Assessment of Peer Rejection and Externalizing Behavior Problems in Preschool Boys

We examined the longitudinal stability of measures of negative peer status and aggressive-disruptive b havior in preschool boys. Subjects were 53 white 4- to 5-year-old boys from low-income family backgrounds. Peer sociometric measures of rejection and behavioral deviance were assessed in the fall and spring of the preschool year. Complementary measures were also obtained from teachers at both assessment points. Half of the boys designated as rejected on the basis of peer nominations maintained this status at the end of the preschool year. Teachers and peers did not agree on their selections of socially rejected children, but had good agreement concerning the identification of children with externalizing-type b havior problems. Finally, teacher and peer classifications of aggressive-disruptive children were highly stable throughout the preschool year. These findings indicate that peer-rejected children can be identified at very young ages, and that preschoolers can be reliable informants about the social maladjustment ofpeers. There is ample evidence that negative peer status in childhood is a risk factor for serious maladjustment i later life (see review by Parker & Asher, 1987). In order to identify children most strongly in need of intervention, sensitive assessment techniques are essential. Among children who lack peer acceptance, an important distinction has been Manuscript received in final form March 6, 1991. We thank the Head Start children, parents and staff who participated, and Karen Lifgren for her help with data collection