including those associated with hyperactivity, and social skill deficits in a predominantly African American sample of preschool children. Specifically, 96 children, ages 3 through 5, were evaluated by their teachers using the Conners' Teacher Rating Scales‐28 (CTRS‐28), the ADHD Rating Scale, and the Social Skills Rating System (SSRS). Three cluster groups were identified based upon ratings on the CTRS‐28. Differences in specific SSRS Social Skill and Problem Behavior items among the three groups were identified. In addition, differential and concurrent validity for the AD/HD Rating Scale for the preschool age group was established. Implications of results regarding children at risk for school failure and drop‐out were discussed. © 1999 John Wiley & Sons, Inc.     

Behavior Problems and Social Skills in Preschool Children: Parent-Teacher Agreement and Relations with Classroom Observations

The goals of the present investigation were to provide basic psychometric information about the use of the Preschool and Kindergarten Behavior Scales (PKBS: Merrill, 1994) with a sample of normally-developing preschool children, to assess agreement between parent and teacher ratings of children on this instrument, and to assess concurrent, criterion-related validity of these instruments in terms of their relations with observations of children's behavior in the classroom. Parents and teachers of 47 preschool children completed the scales and these children were observed naturalistically in the classroom setting. Overall, agreement between parents and teachers was modest (-.09 to .38). Cross-informant correlations were poor (-.09 to .27) for social skills, low (.15 to .36) for internalizing behaviors, and modest (.29 to .38) for externalizing behavior. Both parents and teachers rated boys as having more externalizing behavior problems than girls. Parents perceived their children to have more externalizing, and more overall, behavior problems than did teachers. In general, teacher reports, but not parent reports, were significantly associated with children's independently observed goal-directed activity, sustained attention, inappropriate behavior, peer affiliation, expressed negative affect, and proximity to a teacher in the classroom. Results argue for the clinical utility of the PKBS for teacher-report assessment of child behavior problems and social skills in the preschool years, and suggest the need for cross-contextual assessment. Also, it is clear that children's behavioral and social competence are crucial for optimal functioning in the preschool setting.     

The validity of the Devereux Early Childhood Assessment for culturally and linguistically diverse Head Start children

The Devereux Early Childhood Assessment (DECA) is a social-emotional assessment widely used by early childhood educational programs to inform early identification and intervention efforts. However, its construct validity is not well-established in independent samples of children from low-income backgrounds. We examined the construct validity of the teacher report of the DECA using a series of confirmatory factor analyses, exploratory factor analyses, and the Rasch partial credit model in a large sample of culturally and linguistically diverse Head Start children (N = 5,197). Findings provided some evidence for consistency in the factor structure of the three Protective Factors subscales (Initiative, Self-Control, and Attachment); however, the factor structure of the Behavioral Concerns subscale was not replicated in our sample and demonstrated poor fit to these data. Findings suggested that the 10 items of the published Behavioral Concerns subscale did not comprise a unidimensional construct, but rather, were better represented by two factors (externalizing and internalizing behavior). The use of the total Behavioral Concerns score as a screening tool to identify emotional and behavioral problems in diverse samples of preschool children from low-income backgrounds was not supported, especially for internalizing behavior. Implications for the consequential validity of the DECA for use as a screening tool in early childhood programs serving diverse populations of children and directions for future research are discussed.     

A Preschool Pilot Study of Connecting with Others: Lessons for Teaching Social and Emotional Competence

Social-emotional learning in early childhood sets the stage for students’ future behaviors in schools. The current study examined the effects of a social-emotional skills curriculum on the behavior of students in an early childhood program. The children received instruction in social and emotional skills using the Connecting with Others: Lessons for Teaching Social and Emotional Competence program. Pre-test and post-test scores for the BASC-2 Rating Scale and the Connecting with Others Rating Scale were used to determine if the children demonstrated progress in their behaviors by the end of the intervention. The results indicated that the social skills curriculum Connecting with Others: Lessons for Teaching Social and Emotional Competence was associated with positive changes in the children’s behaviors.     

