The goal of this study was to examine the extent to which preschoolers with externalizing behavior problems (EBP) can identify behaviors indicative of callous-unemotional (CU) traits among their peers. Participants for this study included 86 preschool children (69% boys; M[subscript age] = 5.07 years) with at-risk or clinically elevated levels of…

Ecological theorists have suggested that "disturbance" may result from an interaction between a child's behavior and reactions to that behavior within ecosystems such as schools. In this context, behavior is viewed as "disturbing" rather than "disturbed" and equal emphasis is given to the child and to individuals with whom the child interacts when…

Researchers acknowledge a strong association between the frequency and duration of environmental reward and affective mood states, particularly in relation to the etiology, assessment, and treatment of depression. Given behavioral theories that outline environmental reward as a strong mediator of affect and the unavailability of an efficient,…

Factor-analytic methods were used toassess contruct validity of the Classroom Behavior Inventory, a scale for rating behaviors associated with hyperactivity. The Classroom Behavior Inventory measures three dimensions of behavior: Hyperactivity, Hostility, and Sociability. Significant concurrent validity was obtained for only one Classroom Behavior…