A tool for identifying preschoolers' deficits in social competence: the Preschool Taxonomy of Problem Situations.
Child maltreatment has been repeatedly linked to the outcome of young children's difficulties with social interactions. In particular, maltreated children are at high risk for exhibiting aggressive behavior (Downey & Walker, 1992; Hoffman-Plotkin & Twentyman, 1984) and withdrawal (Kendall-Tacket, Williams, & Finkelhor, 1993). They are also less likely than nonmaltreated children to respond to friendly overtures by adults (George & Maine, 1979). Because young maltreated children often demonstrate difficulties with social interactions, it is particularly important for practitioners who plan treatment programs for them to assess these children's social competence. Doing so may assist practitioners with both prevention and intervention efforts targeted toward improving children's social competence (Dodge, McClaskey, & Feldman, 1985).
The primary goal of this study was to develop a context-specific measure for practitioners working with preschoolers who have difficulties in social situations. This was accomplished by expanding on the Taxonomy of Problematic Social Situations (TOPS; Dodge et al., 1985). The TOPS, a paper and pencil survey that is completed by elementary school teachers, is an exception to most social competence measures in that it acknowledges the significance of the social context on children's behavior. The TOPS consists of items that enable practitioners to identify the situational contexts that lead to social difficulties for target children. Findings from Dodge et al.'s (1985) research on 73 elementary school age children revealed that socially rejected children were rated by their teachers as responding less competently than the nonrejected children overall to the TOPS items. However, the socially rejected children were not reported as being incompetent in all situations depicted in the TOPS. Rather, they were conside red incompetent in particular situations, only those situations where they had been provoked by a peer. Dodge's findings demonstrate the clinical utility of the TOPS for use with socially incompetent children. For example, a clinician may target a child's behavior, such as aggression, that requires intervention. Since that behavior likely varies across different social situations in which the child is engaged, the TOPS may be used to identify the situational contexts that are particularly problematic for the child (Dodge et al., 1985).
Treatment planning for maltreated children can be even further facilitated if the measure of social competence being used identifies the specific situational contexts that are partic ularly problematic for those children. While numerous studies have focused on children's social competence (Coie, Dodge, Terry, & Wright, 1991; Foster, Inderbitzen, & Nangle, 1993), they typically do not address the contextual influence on children's social behavior. The social contexts in which children interact are important to examine because they influence peer interactions, and consequently they influence the development of children's social competencies, such as turn-taking (Sinclair, Pettit, Harrist, Dodge, & Bates, 1994), assertiveness (Benenson, Aikins-Ford, & Apostoleris, 1998), and response to other children's aggression (DeRosier, Cillessen, Coie, & Dodge, 1994).
Nangle, Ellis, and Hansen (1994) further support the clinical utility of the TOPS instrument. Their investigation of 30 fifth graders demonstrates the instrument's high temporal stability and its convergence with three commonly used peer measures: (a) peer nominations of liking, or who the children like most and who they like least (Asher & Dodge, 1986; Dodge, Coie, & Brakke, 1982), (b) peer ratings of liking, or how much the children like to play with and work with each classmate (Kalfus & Berler, 1985), and (c) peer ratings on cooperativeness, disruptiveness, acting shy, starting fights, and leadership (Coie & Dodge, 1983). Teachers completed the TOPS on two occasions that were separated by an 8-week interval. The stability coefficients for the TOPS total and factor scores across the 8-week interval were all significant (p < .05), ranging from r = .57 to r = .91. The TOPS total and factor scores were significantly correlated with most of the peer ratings, except whom the child likes most (peer nominations of liking) and ratings of classmates' shyness (peer ratings of behavioral descriptors). Unlike the peer measures of children's social competence that are typically used, the TOPS does not require clinicians to confront the ethical issue of having children negatively evaluate their peers. Consequently, the TOPS may be the preferred social competence measure chosen by practitioners (Nangle et at., 1994). In addition, the TOPS measure requires less time to administer and score than the peer measures do. Furthermore, the peer measures that are typically administered to measure children's social competence do not identify specific s ocial situations that are problematic for children.
