A multivariate analysis of the revised Conners' Teacher Rating Scale with low-income, urban preschool children

The present investigation addressed the utility of the revised Conners' Tea chers Rating Scale (CTRS-28) with low-income urban preschool children. CTRS -28 ratings for a large sample of preschool children from an urban Head Sta rt program were analyzed using exploratory factor analysis. Analyses yielde d a 3-factor structure: Conduct problems, Hyperactivity, and Passivity. Fur ther analyses cross-validated this structure for males and females and supp orted its integrity. Multimethod, multisource validity analyses substantiat ed the CTRS-28 dimensions. The Play Disruption factor of the parent and tea cher 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 fac tor of the PIPPS validated the CTRS-28 Passivity factor. The Q-Sort Emotion al Regulation scale provided divergent validity for the Conduct and Hyperac tivity factors and likewise the Q-Sort Autonomy scale provided divergent va lidity for the Passivity factor. Age and sex differences were assessed acro ss the 3 factors of the derived preschool structure. A main effect was foun d for sex and age indicating that boys displayed higher levels of Hyperacti vity and Passivity problems than girls did. Similarly, 4-year-old children demonstrated higher levels of Passivity problems than did 5-year-old childr en.