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

Compared the predictive accuracy of teacher-based behavioral categories (i.e., teacher assessment of aggressiveness and hyperactivity) and peer-based sociometric categories (i.e., peer acceptance and rejection) on a sample of 178 kindergarten boys. Accuracy of prediction was compared on outcomes such as behavior problems (assessed by teachers and peers), peer rejection, self-reported delinquency, self-perceptions, and academic performance in Grades 3 and/or 4. IQ scores and sociofamilial adversity served as control variables. Behavioral categories differed on homotypic and several heterotypiic outcome measures, whereas sociometric categories differed only on homotypic outcomes. Overall, behavioral categories were better predictors of teacher-rated and self-rated outcomes than sociometric categories. Suggestions aimed at increasing the level of accuracy of predictive measures with young children are discussed.