screening for challenging behavior in preschool edward g. feil, ph.d. oregon research institute and...

Screening for Challenging Screening for Challenging Behavior in PreschoolBehavior in Preschool

Edward G. Feil, Ph.D.Edward G. Feil, Ph.D.

Oregon Research Institute andOregon Research Institute andUniversity of OregonUniversity of Oregon

December, 17 2003December, 17 2003

Indicators of problem behaviors evident in Indicators of problem behaviors evident in preschoolerspreschoolers

Problem behaviors progress from low Problem behaviors progress from low intensity (noncompliance) to high intensity (noncompliance) to high intensity (stealing)intensity (stealing)

Indicators of problem behaviors evident in Indicators of problem behaviors evident in preschoolerspreschoolers

Problem behaviors progress from low Problem behaviors progress from low intensity (noncompliance) to high intensity (noncompliance) to high intensity (stealing)intensity (stealing)

Why Screen Young ChildrenWhy Screen Young ChildrenWhy Screen Young ChildrenWhy Screen Young Children

Peer rejection Peer rejection DelinquencyDelinquency Poor employmentPoor employment

Peer rejection Peer rejection DelinquencyDelinquency Poor employmentPoor employment

Antisocial Children Are Antisocial Children Are At More Serious Risk for:At More Serious Risk for:Antisocial Children Are Antisocial Children Are At More Serious Risk for:At More Serious Risk for:

Poor academicsPoor academics Substance abuseSubstance abuse Disrupted marriagesDisrupted marriages

Poor academicsPoor academics Substance abuseSubstance abuse Disrupted marriagesDisrupted marriages

"Early Starter" "Early Starter" (a.k.a. "Life-Course Persistent", "Aggressive-Versatile")(a.k.a. "Life-Course Persistent", "Aggressive-Versatile")"Early Starter" "Early Starter" (a.k.a. "Life-Course Persistent", "Aggressive-Versatile")(a.k.a. "Life-Course Persistent", "Aggressive-Versatile")

"Late Starter" "Late Starter" (a.k.a. "Adolescence Limited", "Non-Aggressive Antisocial")(a.k.a. "Adolescence Limited", "Non-Aggressive Antisocial")"Late Starter" "Late Starter" (a.k.a. "Adolescence Limited", "Non-Aggressive Antisocial")(a.k.a. "Adolescence Limited", "Non-Aggressive Antisocial")

Developmental Pathways of Conduct Developmental Pathways of Conduct ProblemsProblemsDevelopmental Pathways of Conduct Developmental Pathways of Conduct ProblemsProblems

Preschool / Early School-Age OnsetPreschool / Early School-Age Onset Overt and Covert BehaviorsOvert and Covert Behaviors High Degree of ContinuityHigh Degree of Continuity Poor PrognosisPoor Prognosis

Preschool / Early School-Age OnsetPreschool / Early School-Age Onset Overt and Covert BehaviorsOvert and Covert Behaviors High Degree of ContinuityHigh Degree of Continuity Poor PrognosisPoor Prognosis

• Early Adolescence OnsetEarly Adolescence Onset

• Covert BehaviorsCovert Behaviors

• High Degree of DesistanceHigh Degree of Desistance

• Better PrognosisBetter Prognosis

• Early Adolescence OnsetEarly Adolescence Onset

• Covert BehaviorsCovert Behaviors

• High Degree of DesistanceHigh Degree of Desistance

• Better PrognosisBetter Prognosis

Perseverance from Early Perseverance from Early ChildhoodChildhoodPerseverance from Early Perseverance from Early ChildhoodChildhood

1. Bring antisocial pattern to school1. Bring antisocial pattern to school

2. Early starter2. Early starter

3. Chronic offender3. Chronic offender

1. Bring antisocial pattern to school1. Bring antisocial pattern to school

2. Early starter2. Early starter

3. Chronic offender3. Chronic offender

All three factors predict 100% of All three factors predict 100% of violent male adolescent offendersviolent male adolescent offenders

Cumulative Number of Arrests for Cumulative Number of Arrests for Antisocial and At-Risk GroupsAntisocial and At-Risk Groups

Covariation of Arrest Onset and Covariation of Arrest Onset and ChronicityChronicity

Covariation of Arrest Onset and Covariation of Arrest Onset and ChronicityChronicity

<9 10 11 12 13 14 1500

.2.2

.4.4

.6.6

.8.8

1.01.0

AgeAge

p (Chronicity)p (Chronicity)

Antisocial BehaviorAntisocial BehaviorAntisocial BehaviorAntisocial Behavior

Antisocial behavior by grade 4 should be Antisocial behavior by grade 4 should be treated as chronic condition like diabetes treated as chronic condition like diabetes (not cured but managed)(not cured but managed)

Early intervention in school, home, and Early intervention in school, home, and community is best hope for diverting from community is best hope for diverting from the paththe path

Antisocial behavior by grade 4 should be Antisocial behavior by grade 4 should be treated as chronic condition like diabetes treated as chronic condition like diabetes (not cured but managed)(not cured but managed)

