Friendships and deviancy training in young children

Abstract

Purpose – The purpose of this study was to test a new approach to deviancy training, that is, the shaping and reinforcing of disruptive behaviors in social interaction, which considers not only reinforcement, but also the modeling processes involved, as well as children's roles as either providers or receivers of the training. Design/methodology/approach – Using teacher reports and observations from a semi-naturalistic experimental setting with young children, the authors examined the prevalence of provided and received modeling and positive reinforcement, as well as the concurrent contribution of behavior problems on these processes in friendship dyads using a convenience sample of six-year-old twins (N=783; 386 boys). Frequency analyses and linear and logistic regressions were conducted. Findings – Results indicated that modeling and positive reinforcement – provided and received – were prevalent in this low-risk sample, that behavior problems were associated mainly with provided dimensions, and that deviancy training processes were also displayed between disruptive and non-disruptive children. Practical implications – Findings are relevant to peer-oriented programs designed to prevent antisocial behaviors. Prevention should target these mixed friendships where deviant behavior likely begins. Originality/value – This study provides preliminary support for a new measure of deviancy training, underscores the importance of the roles taken by children, and shows that deviancy training takes place between disruptive and non-disruptive young children.