825
Views
3
CrossRef citations to date
0
Altmetric
Articles

The Development and Validation of the Behavior and Emotion Expression Observation System to Characterize Preschoolers’ Social and Emotional Interactions

, &

References

  • Abe, J. A. A., & Izard, C. E. (1999). The developmental functions of emotions: An analysis in terms of differential emotions theory. Cognition & Emotion, 13(5), 523–549. doi:10.1080/026999399379177
  • Achenbach, T. M., McConaughy, S. H., & Howell, C. T. (1987). Child/adolescent behavioral and emotional problems: Implications of cross-informant correlations for situational specificity. Psychological Bulletin, 101(2), 213–232. doi:10.1037/0033-2909.101.2.213
  • Achenbach, T. M., & Rescorla, L. A. (2000). Manual for the ASEBA preschool forms and profiles. Burlington: University of Vermont, Department of Psychiatry.
  • Birch, S. H., & Ladd, G. W. (1997). The teacher-child relationship and children’s early school adjustment. Journal of School Psychology, 35(1), 61–79. doi:10.1016/S0022-4405(96)00029-5
  • Blumberg, S. H., & Izard, C. E. (1985). Affective and cognitive characteristics of depression in 10- and 11-year-old children. Journal of Personality and Social Psychology, 49(1), 194–202. doi:10.1037/0022-3514.49.1.194
  • Bracken, B. A., Keith, L. K., & Walker, K. C. (1998). Assessment of preschool behavior and social-emotional functioning: A review of thirteen third-party instruments. Journal of Psychoeducational Assessment, 16(2), 153–169. doi:10.1177/073428299801600204
  • Cai, X., Kaiser, A. P., & Hancock, T. B. (2004). Parent and teacher agreement on Child Behavior Checklist items in a sample of preschoolers from low-income and predominantly African American families. Journal of Clinical Child & Adolescent Psychology, 33(2), 303–312. doi:10.1207/s15374424jccp3302_12
  • Campbell, J. L. (2002). Patterns of social interactions and expressed emotions for teacher rated internalizing and externalizing problem behaviors in preschoolers. Unpublished manuscript, University of Delaware.
  • Campbell, S. B. (1994). Hard-to-manage preschool boys: Externalizing behavior, social competence, and family context at two-year followup. Journal of Abnormal Child Psychology, 22(2), 147–166. doi:10.1007/BF02167897
  • Campbell, S. B., Shaw, D. S., & Gilliom, M. (2000). Early externalizing behavior problems: Toddlers and preschoolers at risk for later maladjustment. Development and Psychopathology, 12, 467–488. doi:10.1017/S0954579400003114
  • Cicchetti, D., Ackerman, B. P., & Izard, C. E. (1995). Emotions and emotion regulation in developmental psychopathology. Development and Psychopathology, 7(01), 1–10. doi:10.1017/S0954579400006301
  • Cicchetti, D., & Sparrow, S. A. (1981). Developing criteria for establishing interrater reliability of specific items: Applications to assessment of adaptive behavior. American Journal of Mental Deficiency, 86(2), 127–137.
  • Denham, S. A. (1986). Social cognition, prosocial behavior, and emotion in preschoolers: Contextual validation. Child Development, 57(1), 194–201. doi:10.2307/1130651
  • Denham, S. A. (2006). Social-emotional competence as support for school readiness: What is it and how do we assess it? Early Education & Development, 17(1), 57–89. doi:10.1207/s15566935eed1701_4
  • Denham, S. A., Bassett, H. H., Thayer, S. K., Mincic, M. S., Sirotkin, Y. S., & Zinsser, K. (2012). Observing preschoolers’ social-emotional behavior: Structure, foundations, and prediction of early school success. Journal of Genetic Psychology, 173(3), 246–278. doi:10.1080/00221325.2011.597457
  • Denham, S. A., Blair, K. A., DeMulder, E., Levitas, J., Sawyer, K., Auerbach–Major, S., & Queenan, P. (2003). Preschool emotional competence: Pathway to social competence? Child Development, 74(1), 238–256. doi:10.1111/1467-8624.00533
  • Domitrovich, C. E., Cortes, R. C., & Greenberg, M. T. (2007). Improving young children’s social and emotional competence: A randomized trial of the preschool “PATHS” curriculum. Journal of Primary Prevention, 28(2), 67–91. doi:10.1007/s10935-007-0081-0
  • Downer, J. T., Booren, L. M., Lima, O. K., Luckner, A. E., & Pianta, R. C. (2010). The Individualized Classroom Assessment Scoring System (inCLASS): Preliminary reliability and validity of a system for observing preschoolers’ competence in classroom interactions. Early Childhood Research Quarterly, 25(1), 1–16. doi:10.1016/j.ecresq.2009.08.004
