California Preschool Social Competence Scale Research Articles

Early life exposures to home dampness, pet ownership and farm animal contact and neuropsychological development in 4 year old children: A prospective birth cohort study

Exposure to biocontaminants is associated with behavioural problems and poorer cognitive function. Our study assesses the associations between early life exposure to home dampness, pets and farm animal contact and cognitive function and social competences in 4-year old children, and the associations between these indoor factors and microbial compounds (bacterial endotoxin and fungal extracellular polysaccharides). A Spanish population-based birth-cohort enrolled 482 children, and 424 of them underwent psychometric testing at 4 years of age, including the McCarthy Scales of Child Abilities (MSCA) and the California Preschool Social Competence Scale (CPSCS). Information on pet ownership, farm animal contact and home dampness was periodically reported by the parents through questionnaires. Microbial compounds were measured in living room sofa dust collected at the age of 3 months. Persistent home dampness during early life significantly decreased the general score of MSCA by 4.9 points (95% CI: -8.9; -0.8), and it decreased the CPSCS by 6.5 points (95% CI: -12.2; -0.9) in the child's bedroom. Cat or dog ownership were not associated with the outcomes, but occasional farm animal contact increased the general cognitive score of MSCA by 5.6 points (95% CI: 1.8; 9.3). Cat and dog ownership were associated with higher levels of endotoxins in home dust. None of the measured microbial compounds were related with the psychometric tests scores. In conclusion, damp housing in early life may have adverse effects on neuropsychological development at 4 years old. More research is needed to explore the possible involvement of mycotoxins in the observed results.

Association of ADHD symptoms and social competence with cognitive status in preschoolers

We aimed to investigate the association of attention-deficit hyperactivity disorder (ADHD) symptoms and social competence outcomes with cognitive status in preschool children. The study population was drawn from three birth cohorts belonging to the Spanish INMA (Infancia y Medio Ambiente) project: Menorca (n=289), Ribera d'Ebre (n=60), and Granada (n=108). Children were assessed at the age of 4years for cognitive functions (McCarthy Scales of Children's Abilities, MSCA) by psychologists and for inattention and hyperactivity symptoms (ADHD Criteria of Diagnostic and Statistical Manual of Mental Disorders, Fourth Edition, ADHD-DSM-IV) and social competence (California Preschool Social Competence Scale) by their teachers. Multiple regression analyses were conducted to examine potential associations between behavioral outcomes (ADHD symptoms and social competence) and MSCA cognitive outcomes, adjusting for confounders. The presence of general ADHD symptoms (inattention, hyperactivity, or both) and poorer social competence both showed negative associations with cognitive outcomes. When we compared children according to ADHD subtypes, those with inattention symptoms alone and those with both inattention and hyperactivity symptoms showed significantly lower cognitive function scores in comparison to children with no ADHD symptoms. Behavioral dysfunctions in preschoolers may be associated with impairment of cognitive functions.

Effects of pre and postnatal exposure to low levels of polybromodiphenyl ethers on neurodevelopment and thyroid hormone levels at 4 years of age

There are at present very few studies of the effects of polybromodiphenyl ethers (PBDEs), used as flame retardants in consumer products, on neurodevelopment or thyroid hormone levels in humans. The present study aims to examine the association between pre and postnatal PBDE concentrations and neurodevelopment and thyroid hormone levels in children at age 4years and isolate the effects of PBDEs from those of PCBs, DDT, DDE and HCB.A prospective birth cohort in Menorca (Spain) enrolled 482 pregnant mothers between 1997 and 1998. At 4years, children were assessed for motor and cognitive function (McCarthy Scales of Children's Abilities), attention-deficit, hyperactivity and impulsivity (ADHD-DSM-IV) and social competence (California Preschool Social Competence Scale). PBDE concentrations were measured in cord blood (N=88) and in serum of 4years olds (N=244). Among all congeners analyzed only PBDE 47 was quantified in a reasonable number of samples (LOQ=0.002ng/ml). Exposure to PBDE 47 was analyzed as a dichotomous variable: concentrations above the LOQ (exposed) and concentrations below (referents).Scores for cognitive and motor functions were always lower in children pre and postnatally exposed to PBDE47 than in referents, but none of these associations was statistically significant (β coefficient (95%CI) of the total cognition score: −2.7 (−7.0, 1.6) for postnatal exposure, and −1.4 (−9.2, 6.5) for prenatal exposure). Postnatal exposure to PBDE 47 was statistically significantly related to an increased risk of symptoms on the attention deficit subscale of ADHD symptoms (RR (95%CI)=1.8 (1.0, 3.2)) but not to hyperactivity symptoms. A statistically significant higher risk of poor social competence symptoms was observed as a consequence of postnatal PBDE 47 exposure (RR (95%CI)=2.6 (1.2, 5.9)). Adjustment for other organochlorine compounds did not influence the results. Levels of thyroid hormones were not associated to PBDE exposure.This study highlights the importance of assessing the effects of PBDE exposure not just prenatally but also during the early years of life. In the light of current evidence a precautionary approach towards PBDE exposure of both mothers and children seems warranted.