Early intervention in school, home, and Early intervention in school, home, and community is best hope for diverting from community is best hope for diverting from the paththe path

GradeGradeGradeGrade PhasePhasePhasePhase Services and SupportsServices and SupportsServices and SupportsServices and Supports

PreschoolPreschoolKK112233

445566

7788

99101011111212

PreschoolPreschoolKK112233

445566

7788

99101011111212

Social skillsSocial skillsAcademic instructionAcademic instructionFamily supportFamily supportEarly screening &Early screening & identificationidentification

Social skillsSocial skillsAcademic instructionAcademic instructionFamily supportFamily support

Self-control, Academic skills, Self-control, Academic skills, Prevocational skills, Family supportPrevocational skills, Family support

Survival skillsSurvival skillsVocational skillsVocational skillsTransition to workTransition to workCoping skillsCoping skills

Social skillsSocial skillsAcademic instructionAcademic instructionFamily supportFamily supportEarly screening &Early screening & identificationidentification

Social skillsSocial skillsAcademic instructionAcademic instructionFamily supportFamily support

Self-control, Academic skills, Self-control, Academic skills, Prevocational skills, Family supportPrevocational skills, Family support

Survival skillsSurvival skillsVocational skillsVocational skillsTransition to workTransition to workCoping skillsCoping skills

PreventionPreventionPreventionPrevention

RemediationRemediationRemediationRemediation

AmeliorationAmeliorationAmeliorationAmelioration

AccommodationAccommodationAccommodationAccommodation

Source: Bullis & Walker (1994)Source: Bullis & Walker (1994)

Developmental Continuum of Services and Developmental Continuum of Services and Expectations for Antisocial BehaviorExpectations for Antisocial Behavior

Developmental Continuum of Services and Developmental Continuum of Services and Expectations for Antisocial BehaviorExpectations for Antisocial Behavior

Antisocial behavior is part of normal Antisocial behavior is part of normal developmentdevelopment

Crucial features are the frequency and Crucial features are the frequency and intensity of behaviorsintensity of behaviors

Antisocial behavior is part of normal Antisocial behavior is part of normal developmentdevelopment

Crucial features are the frequency and Crucial features are the frequency and intensity of behaviorsintensity of behaviors

Characteristics of Characteristics of Problem BehaviorsProblem BehaviorsCharacteristics of Characteristics of Problem BehaviorsProblem Behaviors

AggressionAggressionAntisocial actsAntisocial actsSocial-skill deficitsSocial-skill deficitsHyperactivityHyperactivityLack of attentionLack of attention

AggressionAggressionAntisocial actsAntisocial actsSocial-skill deficitsSocial-skill deficitsHyperactivityHyperactivityLack of attentionLack of attention

ExternalizingExternalizing

Socially withdrawnSocially withdrawnSocial skill deficitsSocial skill deficitsAnxiousAnxiousInhibitedInhibited

Socially withdrawnSocially withdrawnSocial skill deficitsSocial skill deficitsAnxiousAnxiousInhibitedInhibited

InternalizingInternalizing

Gender DifferencesGender Differences

Teachers can compare child's behavior Teachers can compare child's behavior with other childrenwith other children

Teachers' tolerance levels, expectations, Teachers' tolerance levels, expectations, and standards vary widelyand standards vary widely

Parents frequently not aware of the Parents frequently not aware of the severity of their child's behaviorseverity of their child's behavior

Teachers can compare child's behavior Teachers can compare child's behavior with other childrenwith other children

Teachers' tolerance levels, expectations, Teachers' tolerance levels, expectations, and standards vary widelyand standards vary widely

Parents frequently not aware of the Parents frequently not aware of the severity of their child's behaviorseverity of their child's behavior

Screening and Early Screening and Early InterventionInterventionScreening and Early Screening and Early InterventionIntervention

Balancing theBalancing the

Positive NegativePositive Negative

• • Individualistic • NormativeIndividualistic • Normative

• • Intervention • AssessmentIntervention • Assessment

• • Rapport • SeverityRapport • Severity

Balancing theBalancing the

Positive NegativePositive Negative

• • Individualistic • NormativeIndividualistic • Normative

• • Intervention • AssessmentIntervention • Assessment

• • Rapport • SeverityRapport • Severity



Multi-source and multi-method assessment Multi-source and multi-method assessment

and intervention are the most accurate and and intervention are the most accurate and

effective.effective.

Multi-source and multi-method assessment Multi-source and multi-method assessment

and intervention are the most accurate and and intervention are the most accurate and

effective.effective.

