PREDICTIVE ACCURACY OF BEHAVIORAL AND SOCIOMETRIC ASSESSMENTS OF HIGH-RISK KINDERGARTEN-CHILDREN

Compared the predictive accuracy of teacher-based behavioral categorie s (i.e., teacher assessment of aggressiveness and hyperactivity) and p eer-based sociometric categories (i.e., peer acceptance and rejection) on a sample of 178 kindergarten boys. Accuracy of prediction was comp ared on outcomes such as behavior problems (assessed by teachers and p eers), peer rejection, self-reported delinquency, self-perceptions, an d academic performance in Grades 3 and/or 4. IQ scores and sociofamili al adversity served as control variables. Behavioral categories differ ed on homotypic and several heterotypiic outcome measures, whereas soc iometric categories differed only on homotypic outcomes. Overall, beha vioral categories were better predictors of teacher-rated and self-rat ed outcomes than sociometric categories. Suggestions aimed at increasi ng the level of accuracy of predictive measures with young children ar e discussed.