Attention behavior and hyperactivity and concurrent neurocognitive and social competence functioning in 4-year-olds from two population-based birth cohorts

Objective We studied the associations between Attention Deficit Hyperactivity Disorder (ADHD) symptoms and the neurobehavioral status in two population-based birth cohorts. Methods Children ( n = 467) were assessed by psychologists and teachers for neuropsychological functioning (McCarthy Scales, MCSA), inattention-hyperactivity symptoms (ADHD-DSM-IV form list) and social behavior (California Preschool Social Competence Scale, CPSCS). Regression models were used with covariate adjustment. Results Sixteen percent of children had ADHD-DSM-IV symptoms. MCSA scores were linearly associated with ADHD symptom scores (general cognitive Beta = −0.6 [−1.0; −0.3] per symptom), specifically inattention scores (general cognitive Beta = −1.8 [−2.3; −1.2]). CPSCS scores were associated with ADHD symptoms (Beta = −2.19 [−2.5; −1.9]). MCSA scores of executive function, perceptive-performance and quantitative sub-areas had stronger associations with ADHD symptoms. Conclusions Preschooler ADHD symptoms are associated with concurrent decrements in neurocognitive and social competence functioning. The association patterns are similar to those found in older children with ADHD symptomology (Marks et al., 2005 [36], Seidman, 2006 [46], Sonuga-Barke et al., 2003 [48], Yochman et al., 2006 [53]).

Relationship between kindergarten children’s language ability and social competence

The research investigated the hypothesis that teachers’ ratings of kindergarten children’s receptive and expressive language ability would be related to children’s social competence. Teachers’ ratings of social competence were obtained for a sample of 116 kindergarten children. Social competence was measured using the California Preschool Social Competency Scale (CPSCS)—a widely used scale containing 30 items related to both verbal and nonverbal aspects of social competence. Children’s language ability was measured using the Peabody Picture Vocabulary Test‐Revised (PPVT‐R) and the McCarthy Scales of Children’s Abilities. The results confirmed the hypothesis, showing that there was a significant positive relationship between children’s verbal ability and teachers’ ratings of social competence. We also found that verbal aspects of social competence, such as using the names of others, were more strongly related to verbal ability than nonverbal aspects of social competence, such as using equipment safely. Implications for early childhood care are also discussed.

Neuropsychologic status at the age 4 years and atopy in a population‐based birth cohort

Mental health has been reported to be associated with allergy, but only a few cohort studies have assessed if neurodevelopment predicts atopy. To investigate if neurobehavioral status of healthy 4-year-old children was associated with specific immunoglobulin E (IgE) at the same age and skin prick test results 2 years later. A population-based birth cohort enrolled 482 children, 422 of them (87%) provided neurobehavioral data, 341 (71%) had specific IgE measured at the age of 4 years; and 395 (82%) had skin prick tests completed at the age of 6 years. Atopy was defined as IgE levels higher than 0.35 kU/l to any of the three tested allergens at the age of 4 or as a positive skin prick test to any of the six tested allergens at the age of 6. McCarthy Scales of Child Abilities and California Preschool Social Competence Scale were the psychometric instruments used. Twelve percent of children at the age of 4 and 17% at the age of 6 were atopic. Neurobehavioral scores were negatively associated with 6-year-old atopy after adjustment for socio-demographic and allergic factors, A relative risk of 3.06 (95% CI: 1.30-7.24) was associated with the lowest tertile (scorings < or =90 points) of the general cognitive scale. Similar results were found for verbal abilities, executive functions, and social competence. Asthma, wheezing, rhinitis, and eczema at the age of 6, but not at the age of 4, were associated with neurodevelopment at the age of 4. Neuropsychologic functioning and later atopy are negatively associated in preschool age children.

