![[PDF]](/pb-assets/Icons/adobe-pdf-icon-1498649896243.png){kind=icon}
Abstract
This study evaluates the Adaptive Social Behavior Inventory (ASBI) for assessing pre-school children's social competence across home and school settings. Data were collected on a multi-ethnic sample of 191 3- to 5-year-old children attending Head Start centers. Parents, teachers, and teacher aides rated children similarly on the three ASBI subscales: Express, Comply, and Disrupt. Although two of the three scales, Express and Disrupt, produced statistically significant mean differences, these differences were relatively small given the range of possible scores and were not consistently related to context, with parents and aides differing from teachers on the Disrupt scale. Correlations across the home-school context were moderate and statistically significant. In addition, canonical correlation analysis examining the relationship between ASBI parent and teacher reports revealed significant matches between hypothesized like factors, suggesting congruence between parent and teacher ratings across home and school contexts. The use of measures of social competence such as the ASBI that provide a common language by which parents and teachers may jointly review children's social competence and thereby encourage parent involvement and shared decision making is discussed, along with implications for developing similar home-school congruence in other important domains of development.
|
Achenbach, T.M. (1980-1994). Child Behavior Checklist (CBCL). Burlington, VT: University Medical Education Associates. Google Scholar | |
|
Achenbach, T. M. , McConaughy, S. H. , & Howell, C. T. (1987). Child/adolescent behavioral and emotional problems: Implications of cross-informant correlations for situational specificity. Psychological Bulletin, 101 (2), 213-232. Google Scholar | Crossref | Medline | ISI | |
|
Blair, C. (2002). School readiness: Integrating cognition and emotion in a neurobiological conceptualization of children's functioning at school entry. American Psychologist, 57(2), 111-127. Google Scholar | Crossref | Medline | ISI | |
|
Bowman, B. (1999). Kindergarten practices with children from low-income families. In R. C. Pianta & M. J. Cox (Eds.), The transitions into kindergarten (pp. 281-301). Baltimore: Paul H. Brookes. Google Scholar | |
|
Conners, C. K. (1989-1997). Conners' Rating Scale-R (CRS-R). Tonawanda, NY: Multi-Health Systems. Google Scholar | |
|
Diamond, K. E. , & LeFurgy, W. G. (1992). Relations between mothers' expectations and the performance of their infants who have developmental handicaps. American Journal of Mental Retardation, 97, 11-20. Google Scholar | Medline | |
|
Diamond, K. E. , & Squires, J. (1993). The role of parental report in the screening and assessment of young children. Journal of Early Intervention, 17(2), 107-115. Google Scholar | SAGE Journals | ISI | |
|
Duncan, G. J. , Brooks-Gunn, J. , & Klebanov, P. K. (1994). Economic deprivation and early childhood development. Child Development, 65(2), 296-318. Google Scholar | Crossref | Medline | ISI | |
|
Eisenberg, N. , & Mussen, P. (1989). The roots of prosocial behavior in children. Cambridge, England: Cambridge University Press. Google Scholar | Crossref | |
|
Fantuzzo, J. , Mendez, J. , & Tighe, E. (1998). Parental assessment of peer play: Development and validation of the parent version of the Penn Interactive Peer Play Scale. Early Childhood Research Quarterly, 13(4), 659-676. Google Scholar | Crossref | ISI | |
|
Fantuzzo, J. W. , Sutton-Smith, B. , Coolahan, K. C. , Manz, P. H. , Canning, S. , & Debnam, D. (1995). Assessment of preschool play interaction behaviors in young low-income children: Penn Interactive Peer Play Scale. Early Childhood Research Quarterly, 10(1), 105-120. Google Scholar | Crossref | ISI | |
|
Garrison, W. T. , & Earls, F. (1985). The Child Behavior Checklist as a screening instrument for young children. Journal of the American Academy of Child Psychiatry, 24, 76-80. Google Scholar | Crossref | Medline | |
|
Ginsburg, H. P. (1999). Challenging pre-school education: Meeting the intellectual needs of all children. In B. Presseisen (Ed.), Teaching for intelligence I. Arlington Heights, IL: Skylight. Google Scholar | |
|
Gradel, K. , Thompson, M. , & Sheehan, R. (1981). Parent and professional agreement in early childhood assessment. Topics in Early Childhood Special Education, 24, 76-80. Google Scholar | |
|
Greenfield, D. B. , Wasserstein, S. B. , Gold, S. , & Jorden, B. (1997). The Adaptive Social Behavioral Inventory (ASBI): Evaluation with high-risk preschoolers. Journal of Psychoeducational Assessment, 15(4), 322-333. Google Scholar | SAGE Journals | ISI | |
|
Gresham, F. M. , & Elliott, S. N. (1990). Social Skills Rating System (SSRS). Circle Pines, MN: American Guidance Service. Google Scholar | |
|
Hogan, A. E. , Scott, K. G. , & Bauer, C. R. (1992). The Adaptive Social Behavior Inventory (ASBI): A new assessment of social competence in high-risk three-year-olds. Journal of Psychoeducational Assessment, 10(3), 230-239. Google Scholar | SAGE Journals | ISI | |
|
Hundert, J. , Morrison, L. , Mahoney, W. , Mundy, F. , & Vernon, M. L. (1997). Parent and teacher assessments of the developmental status of children with severe, mild/moderate, or no developmental disabilities. Topics in Early Childhood Special Education, 17, 419-435. Google Scholar | SAGE Journals | ISI | |
|