While the TOPS survey has been found to be quite useful as a measure of children's social competence (Dodge et al., 1985; Nangle et al., 1994), the items of the instrument are age-appropriate only to elementary school age children (e.g., references to school work and joining clubs). However, many patterns of social interaction appear at a younger age, during the preschool years. For example, cooperative behavior among siblings has been found to increase significantly from the ages of 18 months to 24 months (Dunn & Munn, 1986). Social conflict behaviors are also evident as early as the second year of life (Hartup & Laursen, 1993). Aggression is also found in preschoolers, particularly in maltreated preschoolers (George & Main, 1979; Haskett & Kistner, 1991). Perhaps the increase in aggression, as well as other social behaviors, during preschool age is the result of the increase in contact with peers over the preschool years (Bryant, 1985). Sinclair et al. (1994) found that preschool age children are indeed alr eady quite active in social networks, such as in play groups (e.g., Sunday school, dance lessons), and their neighborhoods. The evidence indicating that many social interaction patterns are present by preschool age suggests that a preschool age-appropriate version of the TOPS is warranted. It should be noted that while some measures currently being used were developed to assess preschoolers' behaviors (e.g., Preschool Behavior Questionnaire; Behar & Stringfield, 1974), unlike the TOPS measure, they do not take into consideration the situational context in which the behaviors occur.
The purpose of the study, therefore, was to expand on the TOPS in two ways. First, a preschool age-appropriate version of the TOPS instrument was developed. The preschool version, like the TOPS instrument, measures situation-specific social competence in children. Second, the psychometric properties of the revised measure, the Preschool Taxonomy of Problem Situations (PTOPS), were assessed employing a clinical sample of maltreated preschoolers. This particular sample was used because maltreated children constitute a population that is frequently characterized by difficulties with social interactions. In particular, the psychometric properties of the PTOPS that were assessed included internal reliability, and convergent validity of the measure with two frequently used measures of preschoolers' behavior, the Preschool Behavior Questionnaire (PBQ; Behar & Stringfield, 1974) and the Child Behavior Checklist/2-3 (CBCL/2-3; Achenbach, 1992).
Construction of the PTOPS
The Taxonomy of Problematic Social Situations
Since the PTOPS is a revised version of the TOPS measure, an overview of the TOPS is first provided, followed by a description of the development of the PTOPS. In order to develop the TOPS, Dodge et al. (1985) enlisted the assistance of elementary school teachers and clinical psychologists in identifying social situations that are likely to result in relationship problems among school-age children and their peers. The resulting measure consisted of 44 items that constituted the following six clusters: (a) Peer Group Entry, (b) Response to Provocation, (c) Response to Failure, (d) Response to Success, (e) Social Expectations, and (f) Teacher Expectations. Sixteen aggression-related items constituting two clusters, Reactive Aggression and Proactive Aggression, were later added. The resulting TOPS instrument consists of 60 items that constitute eight clusters. Items are rated on a Likert-type scale ranging from (1) the "situation is never a problem for the child" to (5) the "situation is almost always a problem for the child." A high subscale score indicates that the child frequently exhibits a problem in the area.
The Preschool Taxonomy of Problem Situations (PTOPS)
A preschool version of the Taxonomy of Problem Situations was created by revising the original TOPS with the author's permission (K. A. Dodge, personal communication, December 15, 1993). The instrument was revised so that it would be age-appropriate to preschoolers, yet retain as closely as possible the situational contexts identified in the TOPS, allowing for children's social competence to be measured in various contexts (e.g., when a peer calls the child a bad name).
Nine TOPS items were initially identified by the principal investigator as requiring revisions. Six of those items were age-inappropriate because they referred to the child's school work or assignments, one item referred to peers starting a club, one item referred to a peer asking how the target child was feeling, and one item referred to a situation when the teacher was not in the room. While these items describe situations in which elementary school children may find themselves, the situations are not as likely to occur in preschool classrooms. Therefore, age-appropriate replacements for the unsuitable TOPS items were developed.