Psychometric Characteristics of the California Preschool Social Competence Scale in a Spanish Population Sample

Research Findings: Few rating scales measure social competence in very young Spanish or Catalan children. We aimed to analyze the psychometric characteristics of the California Preschool Social Competence Scale (CPSCS) when applied to a Spanish- and Catalan-speaking population. Children were rated by their respective teachers within 6 months following their 4th birthday in two population-based birth cohorts in Spain (N = 378). A confirmatory factor analysis (CFA) was used to compare the underlying structure of the Spanish–Catalan version with that of the original version. Cronbach's alpha coefficient was used to determine the internal consistency of each of the confirmed factors. Cohen's kappa formula was used to calculate the test–retest reliability in a small subset of children who were rated again one month later. Five correlated factors (Considerateness, Task Orientation, Extraversion, Verbal Facility, and Response to Unfamiliar) were optimally confirmed as a result of CFA. The first three factors had robust internal consistency. The kappa coefficient was satisfactory in 29 items out of 30. Children's cognitive abilities as assessed by the McCarthy Scales, children's gender, maternal social class and level of education were related to the social competence scores as indicators of criterion-related factors. Practice or Policy: The bilingual version of the CPSCS has good psychometric properties allowing it to be used in further studies in either Spanish or Catalan populations.

Attention behaviour and hyperactivity at age 4 and duration of breast‐feeding

The relation of longer duration of breast-feeding to cognitive development was been demonstrated in several previous studies, however its potential impact on behaviour is unknown. We assess which behavioural areas (executive function, social competence, attention behaviour and hyperactivity) are related to long-term breast-feeding in young children. Two prospective population-based birth cohorts, one from the island of Menorca (N = 421) and the second from Ribera d'Ebre county (N = 79) in Spain were followed up at the age of 4 years during a two year period (2001-2003). Children were assessed by three psychologists and their respective teachers for neuropsychological functions (McCarthy test), attention-hyperactivity behaviours (Attention-Deficit Hyperactivity Disorder Criteria of DSM-IV) and social behaviour (California Preschool Social Competence Scale). Long-term breast-feeding was associated with executive function scores (an increase of 4.9 points after breast-feeding >20 weeks), and the improvement of social competence scores (relative risk for being in the poorest 20%, RR = 0.57; 0.52-0.66, after >12 weeks) and attention-deficit hyperactivity symptom scores (RR = 0.56; 0.37-0.85, after >12 weeks). All three outcomes remained significant when included as covariates in the regression models. Long-term breast-feeding was found to be associated with fewer attention and hyperactivity symptoms and an improvement in related behavioural areas (neuropsychological and socio-behavioural outcomes).

Zinc, Iron, and Lead: Relations to Head Start Children’s Cognitive Scores and Teachers’ Ratings of Behavior

The objective of this study was to conduct a preliminary investigation of lead, zinc, and iron levels in relation to child cognition and behavior in a small sample of Head Start children. The design was cross-sectional and correlational. Participants were 42 3- to 5-year-old children attending rural Head Start centers. Nonfasting blood samples of whole blood lead, plasma zinc, and ferritin were collected. Teachers rated children’s behavior on the California Preschool Social Competency Scale, Howes’ Sociability subscale, and the Preschool Behavior Questionnaire. Children were tested individually with the McCarthy Scales of Children’s Abilities. Hierarchical regression analyses revealed that zinc and ferritin jointly explained 25% of the variance in McCarthy Scales of Children’s Abilities verbal scores. Lead levels explained 25% of the variance in teacher ratings of girls’ sociability and 20% of the variance in teacher ratings of girls’ classroom competence. Zinc levels explained 39% of the variance in teacher ratings of boys’ anxiety. Univariate analysis of variance revealed that the four children low in zinc and iron had significantly higher blood lead (median=0.23 μmol/L [4.73 μg/dL]) than the 31 children sufficient in zinc or iron (median=0.07 μmol/L [1.54 μg/dL]) or the 7 children sufficient in both (median=0.12 μmol/L [2.52 μg/dL]), suggesting an interaction among the three minerals. Within this small low-income sample, the results imply both separate and interacting effects of iron, zinc, and lead. They underscore the importance of studying these three minerals in larger samples of low-income preschool children to make more definitive conclusions.

