Preschool Behavior Questionnaire Research Articles

Investigation of the relationship between screen usage habits, behavioral problems and self-regulation skills of children aged 4–6

PurposeAmidst the multifaceted changes taking place in our dynamic world, the study of screen usage habits and their impacts on children has emerged as a burgeoning area of research interest. The current research endeavors to investigate and establish the correlation that exists between screen usage patterns, behavioral challenges, and self-regulation capabilities within the demographic of children aged 4–6 years. Design and methodsIn the study, descriptive cross-sectional and relationship-seeking research model. The sample of the study consisted of 557 people with children between the ages of 4 and 6 years who voluntarily participated in the study between December 2022 and April 2023. The “Personal Information Form”,“Problematic Media Use Measure (PMUM)”, “Preschool Behavior Questionnaire” and “Instrument for Measuring Self-Regulation Skills” were used to collect data. ResultsIt was found that 53% of the children were girls, 87.4% lived in the city center. The rate of children with no siblings was 59.4%, 48.1% spent between 1 and 2 in front of a screen and 52.4% used mobile phones. Furthermore, there appears to be a reciprocal interaction among self-regulation skills, behavioral problems, and problematic internet usage. ConclusionIt can be asserted that as children's self-regulation skills increased, behavioral problems decreased and it can be asserted that as children's problematic internet use levels increased, behavioral problems also increased. Practice implicationsIn line with these results, pediatric and public health nurses have a great deal of work, parents should be made aware of these issues with large-scale trainings, and it should not be forgotten that these age groups are the most sensitive periods.

The Effects of Parenting Attitudes and Disciplinary Styles on Young Children’s Problem Behaviors As Recognized by their Parents

본 연구의 목적은 부모의 양육태도, 훈육방식, 유아기 자녀의 문제행동에 대한 인식 차이를 분석하고 부모의 양육태도, 훈육방식이 부모가 인식한 유아기 자녀의 문제행동에 미치는 상대적인 영향을 분석하는데 있다. 본 연구의 연구대상은 유치원에 재원 중인 유아 190명의 부모 380명으로 자녀의 평균 월령은 61.71개월이였다.‘PBQ(The Preschool Behavior Questionnaire)’와‘MBRI(Maternal Behavior Research Instrument)’,‘PSD(Parenting Style and Dimension)’ 척도를 사용하여 연구자료를 수집하였으며 수집된 자료는 t검증과 단계적 중다회귀를 통해 검증하였다. 연구결과, 부모의 양육태도 중 통제적 양육태도 그리고 훈육방식 중 방임 훈육방식에서 아버지와 어머니의 차이가 나타났다. 아버지가 인식한 유아의 적대적 공격 문제행동에는 훈육방식 중 어머니의 논리적 설명이 가장 강력한 부적 예측 변인으로 어머니의 강압적 체벌과 아버지의 방임이 추가적인 정적 예측변인으로 나타났다. 걱정-불안 문제행동에는 어머니의 논리적 설명이 가장 강력한 예측변인으로 아버지의 방임과 어머니의 강압적 체벌 그리고 아버지의 논리적 설명이 추가적인 예측변인으로 나타났다. 과잉행동-산만 문제행동은 어머니의 논리적 설명과 강압적 체벌이 유의미한 예측변인으로 나타났다. 어머니가 인식한 적대적 공격 문제행동은 어머니 의 논리적 설명, 아버지의 거부적 양육태도와 애정적 양육태도가 유의미한 예측변인으로 나타났다. 걱정-불안 문제행동에는 어머니의 논리적 설명, 아버지 그리고 어머니의 애정적 양육태도가 유의미한 예측변인으로 나타났다. 마지막으로 과잉행동-산만 문제행동에서는 어머니의 논리적 설명이 유일한 예측변인으로 나타났다.The purpose of this study is to examine the differences in perception between a mother and father regarding their parenting attitudes, disciplinary styles, and their children’s problem behaviors. In addition, it analyzes the effects of parenting attitudes and disciplinary styles on young children’s problem behaviors as recognized by the mother and father. The subjects of this study were 190 mothers and 190 fathers, a sample of 190 young children in kindergarten and their average ages were 61.71 months. ‘PBQ(The Preschool Behavior Questionnaire)’, ‘MBRI(Maternal Behavior Research Instrument)’ and ‘PSD(Parenting Style and Dimension)’ were used in the collection of data. It used ‘T-test’ and ‘stepwise regression analysis’ to analyze the data. The results of this study are as follows; first, it showed that there were differences in perception between mothers and fathers about ‘control’ among parenting attitudes and ‘neglect’ among disciplinary styles. Second, it was revealed that mothers’ logical explanations in disciplinary styles were found as a significant negative predictive variable for impacting on children’s hostile-attack problem behavior as recognized by fathers. It also added that mothers’ coercive punishment and fathers’ neglect as additional positive predict variables. It was revealed that mothers’ logical explanations in disciplinary styles were found to be the significant predict variables on children’s worry-anxiety problem behaviors. It also added fathers’ neglect, mothers’ coercive punishment and fathers’ logical explanation as additional predictive variables. It was revealed that mothers’ logical explanation and coercive punishment in disciplinary styles were found to be the significant predictive variable for impacting on children’s hyperactive-distraction problem behavior. Third, it was revealed that fathers’ hostility and love in parenting attitudes were found as significant predictive variables for impacting on children’s hostile-attack problem behavior as recognized by mothers. It was revealed that mothers’ logical explanations in disciplinary styles and both, mothers’ and fathers’ love in parenting attitudes were found to be the significant predictive variables on children’s worry-anxiety problem behaviors. It was revealed that mothers’ logical explanation were found to be the only predictive variables for impacting on children’s hyperactive-distraction problem behavior.

