The Relationship Between Parent-Rated Behavior Problems and Peer Relations in Preschool Children

The relationship between parent-rated behavior problems based on the Preschool Behavior Questionnaire (PBQ) and the peer relations of nonhandicapped and mildly developmentally delayed preschool children was examined in this study. Measures of the peer-related social interactions of 3- and 4-year-old nonhandicapped children and a 4-year-old developmentally delayed group were obtained as children participated in a series of specially designed playgroups. Correlations with scores for the behavior problem dimensions obtained from the PBQ with social interaction and negative relationship peer interaction factors revealed significant relationships only for the nonhandicapped 4-year-old children. Children rated by their mothers as high on the Hostile-Aggressive, Anxiety-Fearful, and Total Behavior Disturbed dimensions were less socially interactive with peers and received higher negative relationship scores than children with lower ratings.     

Us Against Them: A Few Thoughts on Separateness

MANOVAs and ANOVAs were used to compare nonhandicapped children; low interacting children who were not diagnosed as handicapped; and children who were mildly retarded, behaviorally disordered, developmentally delayed, orthopedically handicapped, and speech impaired on social competence measures that included behavior observations and adult and peer ratings. Following significant ANOVAs, paired comparisons were made between each group and every other group. On several of the social competence measures, nonhandicapped and speech impaired children were superior to low interacting, behaviorally disordered, and developmentally delayed children. The other handicapped groups did not differ from the nonhandicapped or from one another, except that the orthopedically handicapped children had more social interactions than the low interactors did.     

Social Competence in Nonhandicapped, Low Interacting, and Five Handicapped Groups of Preschoolers

MANOVAs and ANOVAs were used to compare nonhandicapped children; low interacting children who were not diagnosed as handicapped; and children who were mildly retarded, behaviorally disordered, developmentally delayed, orthopedically handicapped, and speech impaired on social competence measures that included behavior observations and adult and peer ratings. Following significant ANOVAs, paired comparisons were made between each group and every other group. On several of the social competence measures, nonhandicapped and speech impaired children were superior to low interacting, behaviorally disordered, and developmentally delayed children. The other handicapped groups did not differ from the nonhandicapped or from one another, except that the orthopedically handicapped children had more social interactions than the low interactors did.     

The peer relations of mildly delayed and nonhandicapped preschool children in mainstreamed playgroups

Previously unacquainted groups of normally developing and mildly developmentally delayed preschool-age boys (N = 64) were brought together to form a series of 8 mainstreamed playgroups. Each playgroup consisted of 3 normally developing 3-year-olds, 3 normally developing 4-year-olds, and 2 mildly developmentally delayed 4-year-olds. The delayed children were matched with the normally developing older group for chronological age and with the normally developing younger group for developmental level. Each playgroup operated 5 days per week for 2 hours per day for a 4-week period. During that time, the peer-related social and play interactions of each child were videotaped, and peer sociometric ratings were obtained at the completion of each playgroup. Analyses of social participation and individual social behavior measures revealed that the analogue playgroup setting was appropriate for evaluating peer interactions, as expected developmental patterns emerged despite the presence of children heterogeneous with respect to chronological age and developmental status. The existence of a deficit in peer-related social interactions for mildly delayed children was supported in this investigation--a deficit that could not be attributed to reputational factors, the unavailability of responsive peers, inadequate matching procedures, unusual sample characteristics, or similar factors. Selected observational measures, peer preference patterns during free play, and peer sociometric ratings also indicated that the delayed children were perceived to be less competent and of lower social status. However, despite their relative isolation, important developmental opportunities were available for mildly delayed children in the mainstreamed playgroups. Possible processes responsible for these outcomes were discussed.     

Social Interactions and Peer Perceptions of Young Physically Abused Children

14 3-6-year-old children with a history of physical abuse and a closely matched comparison group of 14 nonabused children, all of whom had been in day-care for more than a year, participated in this investigation. Behavior observations, teacher reports, and peer sociometric ratings were used to evaluate children's peer interactions. It was found that abused children initiated fewer positive interactions with peers and exhibited a higher proportion of negative behavior than nonabused comparison children. Peers viewed abused children as less well liked. Further, peers were less likely to reciprocate the initiations of abused children, although they approached abused children as often as they approached comparison children. Teachers viewed abused children as more behaviorally disturbed. Overall, results indicated that abused children experience disturbed social interactions outside the home environment, despite involvement in a day-care setting that provides alternative peer and adult role models.     