Class-wide Positive Behavior Support in Preschool: Improving Teacher Implementation Through Consultation

As the number of young children displaying challenging behavior in early childhood grows, so too does the need to implement evidence-based practices that prevent challenging behavior. Positive Behavior Support (PBS) provides a framework of tiered interventions focused on promoting social-emotional development and preventing challenging behavior. This study investigated the effects of consultation on teachers’ implementation of universal PBS practices and children’s academic engagement. A multiple-baseline design was applied across four preschool classrooms serving children from 33 to 63 months of age. A strong relationship was documented between consultation and teachers’ implementation of PBS skills. High levels of academic engagement were maintained following consultation. Implications of the results are provided for applications of universal PBS practices in early childhood settings.     

RELIABILITY AND STRUCTURAL VALIDITY OF THE TEACHER RATING SCALES OF EARLY ACADEMIC COMPETENCE

Currently, there are few strengths‐based preschool rating scales that sample a wide array of behaviors believed to be essential for early academic success. The purpose of this study was to assess the factor structure of a new measure of early academic competence for at‐risk preschool populations. The Teacher Rating Scales of Early Academic Competence (TRS‐EAC) includes two broad scales (Early Academic Skills and Early Academic Enablers) and was completed by 60 teachers for 440 children enrolled in Head Start and public preschool classrooms. Evidence from two exploratory factor analyses supported a five‐factor solution for the Early Academic Skills Scale (Creative Thinking, Critical Thinking Skills, Numeracy, Early Literacy, and Comprehension) and a five‐factor solution for the Early Academic Enablers Scale (Approaches to Learning, Social and Emotional Competence, Fine Motor Skills, Gross Motor Skills, and Communication). TRS‐EAC scores also demonstrated good to excellent reliability and were related to children's performance on direct measures of early academic skills.     

Convergent and discriminant validity of the mental processing scales of the Kaufman Assessment Battery for Children

Convergent and discriminant validity of the Mental Processing Scales of the Kaufman Assessment Battery for Children (K-ABC) were examined using 51 first-grade children. Convergent validity was assessed using the Reading Recognition and Comprehension subtests of the Peabody Individual Achievement Test. Discriminant validity was assessed using a measure of anxiety/self-esteem, the Child Anxiety Scale, and a measure of hyperactive behavior, the Hyperactivity scale of the Achenbach Child Behavior Checklist. Results supported the convergent validity of the K-ABC; correlations with reading achievement were fairly large. The discriminant validity received only partial support. The K-ABC did not correlate with the Child Anxiety Scale, but did show rather large correlations with the measure of hyperactive behavior. Implications for understanding what the K-ABC Mental Processing Scales are measuring are discussed.     

Preschool teachers and classroom aides: Same context,similar perceptions of children's behaviors?

This study explored the correspondence and differences between school staff perceptions of preschool children's social skills and behavior problems. One hundred preschoolers were assessed by 14 pairs of teachers and classroom aides with the Preschool and Kindergarten Behavior Scales – 2^nd Edition (PKBS‐2 Portuguese version). Indexes of agreement and disagreement were calculated. Risk levels and item analyses of PKBS‐2 scores according to both informants' ratings were compared. A higher level of agreement was obtained for social skills scores than for behavior problems (mean correlation of .62). No statistically significant differences between informants were obtained for the risk levels, and item analyses revealed a similar pattern of behaviors that were most and least rated by both informants. Results indicate that the classroom aides' perspective on preschool assessment represents a reliable input, which justifies that they network with teachers in addressing preschoolers' social‐emotional and behavioral challenges.     

