Abstract
Using secondary analysis of existing data from the Montreal Longitudinal Preschool Study (MLPS, Canada), weexamine the basic influence of early behavioral change upon later peer affiliation at the end of elementary school.We also verify the reliable nature of the teacher-ratings, as a more cost-effective alternative to socio-metricmeasures. Key child variables and their sources include kindergarten teacher-ratings of social skills andclassroom behaviors. Results revealed prospective associations between teacher-ratings of children’s generalability to get along with peers and later peer affiliations. Results also revealed prospective associations betweenearly natural occurring change in child cognitive and socio-emotional behaviors during the kindergarten year andlater affiliations with popular, deviant, and rejected peers. These issues are above and beyond the influence offamily characteristics and baseline cognitive and behavioral characteristics. Our findings have promisingimplications for contrived change resulting from interventions directed at behavioral change.
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