  • Eisenberg, N., Fabes, R. A., Guthrie, I. K., Murphy, B. C., Maszk, P., Holmgren, R., & Suh, K. (1996). The relations of regulation and emotionality to problem behavior in elementary school children. Development and Psychopathology, 8(01), 141–162. doi:10.1017/S095457940000701X
  • Eisenberg, N., Fabes, R. A., Murphy, B., Maszk, P., Smith, M., & Karbon, M. (1995). The role of emotionality and regulation in children’s social functioning: A longitudinal study. Child Development, 66(5), 1360–1384. doi:10.2307/1131652
  • Eisenberg, N., Valiente, C., Spinrad, T. L., Cumberland, A., Liew, J., Reiser, M., & Losoya, S. H. (2009). Longitudinal relations of children’s effortful control, impulsivity, and negative emotionality to their externalizing, internalizing, and co-occurring behavior problems. Developmental Psychology, 45(4), 988–1008. doi:10.1037/a0016213
  • Fallon, A., Westaway, J., & Moloney, C. (2008). A systematic review of psychometric evidence and expert opinion regarding the assessment of faecal incontinence in older community-dwelling adults. International Journal of Evidence-Based Healthcare, 6(2), 225–259. doi:10.1111/j.1744-1609.2008.00088.x
  • Finlon, K. J., Izard, C. E., Seidenfeld, A., Johnson, S. R., Cavadel, E. W., Krauthamer-Ewing, E. S., & Morgan, J. K. (2015). Emotion-based preventive intervention: Effectively promoting emotion knowledge and adaptive behavior among at-risk preschoolers. Development and Psychopathology, 27, 1353–1365. doi:10.1017/S0954579414001461
  • Gokiert, R. J., Georgis, R., Tremblay, M., Krishnan, V., Vandenberghe, C., & Lee, C. (2014). Evaluating the adequacy of social-emotional measures in early childhood. Journal of Psychoeducational Assessment, 32(5), 441–454. doi:10.1177/0734282913516718
  • Greenfield, D., Wasserstein, S. B., Gold, S., & Jorden, B. (1997). The Adaptive Social Behavior Inventory (ASBI): Evaluation with high-risk preschoolers. Journal of Psychoeducational Assessment, 15, 322–333. doi:10.1177/073428299701500404
  • Hamre, B. K., & Pianta, R. C. (2001). Early teacher-child relationships and the trajectory of children’s school outcomes through eighth grade. Child Development, 72(2), 625–638. doi:10.1111/1467-8624.00301
  • Herndon, K. J., Bailey, C. S., Shewark, E. A., Denham, S. A., & Bassett, H. H. (2013). Preschoolers’ emotion expression and regulation: Relations with school adjustment. he Journal of Genetic Psychology, 174(6), 642–663. doi:10.1080/00221325.2012.759525
  • Hogan, A., Scott, K. G., & Bauer, C. R. (1992). The Adaptive Social Behavior Inventory (ASBI): A new assessment of social competence in high-risk three-year-olds. Journal of Psychoeducational Assessment, 10, 230–239. doi:10.1177/073428299201000303
  • Howes, C. (1997). Teacher sensitivity, children’s attachment and play with peers. Early Education & Development, 8(1), 41–49. doi:10.1207/s15566935eed0801_4
  • Iwanaga, M. (1973). Development of interpersonal play structure in three, four, and five year-old children. Journal of Research & Development in Education, 6(3), 71–82.
  • Izard, C. E. (1989). The structure and functions of emotions: Implications for cognition, motivation, and personality. In I. S. Cohen (Ed.), The G. Stanley Hall lecture series (Vol. 9, pp. 39–73). Washington, DC: American Psychological Association.
  • Izard, C. E. (1995). The Maximally Discriminative Facial Movement Coding System. Newark: University of Delaware.
  • Izard, C. E. (2000). EERS: Emotion Expression Rating Scale. Newark: University of Delaware.
  • Izard, C. E., King, K. A., & Finlon, K. J. (2007). Behavior and Emotion Expression Observation System. Newark: University of Delaware, Department of Psychology.
  • Izard, C. E., King, K. A., Trentacosta, C. J., Morgan, J. K., Laurenceau, J.-P., Krauthamer-Ewing, E. S., & Finlon, K. J. (2008). Accelerating the development of emotion competence in Head Start children: Effects on adaptive and maladaptive behavior. Development and Psychopathology, 20, 369–397. doi:10.1017/S0954579408000175
  • Izard, C. E., Trentacosta, C. J., King, K. A., & Mostow, A. J. (2004). An emotion-based prevention program for Head Start children. Early Education & Development, 15(4), 407–422. doi:10.1207/s15566935eed1504_4
  • Izard, C. E., Woodburn, E. M., Finlon, K. J., Krauthamer-Ewing, E. S., Grossman, S. R., & Seidenfeld, A. (2011). Emotion knowledge, emotion utilization, and emotion regulation. Emotion Review, 3(1), 44–52. doi:10.1177/1754073910380972
  • King, K. A. (2004). Evaluation of a behavior and emotion expression observation system for preschool classrooms. Unpublished manuscript, University of Delaware.
