SOCIAL-EMOTIONAL BEHAVIOR OF PRESCHOOL-AGE CHILDREN WITH AND WITHOUT DEVELOPMENTAL DELAYS

Differences in parent and reacher ratings of social-emotional behavior among young children with developmental delays and those without sign ificant developmental problems were examined. Participants included 19 8 preschool-age children identified as having a developmental delay (D D group) and 198 preschool-age children without significant developmen tal problems (Comparison group) who were matched to the DD group by ag e and gender; using a randomized block procedure. Parent and reacher p erceptions of social-emotional behavior of the participants were asses sed using the Preschool and Kindergarten Behavior Scale (PKBS), a soci al skills and problem behavior rating scale for use with young childre n. PKBS scores were found to classify; the participants into their res pective groups with a substantial degree of accuracy Statistically sig nificant differences in social skills and problem behavior scores betw een the two groups were found with the DD participants evidencing grea ter social skills deficits and problem behavior excesses than the Comp arison group. Individuals in the DD group were found to be four to fiv e times more likely to have significant social skills deficits and pro blem behavior excesses than individuals in the Comparison group. The c ritical social-emotional behaviors separating the two groups appeared to be social interaction and independence skills, and socially withdra wn and isolated behavior patterns. New validity evidence for the PKBS is discussed, as are future needs pertaining to research and clinical practice in the area of social-emotional behavior of young children wi th developmental delays. (C) 1997 Elsevier Science Ltd.