1. Define, nominate & rank1. Define, nominate & rank

2. Rank & rate 2. Rank & rate Step 1, plus use cutoff scoreStep 1, plus use cutoff score

3. Early Screening Project 3. Early Screening Project

1. Define, nominate & rank1. Define, nominate & rank

2. Rank & rate 2. Rank & rate Step 1, plus use cutoff scoreStep 1, plus use cutoff score

3. Early Screening Project 3. Early Screening Project

Screening OptionsScreening OptionsScreening OptionsScreening Options

Hill M. WalkerHill M. Walker

Herbert H. SeversonHerbert H. Severson

Edward G. FeilEdward G. Feil

Hill M. WalkerHill M. Walker

Herbert H. SeversonHerbert H. Severson

Edward G. FeilEdward G. Feil

Early ScreeningEarly ScreeningProjectProjectEarly ScreeningEarly ScreeningProjectProject

Adapted from SSBDAdapted from SSBDMultiple-gated screening instrument for Multiple-gated screening instrument for

use with preschool-age childrenuse with preschool-age children

Adapted from SSBDAdapted from SSBDMultiple-gated screening instrument for Multiple-gated screening instrument for

use with preschool-age childrenuse with preschool-age children

Early Screening ProjectEarly Screening ProjectEarly Screening ProjectEarly Screening Project

First StepsFirst StepsFirst StepsFirst Steps

Teacher RankingTeacher RankingTeacher RankingTeacher Ranking

Teacher RatingsTeacher RatingsTeacher RatingsTeacher Ratings

Social Behav. ObservationsSocial Behav. ObservationsSocial Behav. ObservationsSocial Behav. Observations

Early Screening Early Screening ProjectProject


Proactive multiple-gated Proactive multiple-gated screenerscreener

Stage One: Teacher ranking of Stage One: Teacher ranking of externalizing & internalizing externalizing & internalizing behaviorsbehaviors

Stage Two: Teacher ratings of Stage Two: Teacher ratings of the 6 highest ranked childrenthe 6 highest ranked children

Stage Three: Direct Stage Three: Direct observations & parent observations & parent questionnaires of children questionnaires of children exceeding Stage Two criteriaexceeding Stage Two criteria





ScreeningScreeningScreeningScreening

Number of ChildrenNumber of Children

Stage OneStage One 2,853*2,853*

Stage TwoStage Two 1,401*1,401*

Stage ThreeStage Three 541* 541*

Number of ChildrenNumber of Children

Stage OneStage One 2,853*2,853*

Stage TwoStage Two 1,401*1,401*

Stage ThreeStage Three 541* 541*

ESP Normative DataESP Normative DataESP Normative DataESP Normative Data

* In California, Kentucky, Louisiana, Nebraska, New Hampshire,* In California, Kentucky, Louisiana, Nebraska, New Hampshire,

Oregon, Texas, and UtahOregon, Texas, and Utah

Reliability & validity comparable to Reliability & validity comparable to other preschool measuresother preschool measures

• .80.80 Test-retest reliabilityTest-retest reliability

• .77.77 Interrater reliabilityInterrater reliability

• .78.78 Concurrent validityConcurrent validity

Low false diagnosis rate (9%)Low false diagnosis rate (9%)

Reliability & validity comparable to Reliability & validity comparable to other preschool measuresother preschool measures

• .80.80 Test-retest reliabilityTest-retest reliability

• .77.77 Interrater reliabilityInterrater reliability

• .78.78 Concurrent validityConcurrent validity

Low false diagnosis rate (9%)Low false diagnosis rate (9%)

ESP Psychometric DataESP Psychometric DataESP Psychometric DataESP Psychometric Data

T-score Means of ESP MeasuresT-score Means of ESP MeasuresT-score Means of ESP MeasuresT-score Means of ESP Measures

40

45

50

55

60

65

CriticalEvents

Aggressive Adaptive Maladaptive SocialBehavior

ESP Measures

T-S

core

s

HighExternalizer

HighInternalizer

Nonranked

Pro

-so

cia

lA

nti

/No

n-s

oci

al

Four Year Follow-Up Four Year Follow-Up (1)(1)

Preschool assessment w/ ESP Preschool assessment w/ ESP

Follow-up 4 years later (3Follow-up 4 years later (3rdrd grade). grade).

37 children enrolled in Head Start 37 children enrolled in Head Start preschool programpreschool program

– 60% from an original sample of 6260% from an original sample of 62

Four Year Follow-Up Four Year Follow-Up (2)(2)

ESP measures predicted:ESP measures predicted:– behavioral referrals, negative narrative comments, behavioral referrals, negative narrative comments,

discipline contacts, grade retention, and special discipline contacts, grade retention, and special education eligibility from a school records review education eligibility from a school records review during follow-upduring follow-up

Results found moderate correlations between Results found moderate correlations between preschool and follow-up periodspreschool and follow-up periods

Strongest relationship between ratings of Strongest relationship between ratings of prosocial behavior (Adaptive Rating Scale)prosocial behavior (Adaptive Rating Scale)

Working with Diverse Cultures Working with Diverse Cultures

Selection criteria and experimental designSelection criteria and experimental designAssessment and tracking of all eligible Assessment and tracking of all eligible

participantsparticipantsWait-List control designWait-List control design

Early Intervention’s Effectiveness Early Intervention’s Effectiveness and Social Validityand Social Validity Intervention and services are targeted for Intervention and services are targeted for

the appropriate childthe appropriate childScreening selects true positives and Screening selects true positives and

minimizes false negativesminimizes false negativesFactors associated with long term Factors associated with long term

outcomesoutcomes

Screening in Diverse Head Start Centers Screening in Diverse Head Start Centers (1)(1)

