The qualitative interactions of children with conduct problems and their peers: Differential correlates with self-report measures, home behavior, andschool behavior problems

This study examined qualitative aspects of the peer relationships of childr en with conduct problems in a laboratory assessment procedure. The sample c onsisted of 101 children aged 4 to 7 years identified by parents as having oppositional behavior problems. Positive social skills and negative conflic t tactics were coded. Additionally, two categories assessing the reciprocal nature of the relationship were also coded, including behavioral "escalati on" and "failure" to use social skills successfully with peers. Relations b etween observed peer interactions, child self-reports of peer relationships , observed and parent reports of home behavior interactions, and teacher re ports of school behaviors were examined. Positive skills and failure to use skills with peers were related to loneliness and teacher reports of social competence, whereas negative behavior and escalation with peers were assoc iated with school problems and home problems, respectively. Results are dis cussed in a developmental framework that highlights the potential importanc e of social behaviors within the peer context to later adjustment.