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The unfair card game: a promising tool to assess externalizing behavior in preschoolers

Isabelle Roskam, +9 more
- 01 Mar 2016 - 
- Vol. 22, Iss: 1, pp 61-73
TLDR
In this paper, the authors present and validate a new observational paradigm, the Unfair Card Game (UCG), intentionally structured to increase the likelihood that negative affect, agitation and inattention will emerge during a video-recorded task.
About: 
This article is published in Pratiques Psychologiques.The article was published on 2016-03-01 and is currently open access. It has received 7 citations till now. The article focuses on the topics: Child Behavior Checklist.

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Journal ArticleDOI

Training executive function in preschoolers reduce externalizing behaviors

Alexandra Volckaert, +1 more
- 01 Mar 2015 - 
TL;DR: In this article, a cognitive intervention aiming at enhancing inhibition capacities would have an impact not only on executive functions but also lead to behavioral changes with a decrease in external behavioral problems (EB).
Journal ArticleDOI

Externalizing Behavior Problems in Preschoolers: Impact of an Inhibition Training

Alexandra Ms Volckaert, +1 more
TL;DR: In this paper, the authors developed inhibition training and showed a significant improvement of executive function capacities in typically developing preschoolers and also a positive impact on externalizing behavior problems in a clinical population.
Journal ArticleDOI

Differential Impact of an Executive-Function and a Social Cognition Training on Preschoolers with Externalizing Behavior Problems

Marine Houssa, +3 more
- 21 Nov 2017 - 
TL;DR: In this paper, the authors compared the impact of two very targeted child-oriented trainings in increasing social competence and decreasing externalizing behavior in preschoolers, and highlighted how each training could help preschoolers with EB in their behavior, emotion regulation and social adjustment.
Journal ArticleDOI

Executive Function, Chaos and Temperament: Specificities in Preschoolers with Externalizing Behaviors

Alexandra Volckaert, +1 more
- 22 Aug 2018 - 
TL;DR: This study shows that EB children already exhibit specific characteristics by the time they are of preschool age, not only in the behavioral sphere, but also in the cognitive and environmental areas.

La guidance parentale logopédique : un outil pour améliorer la communication et le comportement d’enfants d’âge préscolaire

Elise Brassart
TL;DR: In this article, the impact of a parent-based language intervention, aiming to enhance children's communication and behavioral abilities, on three groups of preschoolers: typically developing children, at risk for behavior problems and a group of children with a clinical level of externalizing behavior problems.
References
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Journal ArticleDOI

The Strengths and Difficulties Questionnaire: A Research Note

Robert Goodman
- 01 Jul 1997 - 
TL;DR: Preliminary findings suggest that the SDQ functions as well as the Rutter questionnaires while offering the following additional advantages: a focus on strengths as as difficulties; better coverage of inattention, peer relationships, and prosocial behaviour; a shorter format; and a single form suitable for both parents and teachers, perhaps thereby increasing parent-teacher correlations.
Journal ArticleDOI

Child/adolescent behavioral and emotional problems: implications of cross-informant correlations for situational specificity.

Thomas M. Achenbach, +2 more
- 01 Mar 1987 - 
TL;DR: Etude de la coherence entre differentes sources (269 echantillons utilisees dans 119 etudes) concernant les evaluations des problemes affectifs et comportementaux d'enfants et d'adolescents âges de 1 1/2 a 19 ans.
Journal ArticleDOI

Informant discrepancies in the assessment of childhood psychopathology: a critical review, theoretical framework, and recommendations for further study.

Andres De Los Reyes, +1 more
- 01 Jul 2005 - 
TL;DR: A theoretical framework is presented to guide research and theory examining informant discrepancies in the clinic setting and theoretically driven attention to conceptualizing informant discrepancies across informant pairs is focused on.
Journal ArticleDOI

Normative data on revised Conners Parent and Teacher Rating Scales.

Charles H. Goyette, +2 more
- 01 Jun 1978 - 
TL;DR: Normative data are presented for 570 children on newly revised versions of the Conners Parent and Teacher Rating Scales, found to be significant determinants of children 's scores, while social class effects were nonsignificant.
Journal ArticleDOI

The Developmental Niche: A Conceptualization at the Interface of Child and Culture:

Charles M. Super, +1 more
- 01 Dec 1986 - 
TL;DR: The developmental niche as discussed by the authors is a framework for examining the cultural structuring of child development, including the physical and social settings in which the child lives, the customs of child care and child rearing, and the psychology of the caretakers.
Related Papers (5)

Assessing peer entry and play in preschoolers at risk for maladjustment.

Laurie Miller Brotman, +2 more
- 01 Dec 2005 - 

Observational Assessment of Preschool Disruptive Behavior, Part I: Reliability of the Disruptive Behavior Diagnostic Observation Schedule (DB-DOS)

Lauren S. Wakschlag, +10 more
- 01 Jun 2008 - 

Student internalizing and externalizing behavior screeners: evidence for reliability, validity, and usability in elementary schools

Kelsey Hartman, +2 more
- 09 May 2017 - 

Temporal Stability and Convergent Validity of the Behavior Assessment System for Children

Scott P. Merydith
- 01 May 2001 - 

Psychometric properties of the sutter-eyberg student behavior inventory-revised with preschool children

Jane G. Querido, +1 more
- 01 Dec 2003 - 
Frequently Asked Questions (8)
Q1. What is the widely used assessment of EB in preschoolers?

The most widely employed assessment of EB in preschoolers consists of parents’ reports via questionnaires containing EB subscales or questionnaires related to externalized syndromes such as ADHD or conduct disorders. 

Data were collected from a community sample of 268 children (59% girls) aged from 45 to 75 months (M = 59.5, SD = 7.09) in the French-speaking part of Belgium. 

The Strengths and Difficulties Questionnaire (Goodman, 1997) as well as the Preschool Socio-Affective Profile (LaFreniere, Dumas, Capuano, & Dubeau, 1992) and its short form, the SCBE-30 (LaFreniere & Dumas, 1996), are also commonly used. 

The flexibility in its administration is a great advantage for both researchers and clinicians over the DB-DOS and the MCIT, which need to be administered in a lab, and over the Snap Game, which need to be administered in the school context. 

The correlations were also in the expected direction, with positive affect in the UCG being negatively related to aggressive behavior and externalizing behavior in the CBCL, with agitation being positively related to the three CBCL scales, i.e. attention problems, aggressive behavior and externalizing behavior, and with negative affect being marginally related to attention problems. 

It could be that inattention behavior as coded in the UCG was more related to lack of persistence in the game, withdrawal and non-compliance than to executive functioning. 

This study was part of the Hard-t(w)o-Manage (H2M) Children research program conducted at the university of Louvain in Belgium which received the approval of the Ethics Committee of the Psychological Sciences Research Institute. 

As it will be exposed below, behavioral assessment can be obtained in preschoolers with two main methods, i.e. questionnaire and observational paradigm.