Universal procedures used with all Universal procedures used with all childrenchildren

Comparison to norms where gender and Comparison to norms where gender and cultural background are matchedcultural background are matched

Procedure is user friendlyProcedure is user friendlyFew screening procedures existFew screening procedures exist

Screening in Diverse Head Start Centers Screening in Diverse Head Start Centers (2)(2)

Labeling vs. eligible for servicesLabeling vs. eligible for servicesLinking assessment to interventionLinking assessment to intervention

Cross Cultural ESP ProjectCross Cultural ESP ProjectCross Cultural ESP ProjectCross Cultural ESP Project

5 Head Start Grantees in Oregon5 Head Start Grantees in OregonRural, Suburban, and UrbanRural, Suburban, and Urban

42 Classrooms (ave. 17 kids/class)42 Classrooms (ave. 17 kids/class)Children recruited over 3 yearsChildren recruited over 3 years

5 Head Start Grantees in Oregon5 Head Start Grantees in OregonRural, Suburban, and UrbanRural, Suburban, and Urban

42 Classrooms (ave. 17 kids/class)42 Classrooms (ave. 17 kids/class)Children recruited over 3 yearsChildren recruited over 3 years

DemographicsDemographics

N=323 with 40% girlsN=323 with 40% girls– Cohort 1 (N=104) Cohort 2 (N=182) Cohort 3 Cohort 1 (N=104) Cohort 2 (N=182) Cohort 3

(N=36)(N=36)Child Mean Age 3.9 (.83)Child Mean Age 3.9 (.83)Child ethnicity:Child ethnicity:

– Native-American (24%), African-American (3%), Native-American (24%), African-American (3%), Hispanic (6%), Asian (3%), White (37%) & Multi-Hispanic (6%), Asian (3%), White (37%) & Multi-category (6%)category (6%)

Baseline differences by EthnicityBaseline differences by Ethnicity

No significant differences on teacher No significant differences on teacher ratings by child ethnicity on ESP ratings by child ethnicity on ESP measuresmeasures

Significant differences among teacher’s Significant differences among teacher’s Clinician Global Rating of Severity by Clinician Global Rating of Severity by ethnicityethnicity

Teacher & Parent Ratings by Ethnicity

0

10

20

30

40

50

60

70

80

CriticalEvents-ESP

Social-ESP Aggres-ESP Adapt-ESP Maladapt-ESP

ClinicianGlobal

Child BehChk-Ex

Child BehChk-Int

Depression

Scale

Raw

Sco

re

Non-White

White

Provide standards, definitions, and criteriaProvide standards, definitions, and criteriaProvide structureProvide structureChildren in need will be referredChildren in need will be referredEach child has an equal chance of being Each child has an equal chance of being

referred for:referred for:

• Disruptive acting-outDisruptive acting-out

• Social isolation and withdrawalSocial isolation and withdrawal

Provide standards, definitions, and criteriaProvide standards, definitions, and criteriaProvide structureProvide structureChildren in need will be referredChildren in need will be referredEach child has an equal chance of being Each child has an equal chance of being

referred for:referred for:

• Disruptive acting-outDisruptive acting-out

• Social isolation and withdrawalSocial isolation and withdrawal

Stage One: Teacher RankingStage One: Teacher RankingStage One: Teacher RankingStage One: Teacher Ranking

Externalizing refers to all behavior Externalizing refers to all behavior difficulties that are directed outwardly by the difficulties that are directed outwardly by the child, toward the external social child, toward the external social environmentenvironment

Externalizing behavior usually involves Externalizing behavior usually involves behavior excess (i.e., too much behavior) behavior excess (i.e., too much behavior) and are considered inappropriate by and are considered inappropriate by teachersteachers

Externalizing refers to all behavior Externalizing refers to all behavior difficulties that are directed outwardly by the difficulties that are directed outwardly by the child, toward the external social child, toward the external social environmentenvironment

Externalizing behavior usually involves Externalizing behavior usually involves behavior excess (i.e., too much behavior) behavior excess (i.e., too much behavior) and are considered inappropriate by and are considered inappropriate by teachersteachers

Stage OneStage OneStage OneStage One

Internalizing refers to behavior problems that Internalizing refers to behavior problems that are directed inwardly (i.e., away from the are directed inwardly (i.e., away from the external environment), and that usually external environment), and that usually represent problems with self-esteem represent problems with self-esteem

Internalizing behavior problems are often Internalizing behavior problems are often self-imposed and frequently involve behavior self-imposed and frequently involve behavior deficits and patterns of social avoidance and deficits and patterns of social avoidance and withdrawalwithdrawal

Internalizing refers to behavior problems that Internalizing refers to behavior problems that are directed inwardly (i.e., away from the are directed inwardly (i.e., away from the external environment), and that usually external environment), and that usually represent problems with self-esteem represent problems with self-esteem

Internalizing behavior problems are often Internalizing behavior problems are often self-imposed and frequently involve behavior self-imposed and frequently involve behavior deficits and patterns of social avoidance and deficits and patterns of social avoidance and withdrawalwithdrawal


1. Review class list1. Review class list

2. List five children2. List five children

3. Rank order3. Rank order

1. Review class list1. Review class list

2. List five children2. List five children

3. Rank order3. Rank order

Stage One:Stage One:Teacher RankingTeacher RankingStage One:Stage One:Teacher RankingTeacher Ranking

Table 2Table 2Table 2Table 2

EXTERNALIZERSEXTERNALIZERSEXTERNALIZERSEXTERNALIZERSListing

Student Name

Most

Least

Ranking

Student Name

1.

