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Patterns of behaviour problems among pre-school children
E J Sonuga-Barke1, M Thompson, J Stevenson
1Department of Psychology, University of Southampton.
Psychological Medicine
|July 1, 1997
Summary
Preschool behavioral issues are not a single problem but can be categorized into distinct types. Clinically significant issues often involve co-occurring emotional or behavioral regulation problems with conduct issues.
Area of Science:
- Child Psychology
- Developmental Psychology
- Behavioral Science
Background:
- Previous research suggested preschool behavioral problems are undifferentiated difficulties in manageability.
- This study examined the structure of British parents' ratings of preschool children's behavioral problems.
Purpose of the Study:
- To investigate the structure and categorization of behavioral problems in preschool children.
- To determine if preschool behavioral problems are homogeneous or heterogeneous.
Main Methods:
- Utilized the 19-item Behavioural Checklist (BCL) completed by 1047 parents of 3-year-olds.
- Employed factor analysis and cluster analysis to examine the structure of behavioral problems.
Main Results:
- Factor analysis identified six factors: social/emotional adjustment, sleep, over-activity/inattention, eating, and soiling.
- Cluster analysis revealed six groupings, including a no-problem group, specific moderate problems, and two extreme problem groups (conduct with emotional issues or hyperactivity).
- The hyperactive/conduct group showed persistent difficulties at age 8.
Conclusions:
- Preschool behavioral problems are not homogeneous.
- Clinically significant problems are likely co-morbid, involving emotional regulation (neurotic) or behavioral regulation (hyperactive) issues alongside conduct problems.