Preschool teachers and child development faculty at a Midwestern university were then asked to be involved in developing the PTOPS. Specifically, they were asked to review the proposed changes, provide examples for items, and make additional suggestions. A common response from those who returned their suggestions was that, since competitive games were not encouraged in a developmentally appropriate preschool classroom, the word "games" needed to be replaced in several items (e.g., When a peer takes this child's turn during a game). For five of the twelve game-related items, it was possible to simply omit the term "game" without changing the meaning of the items (e.g., When this child is asked by a peer to share his or her toy or game). The other seven game-related items required revisions that resulted in slight changes in the meaning of the items. Another suggestion was that the words "he," "she," "him," and "her" be changed to "s/he" and "him/her." Teachers and faculty also suggested that specific examples be provided for three items, which aided in clarifying the items. The following are examples of some original TOPS items and their corresponding PTOPS items.
TOPS item PTOPS item When a peer performs better than When a peer performs better than this child in schoolwork. this child on a project or activity (such as painting a picture or climbing a play structure). When a group of peers have started When peers start to play as a group a club or a group and have not and do not include this child. included this child. When this child is in the classroom When this child is in the classroom with peers and the teacher must with peers and the teacher is not leave the room for a short period nearby. of time. When this child has won a game When this child does better at against a peer. an activity than a peer.
After all revisions were made, 23 items, which were now more preschool-age appropriate than those on the original TOPS, were combined with the non-revised TOPS items to constitute the new measure. Revisions were then submitted to the author of the TOPS, who approved use of the revised TOPS version (K. A. Dodge, personal communication, February 27, 1994). The revised measure, the Preschool Taxonomy of Problem Situations (PTOPS), will be described more thoroughly later, along
with the other measures used in the study.
The sample of preschoolers was selected from a Midwestern metropolitan area treatment center serving maltreated children and their families. This sample of 42 maltreated children was selected because maltreated children often have social competence problems. The children's ages ranged from 2.8 to 5.1 years (M = 4.1 years). Of the preschoolers, 24 were males, and 18 were females. Race was represented by 25 African American children and 17 Caucasian children. Half the maltreated children (21) were enrolled in the extended treatment program (weekly therapy sessions and family group activities at the center) and the remaining 21 preschoolers were enrolled in the day treatment program (attended the center five days a week). All 42 children were in levels of treatment commensurate with the level of maltreatment. Of the children, 16 had been neglected, 9 had been sexually abused, 11 had been both physically abused and neglected, and the remaining 6 had been victims of multiple types of maltreatment (e.g., neglect, s exual abuse, and physical abuse; neglect and sexual abuse).
The adults who were asked to complete the measures were primary caregivers and teachers/therapists of the preschoolers at the treatment center. The caregivers consisted of 14 parents, 12 grandparents, 11 non-relative foster parents, and 5 aunts/uncles. The length of time that foster parents had known the target child ranged from 5 to 24 months. In no instance was the caregiver also the perpetrator of the child abuse. Four teachers of children enrolled in day treatment and eight therapists of children enrolled in extended treatment also served as respondents. The therapists, like the teachers, were familiar with the children's peer interactions in the treatment center classrooms. The teachers and therapists completed different questionnaires from those completed by the caregivers.
The intent of this study was to develop a preschool age-appropriate version of the TOPS, and to examine the psychometric properties of the revised instrument, including internal reliability and convergent validity. In line with recommendations from researchers (Conaway & Hansen, 1989; Reid, Kavanagh, & Baldwin, 1987), assessment of the participating children's behavior was not limited to one respondent's ratings on one instrument. The instruments used in the present study consisted of three paper and pencil measures, two of which were completed by treatment center teachers/therapists and one that was completed by caregivers. Specifically, the measures used in the study included the PTOPS and the Preschool Behavior Questionnaire (Behar & Stringfield, 1974), both of which were completed by the treatment center's teachers/therapists. The third measure, the Child Behavior Checklist/2-3 (Achenbach, 1992), was completed by each child's caregiver. The PBQ and CBCL/2-3 were used to test the convergent validity of the PTOPS.
