Parent Self-Reports of Discipline Practices and Child Acting-Out Behaviors in Kindergarten

The relation between parent interview reports of physical discipline at home, and children's acting-out school behaviors was examined in part to validate interview methods of assessment for early intervention. Parent reports of discipline methods were gathered at entrance to kindergarten, and teacher reports of acting-out behaviors were obtained twice in kindergarten and in first grade. Children who required physical discipline at home exhibited significantly more acting-out behaviors at school than did their nonphysically disciplined peers. Children who received frequent physical discipline (at least once per week) acted out significantly more than those who received infrequent physical discipline. The frequency of nonphysical discipline at home was not related to degree of acting-out school behaviors. Socioeconomic status (SES) was significantly related to acting out in first grade but not in kindergarten. The results are discussed in terms of the utility of interview methods of assessment for early intervention.