Parent-Rated Externalizing Behavior in Preschoolers: The Predictive Utility of Structured Interviews, Teacher Reports, and Classroom Observations

This study investigated multiple forms of home and school assessment as predictors of parent-rated behavior problems across a preschool year. Participants were a community sample of 79 preschool children, their parents, and their teachers. Parent ratings of behavior problems were obtained toward the beginning of the school year and approximately 6 months later. Behavior problems were also assessed early in the school year using parent structured interviews, teacher-rating scales, and classroom observations of problem and prosocial behavior. Consistent with hypotheses, each assessment method significantly predicted year-end parent ratings of behavior problems, even above initial ratings.