The Preschool Taxonomy of Problem Behaviors (PTOPS)
The PTOPS is a 60-item paper and pencil questionnaire used to assess children's responses to problematic social situations. The intended respondents of the PTOPS are preschool teachers and practitioners familiar with the target preschoolers' peer interactions in classroom-type settings. Similar to the original TOPS, items are rated on a scale ranging from (1) the "situation is never a problem for the child" to (5) the "situation is almost always a problem for the child." The PTOPS scale is scored the same as that of the TOPS scale, by summing the items. The PTOPS consists of the same eight subscales that were part of the TOPS instrument. A high subscale score indicates that the child frequently exhibits a problem in the area. A brief description of each subscale follows.
Peer Group Entry refers to the preschooler's attempts to join a group of peers and his/her response to being rejected by the group. Response to Provocation refers to the child's response to peers' accidental or purposeful provocation, such as calling the child a name. While the Response to Failure subscale addresses how the child responds to not doing well at activities, Response to Success taps into how the child reacts to excelling at activities. Social Expectations refers to the child's abilities to adhere to social norms, such as sharing, cooperating, and communicating appropriately with peers. The subscale, Teacher Expectations, addresses how the child meets requests from the teacher, as well as how the child interacts with peers when the teacher is not nearby. Reactive Aggression is the subscale that targets if and when the child reacts aggressively to provocation by peers, while Proactive Aggression refers to if and when the child aggresses against his/her peers without prior provocation.
The PTOPS is intended to be a tool for both prevention and intervention efforts. Specifically, one purpose of the PTOPS is to aid in the identification of preschoolers who have deficits in social competence and, consequently, are at risk for later maladaptive outcomes. Moreover, the specific contexts of the preschooler's social maladjustment may be identified by using the PTOPS. As a result, the measure may be particularly useful in planning treatments for children who have difficulties with their social skills. For example, a clinician may recognize from the PTOPS results that a preschooler's difficulties with social interactions occur only in response to being rejected by peers. The clinician may then tailor the intervention accordingly. In addition, the PTOPS may be used longitudinally to monitor the effects of intervention programs that target preschoolers with deficits in social competence.
The Preschool Behavior Questionnaire (PBQ)
The PBQ (Behar & Stringfield, 1974) is a 30-item paper and pencil instrument that assesses behavioral and emotional problems. The items are relevant to situations that are likely to occur in a classroom or treatment setting and, therefore, may be completed by teachers or therapists. Items are rated on a scale of (0) "doesn't apply," (1) "applies sometimes," and (2) "certainly applies." The PBQ consists of three subscales: (a) Hostile-Aggressive, (b) Anxious-Fearful, and (c) Hyperactive-Distractible. Scores for the PBQ subscales are obtained by summing the responses for the items constituting the subscales. High subscale scores are indicative of the preschooler having behavioral difficulties in the area. Interrater reliability of the PBQ was reported by the author of the instrument to be .81. Test-retest reliability (3-month interval) was .87 (Behar, 1977). For the present study, Cronbach's alpha was .91.
The Child Behavior Checklist/2-3 (CBLC/2-3)
The CBCL/2-3 (Achenbach, 1992) is a 100-item paper and pencil instrument designed to obtain from caregivers ratings of their preschoolers' behavioral and emotional problems. Respondents rate the child on items with a scale ranging from 0 to 2, indicating a range from "not true" to "very true or often." Items from the CBCL/2-3 constitute six syndromes, or problems that tend to occur in conjunction with one another. They are (a) Anxious/Depressed, (b) Withdrawn, (c) Sleep Problems, (d) Somatic Problems, (e) Aggressive Behavior, and (f) Destructive Behavior. Items are summed to create each subscale score. A high subscale score indicates that the preschooler frequently exhibits problems in that area. Interrater reliability of the CBCL/2-3 was reported by the author of the measure to be .67 and .60 for parents of 2- and 3-year-olds, respectively. The test-retest reliability (1 week interval) was .91 (Achenbach, 1992). Evidence of the CBCL/2-3's construct validity with the Behavior Checklist (Richman, Stevenson, & Graham, 1982) has been noted in two separate studies. A correlation of .62 was obtained in a study by Koot and Verhulst (as cited in Achenbach, 1992), and Spiker, Kraemer, Constantine, and Bryant obtained a correlation of .77 (as cited in Achenbach, 1992). For the present study, the internal reliability of the CBCL/2-3 was .95.