Inhibition in Toddlerhood and the Dynamics of the Child''s Interaction with an Unfamiliar Peer at Age Five

Measures of inhibition to social and nonsocial unfamiliar events, obtained in toddlerhood, were studied as predictors of social behaviors during an interaction with an unfamiliar peer in 100 5-year-old children. Social inhibition predicted a highly shy and inhibited behavioral pattern with peer and less frequent expression of affect during fantasy play; nonsocial inhibition predicted decreased involvement in group play. Analysis of the changing dynamics of the ongoing peer interaction revealed that the role of child inhibition as a predictor of social behavior may be mostly evident during the initial encounter with the peer. Children who as toddlers were particularly socially inhibited, during the initial phase of peer interaction showed a significantly stronger pattern of shy and inhibited behavior and proximity to mother. In contrast to existing evidence that maternal depression may be a risk factor for the child's long-term peer relationships, no differences in social behavior were found between children of normal and affectively ill mothers during a brief encounter with unfamiliar peers.     

Relationship between social perception and peer status in children with learning disabilities

This study was undertaken to examine the social perceptual skill deficit theory in explaining the low peer acceptance of children with learning disabilities. The quality of tests measuring social perception was also examined. Thirty 9- to 12-year-old children with learning disabilities and a matched control group were given two measures of social perception: a laboratory task and a behavior rating scale. The behavior rating scale was completed by the children's teachers. In addition, the Peer Acceptance Scale (Bruininks, Rynders, & Gross, 1974) was administered to assess peer status. Results showed that the children with learning disabilities differed significantly from their nondisabled peers on each of the three measures-the children with learning disabilities obtained lower social perception and peer acceptance scores. However, the relationships between sociometric status and social perception varied as a function of task. A small but significant correlation wa found between the behavior rating scale and peer status. The laboratory task was not correlated with either the behavior rating scale or peer status. Results are discussed in terms of the psychometric properties of laboratory versus naturalistic measures of social perception and the importance of establishing the external validity of social skill measures by correlating them with outcome measures such as peer status.     

Caregivers' Interactions With Nonhandicapped and Mainstreamed Handicapped Children in Caregiving and Instructional Activities

Head Start caregivers' positive-neutral and negative interactions with nonhandicapped and mainstreamed handicapped children were observed while they were engaged in activities categorized as caregiving and instructional. ANOVAS with repeated measures indicated that caregivers had higher interaction rates, both positive-neutral and negative, with handicapped than with nonhandicapped children. The higher positive-neutral interaction rate occurred in both instructional and caregiving situations. The higher negative interaction rate occurred only in caregiving situations. Correlations indicated that caregivers' patterns of interaction were different with the handicapped and the nonhandicapped children and that the type of activity influenced the pattern of interactions. Significant correlations between negative interaction rates with handicapped and nonhandicapped children and between negative interaction rates with all children in instructional and caregiving situations suggested that negative interaction generalizes across activities and types of children.     

Caregivers' Interactions With Nonhandicapped and Mainstreamed Handicapped Children in Caregiving and Instructional Activities

Head Start caregivers' positive-neutral and negative interactions with nonhandicapped and mainstreamed handicapped children were observed while they were engaged in activities categorized as caregiving and instructional. ANOVAS with repeated measures indicated that caregivers had higher interaction rates, both positive-neutral and negative, with handicapped than with nonhandicapped children. The higher positive-neutral interaction rate occurred in both instructional and caregiving situations. The higher negative interaction rate occurred only in caregiving situations. Correlations indicated that caregivers' patterns of interaction were different with the handicapped and the nonhandicapped children and that the type of activity influenced the pattern of interactions. Significant correlations between negative interaction rates with handicapped and nonhandicapped children and between negative interaction rates with all children in instructional and caregiving situations suggested that negative interaction generalizes across activities and types of children.     

Behavior problems in blind children and youth: A prevalence study

The Behavior Problem Checklist (Quay & Peterson, 1979) was completed by classroom teachers for 104 children and youth (64 boys and 40 girls) at a state residential school for the blind to determine the prevalence of problem behavior. Results were compared to earlier studies of behavior problems of nonhandicapped children and of two groups of hearing-impaired children, one living at home and attending a community program and a second group attending a state residential school. Results were more similar to those obtained with the hearing-impaired children in the residential setting than to either the nonhandicapped or the hearing-impaired living at home. Comparisons by sex failed to find statistically significant differences.     