Exposure to hexachlorobenzene during pregnancy and children's social behavior at 4 years of age.

BackgroundHexachlorobenzene (HCB) is an organochlorine chemical that has been used in agriculture and industrial processes. Behavioral impairment after HCB exposure has been described in animal models, but little information is available in humans.Objectives Our goal was to study the association of prenatal exposure to HCB with the social behavior of preschool children.MethodsTwo birth cohorts in Ribera d’Ebre and Menorca (Spain) were set up between 1997 and 1999 (n = 475). The California Preschool Social Competence Scale and the Attention-Deficit Hyperactivity Disorder (ADHD) were scored by each 4-year-old child’s teacher. Organochlorine compounds were measured in cord serum. Children’s diet and parental sociodemographic information were obtained through questionnaire.ResultsChildren with concentrations of HCB > 1.5 ng/mL at birth had a statistically significant increased risk of having poor Social Competence [relative risk (RR) = 4.04; 95% confidence interval (CI), 1.76–9.58] and ADHD (RR = 2.71; 95% CI, 1.05–6.96) scores. No association was found between HCB and the cognitive and psychomotor performance of these children.ConclusionsPrenatal exposure to current concentrations of HCB in Spain is associated with a decrease in the behavioral competence at preschool ages. These results should be considered when evaluating the potential neurotoxicologic effects of HCB.

Preschool Children's Social Cognition and Cultural Cognition. A Cognitive Developmental Interpretation of Race Dissonance Findings

Summary Symbolic interactionist notions and Piagetian theorizing form the basis for exploring social cognitive abilities as significant influences on black children's cultural cognition. One-hundred thirty black preschool children were administered a set of measures including the California Preschool Social Competency Scale, the Peabody Picture Vocabulary Test, a Racial Attitude/Preference measure, a Racial Awareness measure, and two measures of Decentering ability. The sample was near equally divided by gender; the majority of children (80%) were of middle-income families. The measure of racial attitudes and preferences, as expected, was not related to social cognitive abilities. However, social cognitive abilities did predict race awareness. Results indicated that young preoperational period children obtain cultural stereotypes from social learning experiences, although the more subtle cultural differentiation, integration, and categorization are more directly predicted by cognitive prerequisites.

Dimensionality of the California Preschool Social Competency Scale

The structure and construct validity of the Cali fornia Preschool Social Competency Scale as used with disadvantaged children ( N = 1,723) in New York State was investigated through factor analysis. Five factors were extracted and interpreted as (1) Considerateness; (2) Extraversion; (3) Task Orienta tion; (4) Verbal Facility; and (5) Response to the Unfamiliar. The first three of these were found to be empirically similar to the three dimensions of the Classroom Behavior Inventory. These three fac tors plus the fourth, Verbal Facility, appeared to be conceptually similar to factors isolated in a number of other research-based social competency scales.

Test Review No. 17: California Preschool Social Competency Scale

Ages 2 years-6 months through 5 years-6 months; copyright 1969; CPSCS; 1 score: total, individual teacher observation based over time; hand-scored; 1 form (1969, 4 pages); manual (1969, 16 pages); specimen set (1 manual and 1 scale form), $1.50; manual, $1.25; package of 25 forms, $4.00; package of 100 forms, $14.00; package of 500 forms, $65.00; no time estimates given; test authors: Samuel Levine, Freeman F. Elzey, and Mary Lewis; publisher: Consulting Psychologists Press, Inc., 577 College Avenue, Palo Alto, Calif. 94306 (telephone 415-326-4448).2