TY - JOUR
T1 - A multivariate analysis of the revised Conners' Teacher Rating Scale with low-income, urban preschool children.
AU - Fantuzzo, John
AU - Grim, Suzanne
AU - Mordell, Melissa
AU - McDermott, Paul
AU - Miller, Laurie
AU - Coolahan, Kathleen
N1 - Funding Information:
This research project was supported in part by a Head Start/University Research Partnership grant received from the U.S. Department of Health and Human Services’ Head Start Bureau. A special thanks goes to Dr. Esther Kresh for her support as a Federal Project Officer for our research. Additionally we wish to praise our collaborators at Head Start: Director Jennifer Plumer Davis, Ms. Denota Watson, and the Head Start staff and parents, who worked closely with us on this project. This outstanding group of educators and parents made notable contributions to this research.
Copyright:
Copyright 2005 Elsevier B.V., All rights reserved.
PY - 2001/4
Y1 - 2001/4
N2 - The present investigation addressed the utility of the revised Conners' Teachers Rating Scale (CTRS-28) with low-income urban preschool children. CTRS-28 ratings for a large sample of preschool children from an urban Head Start program were analyzed using exploratory factor analysis. Analyses yielded a 3-factor structure: Conduct problems, Hyperactivity, and Passivity. Further analyses cross-validated this structure for males and females and supported its integrity. Multimethod, multisource validity analyses substantiated the CTRS-28 dimensions. The Play Disruption factor of the parent and teacher Penn Interactive Peer Play Scales (PIPPS) provided convergent validity for the Conduct and Hyperactivity factors of the CTRS-28, whereas the Play Interaction factor revealed divergent validity. The Play Disconnection factor of the PIPPS validated the CTRS-28 Passivity factor. The Q-Sort Emotional Regulation scale provided divergent validity for the Conduct and Hyperactivity factors and likewise the Q-Sort Autonomy scale provided divergent validity for the Passivity factor. Age and sex differences were assessed across the 3 factors of the derived preschool structure. A main effect was found for sex and age indicating that boys displayed higher levels of Hyperactivity and Passivity problems than girls did. Similarly, 4-year-old children demonstrated higher levels of Passivity problems than did 5-year-old children.
AB - The present investigation addressed the utility of the revised Conners' Teachers Rating Scale (CTRS-28) with low-income urban preschool children. CTRS-28 ratings for a large sample of preschool children from an urban Head Start program were analyzed using exploratory factor analysis. Analyses yielded a 3-factor structure: Conduct problems, Hyperactivity, and Passivity. Further analyses cross-validated this structure for males and females and supported its integrity. Multimethod, multisource validity analyses substantiated the CTRS-28 dimensions. The Play Disruption factor of the parent and teacher Penn Interactive Peer Play Scales (PIPPS) provided convergent validity for the Conduct and Hyperactivity factors of the CTRS-28, whereas the Play Interaction factor revealed divergent validity. The Play Disconnection factor of the PIPPS validated the CTRS-28 Passivity factor. The Q-Sort Emotional Regulation scale provided divergent validity for the Conduct and Hyperactivity factors and likewise the Q-Sort Autonomy scale provided divergent validity for the Passivity factor. Age and sex differences were assessed across the 3 factors of the derived preschool structure. A main effect was found for sex and age indicating that boys displayed higher levels of Hyperactivity and Passivity problems than girls did. Similarly, 4-year-old children demonstrated higher levels of Passivity problems than did 5-year-old children.
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M3 - Article
C2 - 11321629
AN - SCOPUS:0035321446
SN - 0091-0627
VL - 29
SP - 141
EP - 152
JO - Journal of Abnormal Child Psychology
JF - Journal of Abnormal Child Psychology
IS - 2
ER -