engleski

Risk for Behavioral Problems in the Early and Pre-School Age: Proposal of Assessment Measure

On the continuum of behavioral problems in early and the pre-school age only the level of risk for these problems could be recognized. Spectrum of behavioral disorders is through decades theoretically defined as 1) behaviors that deviate from the norm, 2) require additional professional help and 3) represent difficulty in social integration to a child and / or the child's environment. Preschools could be institutions where these risks could be detected. Previous studies suggest that preschool teachers assess each child's behavior in accordance with perceived self-efficacy. The aim of this study is to evaluate the traditional definition of behavioral problems with new assessment measure applicable in preschools. Thereby, three items, mentioned as the elements defining spectrum of behavioral disorders, are the only criterion and new measure does not contain any other items besides. A total of 50 preschool teachers, average age of 44 years and 19 years of service, assessed their self-assessed efficacy in professional work with a specific child (Teacher`s self- efficacy scale). Additionally, they estimated behavior of 128 children (average age of 27.5 months, 51% girls) using Social Competence Behavioral Evaluation scale and the new measure Risk for Behavioral Disorders in Early and Preschool Age. This measure contains three items corresponding to previously described definition of behavioral disorders on the three-point scale. In determining construct validity component analysis was used ; while multiple regression analysis was used to check criterion validity for Risk for Behavioral Disorders in Early and Preschool Age. The contribution of externalized and internalized problems was tested after controlling preschool teacher’s self-assessed efficacy. Exploratory analysis for The Risk for Behavioral Disorders in Early and Preschool Age extracted single-component solution explaining 86.49% of variance (α = .92). After controlling self-assessed efficacy, externalized and internalized behavior additionally explained 13% variance of the risk for behavioral problems in early and preschool age. The results of this study empirically confirm construct and criterion validity and reliability of the assessment instruments. When preschool teacher detects and indicate risk for behavioral problem, it could be relevant information for providing additional support and help.

emotional behavioral disorders, EBD, efficiency, internalized problems, externalized problems, preschool teachers

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