The children's teachers/therapists at the treatment center completed the PTOPS and PBQ measures. Specifically, day treatment participants' teachers were given the PTOPS and PBQ to complete for each research participant in their class. Therapists of children enrolled in extended treatment completed the PTOPS and PBQ for their clients who were participants in the present study. Measures were collected from the teachers and therapists approximately two weeks after they were distributed.
The caregivers completed the consent forms and CBCL/2-3 at the treatment center. They were then given remuneration upon completion of the forms. Caregivers of children enrolled in day treatment were given $50.00 because they were required to make a special trip to the treatment center to participate in the study. Extended treatment caregivers, however, were already at the treatment center for their child's therapy session when the data were collected. Therefore, they were given $25.00 remuneration. In most cases, the target child's caregiver and teacher completed their questionnaires within the same two week time range. This was done to prevent any effects of the time of response. For both the day treatment and extended treatment groups of caregivers, a research assistant and staff member of the treatment center who was involved in the research project distributed the forms to the caregivers and were available for assistance in completing the forms when necessary.
Since the data were collected within only a three-month time frame, the length of time that the target children had been in treatment varied. At the time of data collection, the mean length of time in treatment was 8.3 months. The range was 2 months to 2 years and 6 months in treatment. The majority (82%) of the children had been in treatment a year or less.
Means, standard deviations, and ranges of scores were calculated for the three measures used in the study (see Table 1).
To test for internal reliability, Cronbach's alpha correlation coefficients were calculated for each of the eight PTOPS subscales. Similar to the original TOPS subscales, the PTOPS subscales were found to have high internal consistency (see Table 2). The subscales' alphas ranged from .89 to .95. The alpha correlation coefficient for the total PTOPS scale, identical to that of the original TOPS correlation coefficient, was .98.
To determine the convergent validity of the PTOPS measure, Pearson product-moment correlation coefficients were calculated between the PTOPS subscales and the subscales of the PBQ and the CBCL/2-3. The Bonferonni family-wise correction was calculated, and the resulting criterion significance levels were .002 for the PTOPS-PBQ correlations, and .001 for the PTOPS-CBCL/2-3 correlations. Some evidence of convergent validity was found as the PTOPS subscales were significantly correlated with all three PBQ subscales (see Table 3). As expected, the significant correlations were all positive. For example, scores on the PTOPS subscale of Peer Group Entry (for which high scores indicated problem social behavior with peer group entry) were positively correlated with the PBQ subscale of Hostile-Aggression. Thus, preschoolers who were rated as having high aggression with peers were more likely to have difficulties with the social situations related to peer group entry.
There was no evidence of convergence of the PTOPS and CBCL/2-3 measures. After using the Bonferonni test to correct for significant correlations occurring merely due to chance, none of the PTOPS subscales were significantly correlated with the CBCL/2-3 subscales (see Table 4).
The findings of the present study provide some support for the use of the PTOPS as a measure of preschool-aged children's social behaviors. Although future psychometric analyses are warranted to substantiate the validity and clinical utility of the PTOPS, findings from this study indicate that the PTOPS clearly shows promise. Unlike other measures of preschoolers' behavior that address only a few areas of behavior (e.g., the Preschool Behavior Questionnaire; Behar & Stringfield, 1974), the PTOPS has eight subscales, which were found to have high internal consistency. Furthermore, subscales of the PTOPS were found to be convergent with subscales of the PBQ, which is frequently used to assess preschool children's problem behavior.