Infant Health and Development Program (IHDP) . (1990). Enhancing the out-comes of low-birth-weight, premature infants. Journal of the American Medical Association, 263(22), 3035-3042. Google Scholar | Crossref | ISI | |
|
Kagan, S. L. , Moore, E. , & Bredekamp, S. (1995). Reconsidering children's early development learning toward common views and vocabulary. Washington, DC: National Education Goals Panel. Google Scholar | |
|
Lochman, J. E. (1995). Screening of child behavior problems for prevention programs at school entry. Journal of Consulting and Clinical Psychology, 63(4), 549-559. Google Scholar | Crossref | Medline | ISI | |
|
McClelland, N. M. , Morrison, F. J. , & Holmes, D. L. (2000). Children at risk for early academic problems: The role of learning-related social skills. Early Educational Research Quarterly, 15(3), 307-329. Google Scholar | Crossref | ISI | |
|
Meisels, S. J. (1999). Assessing readiness. In R. C. Pianta & M. J. Cox (Eds.), The transition to kindergarten (pp. 39-66). Baltimore, MD: Paul H. Brooks. Google Scholar | |
|
Merrell, K. W. (1994). Preschool Kindergarten Behavior Scales (PKBS). Austin, TX: PRO-ED. Google Scholar | |
|
Miller, S. A. (1988). Parents' beliefs about children's cognitive development. Child Development, 59, 259-285. Google Scholar | Crossref | ISI | |
|
National Education Goals Panel . (1990). The National Education Goals Report. Washington, DC: U.S. Department of Education. Google Scholar | |
|
National Research Council . (2000). From neurons to neighborhoods: The science of early childhood development. Washing-ton, DC: National Academy Press. Google Scholar | |
|
National Research Council . (2001). Eager to learn: Educating our preschoolers. Washington, DC: National Academy Press. Google Scholar | |
|
Neuman, S. B. , & Dickenson, D. K. (2001). Introduction. In S. B. Neuman & D. K. Dickenson (Eds.), Handbook of early literacy research (pp. 3-10). New York: Guilford Press. Google Scholar | Crossref | |
|
Pellegrini, A. D. (1988). Elementary-school children's rough-and-tumble play and social competence. Developmental Psychology, 24(6), 802-806. Google Scholar | Crossref | ISI | |
|
Pianta, R. C. , & Cox, M. J. (2002). The transition to kindergarten (Vol. 2). Baltimore: Paul H. Brooks. Google Scholar | |
|
Ramey, C. T. , & Ramey, S. L. (1999). Beginning school for children at risk. In R. C. Pianta & M. J. Cox (Eds.), The transition into kindergarten (pp. 217-252). Baltimore: Paul H. Brooks. Google Scholar | |
|
Reynolds, C. R. , & Kamphaus, R. W. (1992-1998). Behavior Adjustment Scales for Children-Revised (BASC-R). Circle Pines, MN: American Guidance Service. Google Scholar | |
|
Rimm-Kaufman, S. E. , & Pianta, R. C. (2000). An ecological perspective on the transition to kindergarten: A theoretical framework to guide empirical research. Journal of Applied Developmental Psychology, 21(5), 491-511. Google Scholar | Crossref | ISI | |
|
Sameroff, A. J. , & Fiese, B. H. (2000). Models of development and developmental risk. In C. H. Zeanah, Jr. (Ed.), Handbook of infant mental health (2nd ed., pp. 3-19). New York: Guilford Press. Google Scholar | |
|
Sameroff, A. , & Haith, M. M. (1996). The five year to seven year shift: The age of reason and responsibility. Chicago, IL: University of Chicago Press. Google Scholar | |
|
Schafer, D. , Bell, A. , & Spalding, J. (1987). Parent versus professional assessment of developmentally delayed children after periods of parent training. Journal of the Division for the Early Childhood, 12, 47-55. Google Scholar | SAGE Journals | |
|
Sexton, D. , Thompson, B. , Perez, J. , & Rheams, T. (1990). Maternal versus professional estimates of developmental status for young children with handicaps: An ecological approach. Topics in Early Childhood Special Education, 10, 80-95. Google Scholar | SAGE Journals | ISI | |
|
Sheehan, R. (1988). Involvement of parents in early childhood. In T. D. Wachs & R. Sheehan (Eds.), Assessment of young developmentally disabled children. New York: Plenum. Google Scholar | Crossref | |
|
Squires, J. , Nickel, R. , & Bricker, B. (1990). Use of parent-completed developmental questionnaires for child-find and screening. Infants and Young Children, 3(2), 46-57. Google Scholar | Crossref | |
|
Suen, H. K. , Logan, C. R. , Neisworth, J. T. , & Bagnato, S. (1995). Parent-professional congruence: Is it necessary? Journal of Early Intervention, 19(3), 243-252. Google Scholar | SAGE Journals | ISI | |
|
Taylor, A. R. (1991). Social competence and the early school transition: Risk and protective factors for African-American children. Education and Urban Society, 24(1), 15-26. Google Scholar | SAGE Journals | ISI | |
|
Thompson, R. A. (1998). Early sociopersonality development. In W. Damon & N. Eisenberg (Eds.), Handbook of child psychology (5th ed., Vol. 3, pp. 25-104). New York: Wiley. Google Scholar | |
|
Walker, K. C. , & Bracken, B. A. (1996). Inter-parent agreement of four preschool behavior rating scales: Effects of parent and child gender. Psychology in the Schools, 33(4), 273-283. Google Scholar | Crossref | ISI | |
|
Whitehurst, G. J. , & Lonigan, C. J. (1998). Child development and emergent literacy. Child Development, 69, 848-872. Google Scholar | Crossref | Medline | ISI | |
|
Yarrow, M. R. , Walker, C. Z. , Barrett, D. , Darby, J. , King, R. , Pickett, M. , & Smith, J. (1976). Dimensions and correlates of prosocial behavior in young children. Child Development, 47, 118-125. Google Scholar | Crossref | ISI |
