NotesFAQContact Us
Search Tips
ERIC Number: ED188793
Record Type: RIE
Publication Date: 1980-May-9
Pages: 19
Abstractor: N/A
Reference Count: 0
Relationship Between Developmental Problems and Social-Emotional Problems in Preschool Children.
Roscoe, David R.; And Others
Developmental-academic and social-emotional checklists completed by teachers were used by the Hawaii Department of Health teams to screen preschool age children. The checklists reliably distinguished between 1,376 developmental referrals and 226 non-referrals. The developmental checklist data indicated that the teachers' most frequent developmental-academic concerns were distractibility, disruptive behaviors and poor listening skills. Significant correlations were found to exist between developmental-academic and social-emotional factors on the two checklists. Age of the child was found to be negligibly correlated with all of the social-emotional scores, which suggests that chronological age in this group of children can probably be ruled out as a significant factor in the observed relationships. Analysis of the relationship between sex and social-emotional and developmental-academic concerns indicated significant differences between males and females in only the Hostile-Aggressive scores and Speech-Hearing-Language concerns. Boys tended to be more hostile and aggressive than girls, while girls tended to be the subjects of more speech-hearing-language concerns. (Author/SS)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Disruption; Distractibility
Note: Paper presented at the Annual Meeting of the Western Psychological Association (Honolulu, HI, May 9, 1980).