Convergent validity of the BASC and SSRS: Implications for social skills assessment

The present study examined the psychometric relationship between two new rating scales, the Behavior Assessment System for Children (BASC; Reynolds & Kamphaus, 1992) and the Social Skills Rating System (SSRS; Gresham & Elliott, 1990), for a sample (N = 53) of minority kindergarten children using both parent and teacher ratings. The similarities and differences between these instruments were investigated through correlational and content analyses. In general, the results provide preliminary convergent validity evidence for the BASC and SSRS. In regard to the Social Skills subscale of the BASC, convergent validity evidence was demonstrated for the parent form of this instrument, but not the teacher form, when the SSRS Social Skills scale was used as the criterion. In addition, the correlations between the various scales of the BASC and SSRS were in the expected direction. That is, the correlation between the BASC Adaptive Skills Composite and the SSRS Social Skills scale was moderate in the teacher group (r = .44) and high in the parent group (r = .54). Similarly, correlations between the BASC Hyperactivity, Aggression, and Externalizing scales and the SSRS Problem Behaviors scale ranged from .50 to .60 and .50 to .56 in the teacher and parent groups, respectively. Implications regarding the practical utility of the BASC and SSRS for assessing social skills functioning, in particular, were presented. © 1996 John Wiley & Sons, Inc.     

Validity of Curriculum-Based Scales With Young Neurodevelopmentally Disabled Children: Implications for Team Assessment

Recent surveys in early childhood special education and developmental school psychology reveal that criterion-referenced or curriculum-based developmental assessment (CBA) is the primary form of measurement employed by interdisciplinary early intervention teams. Despite their wide use, little technical adequacy data are available on the validity of CBA instruments with specific populations of handicapped preschoolers. This research analyzed the concurrent validity of two norm-based and six curriculum-based scales commonly used within community early intervention programs with a sample of 50 infants and preschool children having diverse neurodevelopmental and neurobehavioral deficits. Results supported the concur- rent validity of CBA measures despite some significant interscale differences. Based on these results, guidelines are offered regarding "best practices" in the use of CBA systems by early intervention teams.     

Validity of Curriculum-Based Scales With Young Neurodevelopmentally Disabled Children: Implications for Team Assessment

Recent surveys in early childhood special education and developmental school psychology reveal that criterion-referenced or curriculum-based developmental assessment (CBA) is the primary form of measurement employed by interdisciplinary early intervention teams. Despite their wide use, little technical adequacy data are available on the validity of CBA instruments with specific populations of handicapped preschoolers. This research analyzed the concurrent validity of two norm-based and six curriculum-based scales commonly used within community early intervention programs with a sample of 50 infants and preschool children having diverse neurodevelopmental and neurobehavioral deficits. Results supported the concur- rent validity of CBA measures despite some significant interscale differences. Based on these results, guidelines are offered regarding “best practices” in the use of CBA systems by early intervention teams.     

Program-Wide Positive Behavior Support in Preschool: Lessons for Getting Started

There is growing concern over the number of young children who display challenging behavior and preschool teachers are reporting children’s challenging behavior as their greatest concern. Program-wide Positive Behavior Support (PWPBS) is a promising model for supporting appropriate behavior and decreasing challenging behavior in early childhood programs. Implementation in early childhood settings is relatively new and guidance on how to implement PWPBS in early childhood settings is growing. This article documents the implementation process for an early childhood program serving children from 6 weeks to 5 years of age, shares lessons learned and offers practical advice for getting started with PWPBS.     

Agreement and Stability of Teacher Rating Scales for Assessing ADHD in Preschoolers

This study investigated the agreement and stability of 3 teacher rating Scales used to assess ADHD in preschool children: the ADHD Rating Scale, the Child Attention Profile (CAP), and the Conners' Teacher Rating Scale-28 (CTRS-28). A sample of suburban children (n = 60) was observed and rated by their teachers and assistant teachers at preschool level (Time 1) and 4 years later at the elementary school level (Time 2). Agreement among the rating scales and interrater agreement between teacher and assistant teacher ratings yielded noticeably stronger correlations at Time 2 than at Time 1. Over the 4-year interval of the study, there was a significant change in the number of children identified as potential ADHD risks. It is probable there were a high number of false-positive indications in the preschool ADHD screenings. It is also possible that immature behavior of preschool children may mimic ADHD behavior at the elementary school level.