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首页> 外文期刊>Infant and Child Development >The behaviour style observation system for young children predicts teacher-reported externalizing behaviour in middle childhood
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The behaviour style observation system for young children predicts teacher-reported externalizing behaviour in middle childhood

机译：幼儿的行为风格观察系统可预测教师报告的儿童中期外在行为

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摘要

The Behaviour Style Observation System for Young Children (BSOS) was used to predict preschool-aged children's externalizing and internalizing behaviour problems in middle childhood, 3-5 years after the initial assessment. This observational measurement tool was designed to sample and assess young children's disruptive, non-compliant, and unresponsive behaviour, during a brief (11 min) observation in the child's home. In the current study, the BSOS was used to predict parent and teacher ratings of child behaviour problems after school entry in a longitudinal sample (N=81) of at-risk children at time 2. The BSOS predicted teacher-reported externalizing problems at time 2. In contrast, parent reports of behaviour problems, although correlated with repeated parent reports at time 2, were not significantly predictive of teacher-reported behaviour problems at school age. The BSOS was not associated with either parent or teacher reports of internalizing problems. These findings emphasize the importance and utility of using observational measures when examining the continuity of behaviour problems in young children over time. Copyright © 2009 John Wiley & Sons, Ltd.
机译：幼儿行为风格观察系统（BSOS）用来预测学龄前儿童在初次评估后3-5年内在儿童中期的内在和内在行为问题。此观察测量工具旨在在儿童家中进行简短（11分钟）观察时，对幼儿的破坏性，不依从性和无反应性行为进行采样和评估。在当前的研究中，BSOS被用来预测父母和老师在时间2的风险儿童的纵向样本（N = 81）中入学后对儿童行为问题的评价。BSOS预测了老师报告的外部化问题。 2.相比之下，家长的行为问题报告尽管与在第二时刻的家长报告有关，但并不能显着预测学龄期教师报告的行为问题。 BSOS与内部化问题的家长或教师报告均无关。这些发现强调了在观察幼儿随着时间推移行为问题的连续性时使用观察性措施的重要性和实用性。版权所有©2009 John Wiley＆Sons，Ltd.

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  • 来源
    《Infant and Child Development》 |2009年第4期|337-350|共14页
  • 作者

    Alexa Martin-Storey; Lisa A. Serbin; Dale M. Stack; Alex E. Schwartzman;

  • 作者单位

    Center for Research in Human Development, Concordia University Loyola Campus, Montreal, Que., Canada;

    Center for Research in Human Development, Concordia University Loyola Campus, Montreal, Que., Canada;

    Center for Research in Human Development, Concordia University Loyola Campus, Montreal, Que., Canada;

    Center for Research in Human Development, Concordia University Loyola Campus, Montreal, Que., Canada;

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