2.

3.

4.

5.


Describe specific content of the behaviorDescribe specific content of the behaviorProvide a basis for making normative Provide a basis for making normative

comparisonscomparisonsProvide clinical informationProvide clinical information

Describe specific content of the behaviorDescribe specific content of the behaviorProvide a basis for making normative Provide a basis for making normative

comparisonscomparisonsProvide clinical informationProvide clinical information

Stage Two:Stage Two:Teacher RatingsTeacher RatingsStage Two:Stage Two:Teacher RatingsTeacher Ratings

_____ 1._____ 1._____ 1._____ 1. Exhibits painful shyness.Exhibits painful shyness.Exhibits painful shyness.Exhibits painful shyness.

_____ 2._____ 2._____ 2._____ 2. Steals.Steals.Steals.Steals.

_____ 3._____ 3._____ 3._____ 3. Appears sad, depressed, or having feelings of Appears sad, depressed, or having feelings of worthlessness so much that it interferes with normal peer worthlessness so much that it interferes with normal peer and classroom activities.and classroom activities.

Appears sad, depressed, or having feelings of Appears sad, depressed, or having feelings of worthlessness so much that it interferes with normal peer worthlessness so much that it interferes with normal peer and classroom activities.and classroom activities.

Sample:Sample:Sample:Sample:

Critical Events IndexCritical Events IndexCritical Events IndexCritical Events Index•16 occurrence/non-occurrence items16 occurrence/non-occurrence items•16 occurrence/non-occurrence items16 occurrence/non-occurrence items

_____ 4._____ 4._____ 4._____ 4. Set fires.Set fires.Set fires.Set fires.

1 2 3 4 51 2 3 4 51 2 3 4 51 2 3 4 5

1 2 3 4 51 2 3 4 51 2 3 4 51 2 3 4 5

1 2 3 4 51 2 3 4 51 2 3 4 51 2 3 4 5

NeverNever NeverNever SometimesSometimesSometimesSometimes FrequentlyFrequentlyFrequentlyFrequently

1.1.1.1. Has tantrums.Has tantrums.Has tantrums.Has tantrums.

2.2.2.2. Physically assaults adults.Physically assaults adults.Physically assaults adults.Physically assaults adults.

3.3.3.3. Is physically aggressive with other Is physically aggressive with other students or adults (hits, bites, students or adults (hits, bites, chokes, or throws things).chokes, or throws things).

Is physically aggressive with other Is physically aggressive with other students or adults (hits, bites, students or adults (hits, bites, chokes, or throws things).chokes, or throws things).


Aggressive Behavior ScaleAggressive Behavior ScaleAggressive Behavior ScaleAggressive Behavior Scale•9 frequency items9 frequency items•9 frequency items9 frequency items

1 2 3 4 5 6 71 2 3 4 5 6 71 2 3 4 5 6 71 2 3 4 5 6 7

1 2 3 4 5 6 71 2 3 4 5 6 71 2 3 4 5 6 71 2 3 4 5 6 7

1 2 3 4 5 6 71 2 3 4 5 6 71 2 3 4 5 6 71 2 3 4 5 6 7

NotNot NotNot ModeratelyModerately ModeratelyModerately VeryVeryVeryVery Descriptive Descriptive DescriptiveDescriptive Descriptive Descriptive Descriptive Descriptive DescriptiveDescriptive Descriptive Descriptive

1.1.1.1. Verbally responds to a Verbally responds to a peer's initiation.peer's initiation.Verbally responds to a Verbally responds to a peer's initiation.peer's initiation.

2.2.2.2. Engages in long conversationsEngages in long conversationsEngages in long conversationsEngages in long conversations(more than 30 seconds).(more than 30 seconds).(more than 30 seconds).(more than 30 seconds).

3.3.3.3. Shares laughter with Shares laughter with classmates.classmates.Shares laughter with Shares laughter with classmates.classmates.


or True or True or Trueor True or True or True or True or True or Trueor True or True or True

Social Interaction ScaleSocial Interaction ScaleSocial Interaction ScaleSocial Interaction Scale•8 frequency items8 frequency items•8 frequency items8 frequency items

1 2 3 4 51 2 3 4 51 2 3 4 51 2 3 4 5

1 2 3 4 51 2 3 4 51 2 3 4 51 2 3 4 5

1 2 3 4 51 2 3 4 51 2 3 4 51 2 3 4 5

NeverNever NeverNever SometimesSometimesSometimesSometimes A lotA lotA lotA lot

1.1.1.1. Follows established classroom Follows established classroom

routines.routines.

Follows established classroom Follows established classroom

routines.routines.

2.2.2.2.