The relationship between social behavior and self-concept in school settings

The relationship between social behavior, as measured by the School Social Behavior Scales (SSBS), and self-concept, as measured by the Self-Perception Profile for Children (SPPC), was studied. Subjects included 41 public school students in Grades 5 and 6. These subjects were rated on the SSBS by their classroom teachers and also completed the SPPC as a self-report measure. A number of significant positive relationships were found between the Social Competence scores of the SSBS and the SPPC self-concept scores. Relationships between the Problem Behavior scores of the SSBS and the SPPC scores were extremely weak, and none of the obtained coefficients was statistically significant. The pattern of associations identified through this investigation provides support for the criterion-related validity of both the SSBS and SPPC, and raises some interesting questions regarding the relationship between social behavior and self-concept in children.     

Social competence and problem behavior of adolescent girls with learning disabilities

Estimates of social competence and problem behavior were obtained using the Child Behavior Checklist (Achenbach & Edelbrock, 1983) for a sample of 51 adolescent girls with learning disabilities. Results identified poor social competence and elevated problem behaviors, in comparison to a normative group of nonhandicapped adolescents. Implications for both diagnosis and research are addressed.     

Revealing the relation between temperament and behavior problem symptoms by eliminating measurement confounding: expert ratings and factor analyses

This study examined the hypothesis that item overlap, or measurement confounding, accounts for the correlation between temperament and behavior problem symptoms in children. First, a conceptual approach was taken in which 41 experts rated temperament (Children's Behavior Questionnaire, CBQ) and behavior problem symptom items (Preschool Behavior Questionnaire, PBQ) for their fit to both constructs. With this approach, 10% of temperament and 38% of symptom items were confounded. Second, an empirical approach was taken and CBQ and PBQ items were factor analyzed with data from a multi-informant longitudinal study of 451 children. Using this method, 9% of temperament and 23% of symptom items were confounded. Most importantly, removing the confounded items from the CBQ and PBQ scales did not affect the relation between temperament and symptoms, suggesting that the associations were not due to measurement confounding. In addition, the predictive power of earlier temperament for DSM-IV symptoms (Health and Behavior Questionnaire) remained high with the purified CBQ scale. The findings of this study contribute to the understanding of the relation between normal-range temperament and extreme behavior.     

The effects of social skills training and peer involvement on the social adjustment of preadolescents

This study examined the effects of social skills training and peer involvement on the peer acceptance of disliked preadolescents. 56 fifth- and sixth-grade children were identified as unaccepted by their peers and deficient in conversational skills. These children were then randomly assigned to 1 of 4 treatment conditions: (1) conversational skills training (individual coaching), (2) peer involvement under superordinate goals (group experience), (3) conversational skills training combined with peer involvement (group experience with coaching), and (4) a no-treatment control. Differential treatment effects were observed at both a posttreatment and follow-up assessment. As predicted, conversational skills training promoted skill acquisition and increased skillful social interaction. Peer involvement increased peer acceptance and children's self-perceptions of their social efficacy. The results were interpreted in terms of a developmentally based multidimensional model of social competence.     

Heterogeneity of peer-rejected boys: aggressive and nonaggressive subtypes

Cluster analyses were employed in 2 studies to explore the possibility that discernible subtypes exist within the population of peer-rejected boys. In Study 1, 41 rejected 9- and 10-year-old boys were identified using nomination sociometrics. 8 teacher rating, behavior observation, and social problem solving interview measures were entered into the analysis. In Study 2, 48 9-, 10-, and 11-year-old rejected boys were identified using rating sociometrics. 9 teacher rating and peer rating measures were entered into the cluster analysis. 2 large clusters emerged in each of the 2 samples. Consistent patterns were seen across both studies when children within each cluster were compared with each other and with those in a popular comparison group. Boys in one cluster exhibited high aggression, low self-control, behavior problems, and withdrawn behavior. Boys in the other cluster exhibited withdrawal but did not obtain elevated scores on measures of aggression, behavior problems, or self-control. Findings of rejected-child heterogeneity have significant implications for the design of treatment programs and further research on peer relationship difficulties of children.     

Academic Achievement and Social Functioning of Children With and Without Learning Difficulties

The academic achievement and social functioning of children with learning difficulties (LD) and children without LD (7–12 years old) was examined. Attainment scores in mathematics and English were obtained for each child, and a sample of children without LD was further classified as low achieving (LA) or high achieving (HA) on the basis of these scores. Sociometric and peer behavioural attribute scores were collected for each child. Findings indicated correlations of attainment with sociometric status and also with behaviour attributes. Boys and girls differed on the proportion of variance in sociometric status accounted for by academic achievement and also by various behavioural attributes. HA children scored higher on positive sociometric status than children with LD, and higher on positive behaviours than both LA children and children with LD. Children with LD scored higher on negative behaviours than both HA and LA children. The findings are discussed as indicating a relationship between academic achievement and social adjustment, suggesting that intervention strategies need to target social relationship difficulties in LA children as well as children with LD, while also accounting for possible gender differences.     

