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Overt and covert dimensions of antisocial behavior in early childhood
M Willoughby1, J Kupersmidt, D Bryant
1Department of Psychology, University of North Carolina at Chapel Hill, 27599-3270, USA. mikew@unc.edu
Insights
Preschoolers frequently display antisocial behavior, with 40% exhibiting daily acts. This behavior has distinct overt and covert dimensions, impacting conduct and classroom interactions.
Area of Science:
- Child Psychology
- Developmental Psychology
- Behavioral Science
Background:
- Antisocial behavior is a significant concern in early childhood.
- Understanding its prevalence and structure is crucial for intervention.
- Previous research focused on older children, leaving a gap in preschooler data.
Purpose of the Study:
- To determine the prevalence of antisocial behavior in preschoolers.
- To examine the underlying structure (dimensions) of antisocial behavior in this age group.
- To assess the reliability and validity of measuring these dimensions.
Main Methods:
- A normative sample of preschoolers was assessed.
- Prevalence rates for daily antisocial behaviors were calculated.
- Factor analysis was used to identify behavioral dimensions.
- Test-retest and interrater reliability were evaluated.
Main Results:
- 40% of preschoolers exhibited at least one daily antisocial behavior.
- 10% exhibited six or more daily antisocial behaviors.
- Factor analysis supported overt and covert dimensions of antisocial behavior.
- Overt behaviors showed better interrater reliability than covert behaviors.
- Both dimensions correlated with conduct problems, hyperactivity, and peer/adult conflict.
Conclusions:
- Antisocial behavior is common in preschoolers and has distinct overt and covert forms.
- These dimensions are reliably measured and relate to other behavioral issues.
- Findings support early assessment and inform understanding of antisocial behavior's developmental trajectory.
Abstract:
The present study was designed to assess both the prevalence and structure of antisocial behavior in a normative sample of preschoolers. Prevalence estimates suggested that 40% of preschoolers exhibit at least one antisocial behavior each day. Furthermore, 10% of preschoolers exhibit six or more antisocial behaviors each day. Consistent with research based on older children, factor analyses provided support for conceptualizing antisocial behavior in early childhood as consisting of both overt and covert dimensions. While both overt and covert behaviors had acceptable test-retest reliability, only overt behaviors had acceptable interrater reliability. Finally both overt and covert dimensions of antisocial behavior were uniquely related to general measures of conduct problems, hyperactivity, and adult and peer conflict in the classroom setting. Findings are discussed with regard to early assessment and the developmental course of antisocial behavior.