3.3.3.3. Expresses anger appropriately (reacts Expresses anger appropriately (reacts

to situations without becoming violent to situations without becoming violent

or destructive).or destructive).

Expresses anger appropriately (reacts Expresses anger appropriately (reacts

to situations without becoming violent to situations without becoming violent

or destructive).or destructive).


Gains other children's attention Gains other children's attention

in an appropriate mannerin an appropriate manner

Gains other children's attention Gains other children's attention

in an appropriate mannerin an appropriate manner

Adaptive Behavior ScaleAdaptive Behavior ScaleAdaptive Behavior ScaleAdaptive Behavior Scale•8 frequency items8 frequency items•8 frequency items8 frequency items

1.1.1.1. Refuses to participate in games or Refuses to participate in games or activities with other children during activities with other children during free (unstructured) play.free (unstructured) play.

Refuses to participate in games or Refuses to participate in games or activities with other children during activities with other children during free (unstructured) play.free (unstructured) play.

2.2.2.2. Behaves inappropriately in class Behaves inappropriately in class when directed (shouts back, defies when directed (shouts back, defies teacher, etc.)teacher, etc.)

Behaves inappropriately in class Behaves inappropriately in class when directed (shouts back, defies when directed (shouts back, defies teacher, etc.)teacher, etc.)

3.3.3.3. Responds inappropriately when Responds inappropriately when other children try to interact other children try to interact socially with her/him.socially with her/him.

Responds inappropriately when Responds inappropriately when other children try to interact other children try to interact socially with her/him.socially with her/him.


1 2 3 4 51 2 3 4 51 2 3 4 51 2 3 4 5

1 2 3 4 51 2 3 4 51 2 3 4 51 2 3 4 5

1 2 3 4 51 2 3 4 51 2 3 4 51 2 3 4 5

NeverNever NeverNever SometimesSometimesSometimesSometimes AllotAllotAllotAllot

Maladaptive Behavior ScaleMaladaptive Behavior ScaleMaladaptive Behavior ScaleMaladaptive Behavior Scale•9 frequency items9 frequency items•9 frequency items9 frequency items

3 highest ranked externalizing children3 highest ranked externalizing children3 highest ranked internalizing children3 highest ranked internalizing children

3 highest ranked externalizing children3 highest ranked externalizing children3 highest ranked internalizing children3 highest ranked internalizing children

Stage Two:Stage Two:Teacher RatingsTeacher RatingsStage Two:Stage Two:Teacher RatingsTeacher Ratings

Teachers attend a 1 1/2 hour meeting Teachers attend a 1 1/2 hour meeting and bring class listsand bring class lists

Teachers attend a 1 1/2 hour meeting Teachers attend a 1 1/2 hour meeting and bring class listsand bring class lists

Group AdministrationGroup AdministrationGroup AdministrationGroup Administration

1. Overview and rationale for the ESP1. Overview and rationale for the ESP

2. Review the descriptions for internalizing 2. Review the descriptions for internalizing and externalizing behavior patterns and externalizing behavior patterns

3. Teachers complete Stage One Ranking3. Teachers complete Stage One Ranking

4. Teachers complete Stage Two Ratings4. Teachers complete Stage Two Ratings

1. Overview and rationale for the ESP1. Overview and rationale for the ESP

2. Review the descriptions for internalizing 2. Review the descriptions for internalizing and externalizing behavior patterns and externalizing behavior patterns

3. Teachers complete Stage One Ranking3. Teachers complete Stage One Ranking

4. Teachers complete Stage Two Ratings4. Teachers complete Stage Two Ratings

Group Administration Group Administration Meeting AgendaMeeting AgendaGroup Administration Group Administration Meeting AgendaMeeting Agenda

Provide an additional source of clinical Provide an additional source of clinical assessmentassessment

Rapport buildingRapport buildingPermission for observationsPermission for observations

Provide an additional source of clinical Provide an additional source of clinical assessmentassessment

Rapport buildingRapport buildingPermission for observationsPermission for observations

Stage Three:Stage Three:Parent QuestionnaireParent QuestionnaireStage Three:Stage Three:Parent QuestionnaireParent Questionnaire

1.1.1.1. If given a choice, does your child choose If given a choice, does your child choose to play with other children?to play with other children?If given a choice, does your child choose If given a choice, does your child choose to play with other children?to play with other children?

4.4.4.4. Does your child follow your instructions Does your child follow your instructions and directions?and directions?Does your child follow your instructions Does your child follow your instructions and directions?and directions?

Playing with other childrenPlaying with other childrenPlaying with other childrenPlaying with other children

8.8.8.8. Does your child suddenly cry for Does your child suddenly cry for no reason?no reason?Does your child suddenly cry for Does your child suddenly cry for no reason?no reason?