It is important to note that while the PTOPS subscales were significantly correlated with all three PBQ subscales, they were correlated with none of the CBCL/2-3 subscales. This suggests that the PTOPS, which is completed by teachers (or others familiar with a preschooler's classroom social behaviors), has greater convergent validity with another teacher-completed measure, the PBQ than with the caregiver-completed measure, the CBCL/2-3. Perhaps reporter effects contributed to the discrepancy between the PBQ and CBCL/2-3 in the validity analyses. That is, the PTOPS and PBQ were completed by the same set of respondents, while the CBCL/2-3 was completed by a different set of respondents.
In addition, the discrepancy in the validity findings may have been due, in part, to the fact that the settings in which the two sets of respondents observed the target children differed. That is, teachers/therapists based their responses on observations of the target children made in the classroom, while caregivers may have responded based on observations made primarily in the home. Children's social interactions may very well differ between the classroom and home settings. For example, the classroom setting is likely to involve more structured activities than the home, consequently resulting in different social interactions for the children when they are in the classroom versus the home. Furthermore, teachers'/therapists' classroom observations were based on target children's peer interactions. However, caregivers' observations made in the home are likely to be based on the target children's interactions with siblings and/or other relatives, as well as peers. A child's interactions with siblings may differ from their interactions with peers. For example, Dunn (1988) suggests that young sibling relationships are distinctive from other relationships in their competitiveness. Thus, the PBQ and CBCL/2-3 may have inadvertently been used in the present study to measure two different types of social interactions: those with peers and those with siblings or other relatives, such as cousins.
Another possible explanation for why there was convergence of the PTOPS and PBQ, but not the PTOPS and CBCL/2-3, may be related to the target children's ages. Over half (24) of the children were 4- or 5-year-olds. While the PBQ is appropriate for observations of 3- to 6-year-olds, the CBCL/2-3 targets only 2- and 3-year-olds. Consequently, it is possible that the CBCL/2-3 did not provide valid scores for the 4- and 5-year-olds, thus serving as a source of error in the analysis.
Implications for Practitioners and Future Research
The PTOPS, as a measure of preschoolers' deficits in social competence, has the potential for clinical utility. Specifically, the PTOPS (a) is convergent with subscales of another measure of preschoolers' social behavior, (b) is internally consistent, (c) identifies specific social situations that may be particularly problematic for some preschoolers, and (d) is relatively easy for practitioners to administer and score, and therefore offers the potential to be a very valuable clinical tool for purposes of social skills intervention. Using the PTOPS may, therefore, assist practitioners in planning their treatment program so that it more specifically addresses the needs of the target child. That is, they may use the PTOPS to reliably assess preschoolers' social competence, and to do so while identifying the specific social situations that are particularly problematic for the preschoolers. Moreover, longitudinal use of the PTOPS may help determine the effects of social skills intervention.
Future research on the PTOPS is warranted. As the present study was an initial step in addressing the role of the social context on preschoolers' difficulties with social interactions, the study has limitations, including those related to the sample. Only 42 participants were involved in the present study. In future research with the PTOPS, inclusion of a larger sample would allow for a factor analysis to be conducted on the PTOPS, in order to determine if it truly is a preschool-age equivalent to the original TOPS measure. Furthermore, inclusion of both a clinical group and a non-clinical group of preschoolers in the sample would be beneficial, in order to provide support for the clinical utility of the PTOPS. That is, analyses could be conducted to determine if the PTOPS accurately discriminates between the preschoolers of the clinical group versus the non-clinical group.
An additional recommendation is that future research assess age effects on children's social competence. Hartup and Laursen (1993) reported that while toddlers have conflict most often over possessions, by the time children start school, they are just as likely to engage in conflict over social, or interpersonal, issues. Therefore, some situations identified in the PTOPS may have been more problematic for some participants than others merely as a function of their ages. The ages of the children in the present study ranged from 2.8 years to 5.1 years. Although there was a relatively large age range represented, there were insufficient numbers at particular ages; therefore, age effects were not examined.
