Internalizing and Externalizing Behavior Problems in Preschool Children: Correspondence Among Parent and Teacher Ratings and Behavior Observations

Abstract

Investigated 45 children between the ages of 3 and 6 years—ranging widely in degree and type of problem behavior—via parent ratings, teacher ratings, and objective observations of social behavior in play groups. The goal was to ascertain cross-informant correspondence for preschool-aged children, with a separate examination of internalizing versus externalizing, behavior patterns. Regarding internalizing behavior, parent ratings (but not teacher ratings) independently predicted observed isolation and withdrawal. As for externalizing behavior, however, teacher ratings were far more strongly associated with play group observations than were parent reports; only the teacher information independently predicted observed noncompliance and aggression. These differential patterns of cross-informant convergence across internalizing versus externalizing domains are discussed in light of the need for accurate identification of behavioral/emotional risk in preschoolers.