Getting along with caregiversGetting along with caregiversGetting along with caregiversGetting along with caregivers

Playing with materials and self carePlaying with materials and self carePlaying with materials and self carePlaying with materials and self care

AlwaysAlways AlwaysAlways SometimesSometimesSometimesSometimes NeverNeverNeverNever FrequentlyFrequently FrequentlyFrequently

Parent QuestionnaireParent QuestionnaireParent QuestionnaireParent Questionnaire

Corresponding Items on Parent Questionnaire Corresponding Items on Parent Questionnaire with Stage Two ESP Measureswith Stage Two ESP Measures

Corresponding Items on Parent Questionnaire Corresponding Items on Parent Questionnaire with Stage Two ESP Measureswith Stage Two ESP Measures

1. Play with peers1. Play with peers

2. Talk with peers2. Talk with peers

3. Gentle with peers3. Gentle with peers

4. Follow directions4. Follow directions

5. Stop misbehaving5. Stop misbehaving

1. Play with peers1. Play with peers

2. Talk with peers2. Talk with peers

3. Gentle with peers3. Gentle with peers

4. Follow directions4. Follow directions

5. Stop misbehaving5. Stop misbehaving

Adaptive Behavior #4Adaptive Behavior #4

Maladaptive Behavior #3 andMaladaptive Behavior #3 and


Aggressive Behav. Scale #6, AdaptiveAggressive Behav. Scale #6, Adaptive

Aggressive Behavior Scale #6Aggressive Behavior Scale #6


Maladaptive Behavior #3 andMaladaptive Behavior #3 and


Aggressive Behav. Scale #6, AdaptiveAggressive Behav. Scale #6, Adaptive

Aggressive Behavior Scale #6Aggressive Behavior Scale #6

Parent Questionnaire ItemParent Questionnaire ItemParent Questionnaire ItemParent Questionnaire Item Corresponding Stage Two ItemCorresponding Stage Two ItemCorresponding Stage Two ItemCorresponding Stage Two Item

Social Interaction Scale #1, #2, & #8Social Interaction Scale #1, #2, & #8Social Interaction Scale #1, #2, & #8Social Interaction Scale #1, #2, & #8

Behav. #1, and Maladaptive Behav. #5Behav. #1, and Maladaptive Behav. #5Behav. #1, and Maladaptive Behav. #5Behav. #1, and Maladaptive Behav. #5


Assess a child's social adjustment and Assess a child's social adjustment and interactionsinteractions

Provide an additional level of screeningProvide an additional level of screeningConfirm teacher judgmentConfirm teacher judgmentMonitor progress during interventionMonitor progress during intervention

Assess a child's social adjustment and Assess a child's social adjustment and interactionsinteractions

Provide an additional level of screeningProvide an additional level of screeningConfirm teacher judgmentConfirm teacher judgmentMonitor progress during interventionMonitor progress during intervention

Stage Three:Stage Three:Direct ObservationsDirect ObservationsStage Three:Stage Three:Direct ObservationsDirect Observations

Antisocial or NonSocialAntisocial or NonSocial Prosocial Prosocial

• • Negative social engagementNegative social engagement • Positive social engagement • Positive social engagement

• • Disobeying established rulesDisobeying established rules • Parallel play • Parallel play

• • Solitary playSolitary play • Following rules • Following rules

• • TantrummingTantrumming

Antisocial or NonSocialAntisocial or NonSocial Prosocial Prosocial

• • Negative social engagementNegative social engagement • Positive social engagement • Positive social engagement

• • Disobeying established rulesDisobeying established rules • Parallel play • Parallel play

• • Solitary playSolitary play • Following rules • Following rules

• • TantrummingTantrumming

Direct Observations:Direct Observations:Social BehaviorSocial BehaviorDirect Observations:Direct Observations:Social BehaviorSocial Behavior

4 or >4 or >

19 or >19 or >

8-138-13

21 or <21 or <

26 or >26 or >

60% or >60% or >

4 or >4 or >

19 or >19 or >

8-138-13

21 or <21 or <

26 or >26 or >

60% or >60% or >

33

17-1817-18

14-1914-19

22-2422-24

23-2523-25

50-59%50-59%

33

17-1817-18

14-1914-19

22-2422-24

23-2523-25

50-59%50-59%

Normative ComparisonNormative ComparisonNormative ComparisonNormative ComparisonBoysBoysBoysBoys

Critical Events IndexCritical Events Index

Aggressive Behavior ScaleAggressive Behavior Scale

Social Interaction ScaleSocial Interaction Scale

AdaptiveAdaptive

MaladaptiveMaladaptive

Antisocial/Nonsocial Antisocial/Nonsocial BehaviorBehavior




AdaptiveAdaptive



At RiskAt RiskAt RiskAt RiskHigh High RiskRisk

High High RiskRisk

ExtremeExtremeRiskRisk


22

15-1615-16

20-2620-26

25-2725-27

20-2220-22

40-49%40-49%

22

15-1615-16

20-2620-26

25-2725-27

20-2220-22

40-49%40-49%

4 or >4 or >

16 or >16 or >

8-188-18

23 or <23 or <

26 or >26 or >

55% or >55% or >

4 or >4 or >

16 or >16 or >

8-188-18

23 or <23 or <

26 or >26 or >

55% or >55% or >

33

1515

19-2419-24

24-2624-26

23-2523-25

46-54%46-54%

33

1515

19-2419-24

24-2624-26

23-2523-25

46-54%46-54%

Normative ComparisonNormative ComparisonNormative ComparisonNormative Comparison

GirlsGirlsGirlsGirls




AdaptiveAdaptive






AdaptiveAdaptive



At RiskAt RiskAt RiskAt RiskHigh High RiskRisk

High High RiskRisk



22

1414

25-3125-31

27-2927-29

20-2220-22

37-45%37-45%

22

1414

25-3125-31

27-2927-29

20-2220-22

37-45%37-45%

6060

6565

7070

6060

6565

7070

Risk Status and Scores Risk Status and Scores Risk Status and Scores Risk Status and Scores

