Relationships Among Early Childhood Behavior Rating Scales: Convergent and Discriminant Construct Validity of the Preschool and Kindergarten Behavior Scales

Abstract

Research Findings: Data that serve to establish the convergent and discriminant construct validity of a new behavior rating scale for use with the early childhood preschool population-the Preschool and Kindergarten Behavior Scales (PKBS)-are presented. The results of four different studies are presented wherein PKBS ratings of preschool or kindergarten age children were correlated with established comparison measures: the Social Skills Rating System, Mattson Evaluation of Social Skills with Youngsters, Conners Teacher Rating Scale, and School Social Behavior Scales. Correlations were in the desired directed for demonstrating convergent and discriminant construct validity of the PKBS. Practice Implications: The PKBS appears to adequately measure the constructs of social skills and both internalizing and externalizing problem behavior in early childhood. Although additional validation research for this instrument is needed, the PKBS appears to show promise as a research tool, screening device, and assessment instrument for assessing social-emotional behavior of children ages 3–6. Given the increasing importance of early detection of social-emotional problems as part of a comprehensive system of prevention and early intervention, future efforts at linking assessment tools to specific and effective intervention techniques appear to be a much needed and significant endeavor.