  • Lindsey, E. W. (2002). Preschool children’s friendships and peer acceptance: Links to social competence. Child Study Journal, 32(3), 145–156.
  • Neisworth, J. T., & Bagnato, S. J. (2004). The mismeasure of young children: The authentic assessment alternative. Infants & Young Children, 17(3), 198–212. doi:10.1097/00001163-200407000-00002
  • Ollendick, T. H., Weist, M. D., Borden, M. C., & Greene, R. W. (1992). Sociometric status and academic, behavioral, and psychological adjustment: A five-year longitudinal study. Journal of Consulting and Clinical Psychology, 60(1), 80–87. doi:10.1037/0022-006X.60.1.80
  • Parten, M. B. (1932). Social participation among pre-school children. Journal of Abnormal and Social Psychology, 27(3), 243–269. doi:10.1037/h0074524
  • Pianta, R. C. (1997). Adult-child relationship processes and early schooling. Early Education & Development, 8(1), 11–26. doi:10.1207/s15566935eed0801_2
  • Pianta, R. C., & Stuhlman, M. W. (2004). Teacher-child relationships and children’s success in the first years of school. School Psychology Review, 33, 444–458.
  • Raver, C. C., & Zigler, E. F. (1997). Social competence: An untapped dimension in evaluating Head Start’s success. Early Childhood Research Quarterly, 12(4), 363–385. doi:10.1016/S0885-2006(97)90017-X
  • Robinson, C. C., Anderson, G. T., Porter, C. L., Hart, C. H., & Wouden-Miller, M. (2003). Sequential transition patterns of preschoolers’ social interactions during child-initiated play: Is parallel-aware play a bidirectional bridge to other play states? Early Childhood Research Quarterly, 18(1), 3–21. doi:10.1016/S0885-2006(03)00003-6
  • Rubin, K. H., Watson, K. S., & Jambor, T. W. (1978). Free-play behaviors in preschool and kindergarten children. Child Development, 49(2), 534–536. doi:10.2307/1128725
  • Shields, A., & Cicchetti, D. (1997). Emotion regulation among school-age children: The development and validation of a new criterion Q-sort scale. Developmental Psychology, 33, 906–916. doi:10.1037/0012-1649.33.6.906
  • Sroufe, L. A., Schork, E., Motti, F., Lawroski, N., & LaFreniere, P. (1984). The role of affect in social competence. In C. E. Izard, J. Kagan, & R. B. Zajonc (Eds.), Emotions, cognition, and behavior (pp. 289–319). Cambridge, UK: Cambridge University Press.
  • Thomas, L. B., Shapiro, E. S., DuPaul, G. J., Lutz, J. G., & Kern, L. (2011). Predictors of social skills for preschool children at risk for ADHD: The relationship between direct and indirect measurements. Journal of Psychoeducational Assessment, 29(2), 114–124. doi:10.1177/0734282910378478
  • Veenstra, R., Lindenberg, S., Oldehinkel, A. J., De Winer, A. F., Verhulst, F. C., & Ormel, J. (2008). Prosocial and antisocial behavior in preadolescence: Teachers’ and parents’ perceptions of the behavior of girls and boys. International Journal of Behavioral Development, 32, 243–251. doi:10.1177/0165025408089274
  • Verhulst, F. C., & Akkerhuis, G. W. (1989). Agreement between parents’ and teachers’ ratings of behavioral/emotional problems of children aged 4–12. Journal of Child Psychology and Psychiatry, 30(1), 123–136. doi:10.1111/j.1469-7610.1989.tb00772.x
  • Walker, H. M., & Severson, H. H. (1990). Systematic Screening for Behavior Disorders (Vol. 2). Longmont, CO: Sopris West.
  • Walker, H. M., & Severson, H. H. (1992). Technical manual, Systematic Screening for Behavior Disorders. Longmont, CO: Sopris West.
  • Webster-Stratton, C., & Reid, M. J. (2004). Strengthening social and emotional competence in young children—The foundation for early school readiness and success. Infants & Young Children, 17(2), 96–113. doi:10.1097/00001163-200404000-00002
  • Winsler, A., & Wallace, G. L. (2002). Behavior problems and social skills in preschool children: Parent-teacher agreement and relations with classroom observations. Early Education & Development, 13(1), 41–58. doi:10.1207/s15566935eed1301_3
  • Youngstrom, E., Loeber, R., & Stouthamer-Loeber, M. (2000). Patterns and correlates of agreement between parent, teacher, and male adolescent ratings of externalizing and internalizing problems. Journal of Consulting and Clinical Psychology, 68(6), 1038–1050. doi:10.1037/0022-006X.68.6.1038
  • Zeman, J., Shipman, K., & Suveg, C. (2002). Anger and sadness regulation: Predictions to internalizing and externalizing symptoms in children. Journal of Clinical Child & Adolescent Psychology, 31(3), 393–398. doi:10.1207/s15374424jccp3103_11

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.