At RiskAt Risk

High RiskHigh Risk

Extreme RiskExtreme Risk

At RiskAt Risk

High RiskHigh Risk

Extreme RiskExtreme Risk

Risk Risk StatusStatusRisk Risk

StatusStatus

StandardStandardDeviation fromDeviation from

the Averagethe Average

StandardStandardDeviation fromDeviation from

the Averagethe Average

CorrespondingCorrespondingT-ScoreT-Score

CorrespondingCorrespondingT-ScoreT-Score

1.01.0

1.51.5

2.02.0

1.01.0

1.51.5

2.02.0

16%16%

7%7%

2%2%

16%16%

7%7%

2%2%

84th %ile84th %ile

93rd %ile93rd %ile

98th %ile98th %ile

84th %ile84th %ile

93rd %ile93rd %ile

98th %ile98th %ile

% of% ofpopulationpopulation

% of% ofpopulationpopulation

CorrespondingCorresponding%ile Score%ile Score

CorrespondingCorresponding%ile Score%ile Score

Assessment Information FormAssessment Information FormAssessment Information FormAssessment Information Form

Critical EventsCritical Events

Aggressive Behavior Aggressive Behavior

Social InteractionSocial Interaction

Adaptive BehaviorAdaptive Behavior

Maladaptive BehaviorMaladaptive Behavior

Social BehaviorSocial Behavior

Parent QuestionnaireParent Questionnaire

Critical EventsCritical Events

Aggressive Behavior Aggressive Behavior

Social InteractionSocial Interaction

Adaptive BehaviorAdaptive Behavior

Maladaptive BehaviorMaladaptive Behavior

Social BehaviorSocial Behavior

Parent QuestionnaireParent Questionnaire

__________

__________

__________

__________

__________

__________

__________

__________

__________

__________

__________

__________

__________

__________

Child’s name: _________________Child’s name: _________________Child’s name: _________________Child’s name: _________________ Teacher/School: _________________Teacher/School: _________________Teacher/School: _________________Teacher/School: _________________

Stage One RankingStage One Ranking(circle)(circle)

Stage One RankingStage One Ranking(circle)(circle)

Externalizer 1st 2nd 3rdExternalizer 1st 2nd 3rdInternalizer 1st 2nd 3rdInternalizer 1st 2nd 3rdExternalizer 1st 2nd 3rdExternalizer 1st 2nd 3rdInternalizer 1st 2nd 3rdInternalizer 1st 2nd 3rd

ScaleScaleScaleScale Raw ScoreRaw ScoreRaw ScoreRaw Score At RiskAt RiskAt RiskAt Risk

ObservationsObservations

HighHighRiskRiskHighHighRiskRisk


ExtremeExtremeRiskRisk CommentsCommentsCommentsComments

OptionalOptionalOptionalOptional

Teacher/parent agreement: _______________Teacher/parent agreement: _____________________________________________________________________________________________

Three P’s for Prevention of Antisocial Three P’s for Prevention of Antisocial BehaviorBehaviorThree P’s for Prevention of Antisocial Three P’s for Prevention of Antisocial BehaviorBehavior

1. Perception1. Perception

2. Priorities2. Priorities

3. Programs3. Programs

1. Perception1. Perception

2. Priorities2. Priorities

3. Programs3. Programs

For more information:For more information:For more information:For more information:

Edward Feil, Ph.D.Edward Feil, Ph.D.

Oregon Research InstituteOregon Research Institute

1715 Franklin Blvd.1715 Franklin Blvd.

Eugene, OR 97403Eugene, OR 97403

(541) 484-2123(541) 484-2123

[email protected]@ori.org

Edward Feil, Ph.D.Edward Feil, Ph.D.

Oregon Research InstituteOregon Research Institute

1715 Franklin Blvd.1715 Franklin Blvd.

Eugene, OR 97403Eugene, OR 97403

(541) 484-2123(541) 484-2123

[email protected]@ori.org

Institute on Violence and Institute on Violence and Destructive BehaviorDestructive Behavior

1265 University of Oregon1265 University of Oregon

Eugene, OR 97403-1265Eugene, OR 97403-1265

(541) 346-2577(541) 346-2577

Institute on Violence and Institute on Violence and Destructive BehaviorDestructive Behavior

1265 University of Oregon1265 University of Oregon

Eugene, OR 97403-1265Eugene, OR 97403-1265

(541) 346-2577(541) 346-2577

screening for challenging behavior in preschool edward g. feil, ph.d. oregon research institute and...

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