In conclusion, the present study has taken initial steps in developing a measure for assessing preschoolers' deficits in social competence. The PTOPS is an important new measure as it has the potential to provide clinical utility for those working with preschoolers who have social competence problems. Most of the social competence measures target elementary school age children. Furthermore, the PTOPS, unlike other measures of preschoolers' social competence, identifies the situational contexts that tend to be most socially problematic for children. In addition, the PTOPS also shows potential for clinical utility because it specifically targets preschool age children, is characterized by high internal reliability, and converges with subscales of another measure of preschoolers' social behavior. Therefore, although it warrants further psychometric analyses, the PTOPS has the potential to be used by practitioners in their prevention and intervention efforts targeted toward preschoolers' problems with social comp etence. Furthermore, since the PTOPS targets children as young as preschoolers, it offers the potential for earlier intervention than would have been available otherwise.
TABLE 1 Means, Standard Deviations, and Ranges of Scores for the PTOPS, PBQ, and CBCL (N = 42) Measure M SD Range of Scores PTOPS 150.90 40.97 63 - 218 PBQ 15.44 9.27 3 - 33 CBCL 67.74 28.97 4 - 138 Table 2 Cronbach's Alpha Correlation Coefficients for PTOPS and TOPS Subscales Subscale TOPS PTOPS Peer Group Entry .95 ** .91 * Response to Provocation .97 ** .94 ** Response to Failure .95 ** .89 ** Response to Success .89 ** .92 * Social Expectations .94 ** .95 ** Teacher Expectations .95 ** .89 ** Reactive Aggression - .94 ** Proactive Aggression - .91 ** Total Scale .98 ** .98 ** Note. The Reactive and Proactive Aggression subscales were added to the TOPS scale after the instrument was published. Therefore, their respective Cronbach's alpha correlation coefficients were not available. * p<.01 ** p<.001 Table 3 Convergent Validity of the PTOPS Subscale Scores with PBQ Subscale Scores: Pearson Product-Moment Correlations PTOPS Subscale PBQ Peer Group Response to Response to Response to Subscale Entry Provocation Failure Success Hostile- .66 * .81 * .71 * .43 Aggressive Anxious .60 * .56 * .53 * .21 Hyperactive- .57 * .59 * .34 .02 Distractible PTOPS Subscale PBQ Social Teacher Reactive Proactive Subscale Expectations Expectations Aggression Aggression Hostile- .71 * .65 * .79 * .61 * Aggressive Anxious .57 * .53 * .56 * .36 Hyperactive- .60 * .76 * .40 .21 Distractible Note. Bonferonni's family-wise correction was calculated for the PTOPS-PBQ correlations. The resulting criterion alpha level was .002. * p < .002 Table 4 Convergent Validity of the PTOPS Subscale Scores with CBCL/2-3 Subscale Scores: Pearson Product- Moment Correlations PTOPS Subscale CBCL Peer Group Response to Response to Response to Subscale Entry Provocation Failure Success Anxious .23 .04 .03 .19 Withdrawn .31 .07 .09 .30 Sleep Problems -.10 -.18 .06 .35 Somatic .15 .23 .25 .39 Aggression .25 .13 .22 .28 Destructive .20 .25 .27 .10 Behavior PTOPS Subscale CBCL Social Teacher Reactive Proactive Subscale Expectations Expectations Aggression Aggression Anxious .17 .04 -.02 -.09 Withdrawn .19 .08 .00 .09 Sleep Problems -.10 -.28 -.11 .15 Somatic .29 .16 .23 .16 Aggression .35 .24 .05 -.07 Destructive .31 .31 .12 -.07 Behavior Note. Bonferonni's family-wise correlations was calculated for the PTOPS-CBCL/2-3 correlations. The resulting criterion alpha level was .001. None of the correlations were significant at this level.
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Address: Maureen Blankemeyer, 100 Nixson Hall, Kent State University, Kent, OH 44242.
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|Author:||Blankemeyer, Maureen; Culp, Rex E.; Hubbs-Tait, Laura; Culp, Anne McDonald|
|Publication:||Education & Treatment of Children|
|Date:||May 1, 2002|
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