A control group outcome study of a nonexclusionary time‐out package to improve social skills with preschoolers

Abstract

Teachers used a nonexclusionary time‐out package to treat inappropriate social behaviors that interfered with instructional tasks in four classrooms of preschool children, each containing an average of 16 students. We yoked classrooms on pretreatment scores of target behaviors and randomly assigned them to a time‐out ribbon plus praise or control condition. Students in the treatment condition wore wristbands with attached smiling face stickers and received praise from teachers for taking turns talking and remaining seated during group activities. Contingent on disruptive behavior, teachers removed the wristbands signaling a three‐minute time‐out period in which teachers restricted praise and attention but ongoing participation in activities continued. Multiple measures of treatment outcome were analyzed via MANCOVA and ANCOVAs. Behavior improved on direct observations of target behavior, the Preschool Behavior Questionnaire (PBQ) and items on a semantic differential, but not the Matson Evaluation of Social Skills with Youngsters. Treatment acceptability also supported treatment effects. We discuss implications of these results.     

The relationship between protective factors and outcomes for children investigated for maltreatment

ObjectivesThis research explores the relationship between hypothesized protective factors and outcomes for children investigated for maltreatment.MethodsUsing data from the National Survey on Child and Adolescent Well-Being (NSCAW), we ran logistic regression models to examine the relationship between hypothesized protective factors (social competence, adaptive functioning skills, and peer relationships) and outcomes (externalizing behavior, internalizing behavior, reading competence).ResultsFor each hypothesized protective factor, we found variation in individual scores and sample mean scores at the lower end of the scales, indicating that these children fare worse than most children. However, many children experienced large changes in their individual scores over time suggesting that children can and do improve on these hypothesized protective factors. In examining the relationship between hypothesized protective factors and outcomes, children with higher levels of social competence were significantly more likely to be in the normal range for both externalizing and internalizing behaviors. Children with higher mean adaptive functioning skills were more likely to be in the normal range for both externalizing behavior and reading competence. The positive nature of the child's peer relationships was also related to externalizing behavior and reading competence.ConclusionsOverall, our analyses support the idea that social competence, adaptive functioning skills, and peer relationships are related to outcomes for children investigated for maltreatment. While further research is needed to establish a causal link, this work identifies three individual-level hypothesized protective factors as potential sources of variation in outcomes.Practice implicationsTo prevent or alleviate the harmful consequences maltreatment, it is necessary to understand factors that help children move beyond poor outcomes. Our analyses suggest that a strong relationship exists between a child's social competence, adaptive functioning skills and positive peer relationships and select outcomes three years after being investigated for maltreatment. With these individual-level protective factors related to more positive outcomes, it suggests that intervening to increase protective factors could improve outcomes for maltreated and at-risk children.     

Collaborative skill instruction for promoting positive interactions between mentally handicapped and nonhandicapped children

Structuring cooperative learning activities has been shown to be an effective technique for integrating handicapped and nonhandicapped students. Previous research in this area has focused on the relative effects of cooperative versus competitive and individualistic learning situations upon peer relations and academic achievement. Few investigations have examined the various elements within the cooperative learning model that appear to promote positive peer interactions among handicapped and nonhandicapped students. The present study evaluated the influence of collaborative skill instruction versus no collaborative skill instruction on the social interaction behaviors of moderately/severely handicapped and nonhandicapped students participating in group science activities. These data reveal that students receiving collaborative skill instruction interacted more positively with one another than those who did not receive the instruction.     

The classification of preschool children's sociometric status

Six sociometric measures were evaluated on a sample of 85 four-year-olds from three preschool and day care centers. Stability, intercorrelations, and accuracy of classifying rejected children were compared for measures of social preference, social impact, peer ratings, alternative status, and positive and negative nominations. Test-retest correlations were moderately high and quite similar for all measures except social impact. Children were classified as rejected or not rejected based on Z scores of −.50 on all measures except for negative nominations, which employed a Z of +.50. In comparison with the commonly used social preference measure, accurate classifications were obtained using negative nominations, peer ratings, and alternative status. Positive nominations were somewhat less accurate in identifying rejected children, and social impact was a poor index of social status. Results suggest that both nominations and peer ratings can be assessed reliably with preschool children and that the two sociometric techniques measure similar aspects of social status. The alternative status measure was demonstrated to be a reliable and accurate technique for identifying rejected children in the preschool years. Implications for social skills intervention are discussed.