The association between parental mental health and behavioral disorders in pre-school children.

Background and AimBehavioral disorders among children reflect psychological problems of parents, as mental illness of either parent would increase the likelihood of mental disorder in the child. In view of the negative relationship between parents’ and children’s illness, the current study intended to determine the correlation between mental health of parents and behavioral disorders of pre-school children.MethodsThe present descriptive-correlational research studied 80 children registered at pre-school centers in Pardis Township, Tehran, Iran during 2014–2015 using convenience sampling. The research tools included General Health Questionnaire (GHQ) and Preschool Behavior Questionnaire (PBQ). The resulted data were analyzed using Pearson Product-moment Correlation Coefficient and regression analysis in SPSS 21.ResultsThe research results showed that there was a significant positive correlation between all dimensions of mental health of parents with general behavioral disorders (p<0.001). The results of the regression analysis showed that parents’ depression was the first and the only predictive variable of behavioral disorders in children with 26.8% predictive strength.ConclusionGiven the strong relationship between children’s behavioral disorders and parents’ general health, and the significant role of parents’ depression in children’s behavioral disorders, it seems necessary to take measures to decrease the impact of parents’ disorders on children.

Русскоязычная версия методики «Опросник поведения дошкольников»

The article presents the results of elaboration of revised Russian version of the Preschool Behavior Questionnaire by L. Behar. Was drawn up a questionnaire for teachers and parents, as a result of task selection. This version includes 15 items which describe common emotional and behavioral problems of preschool children. Approbation of this version was realized in the sample of 480 children of the age of 3-6 years old, each of them was assessed by preschool teacher and mother. The results of confirmatory factor analysis confirm three factors structure of questionnaire, which include correlated factors of aggressiveness, anxiety and hyperactivity. The internal consistency of scales is good (Cronbach’s alpha are 0.71–0.85). The preliminary data proving validity of the aggressiveness and hyperactivity scales are obtained. The percentile norms for estimation of test results are provided. The obtained results lead us to conclusion that this questionnaire may be used for screening of emotional and behavioral problems in preschool children although validity of anxiety scale needs further research.

Feeding practices correlated with authoritative parenting style and responsive feeding style scores

Study objective was to identify correlations of authoritative parenting and responsive feeding styles with parental practices and child behaviors previously found to protect children from or increase risk of child obesity. Participants were 144 low‐income mothers of 3‐ to 5‐year‐old children (71 girls, 73 boys). Feeding practices measures were Healthy Children Healthy Families Behavior Checklist and Parental Overt and Covert Control. Caregiver's Feeding Style Questionnaire and Preschool Behavior Questionnaire–Head Start measured feeding and parenting styles. Authoritative parenting style continuous scores were correlated with child active play, r = .252, p =.002, low frequency of child drinking soda, r=.388, p&lt;.001, and maternal covert control items. Responsive feeding style scores were correlated with frequencies of child eating fruit, r=.268, p = .004, vegetables, r=.215, p=.01, and eating together with mother, r=.178, p=.03. Both authoritative parenting and responsive feeding style scores were correlated with low child screen time and fast food intake, p&lt;.05. Results show parenting and feeding styles are linked not only to similar but also to unique risk and protective behaviors and practices.

The Relationship between Parental Physical Affection and Child Physical Aggression among Japanese Preschoolers

The present study, based on Tiffany Field's model of violence and intimacy as well as other previous research, examines the relationship between parents' physical affection and their child's aggressive behavior. One hundred seventy-five mothers and 124 fathers of Japanese preschoolers answered a questionnaire that included a parental physical affection scale developed for this study. Children's aggressive behaviors were rated by their teachers on the hostile-aggressive subscale of the Preschool Behavior Questionnaire. Consistent with Field's model and previous studies, the results of logistic regression analyses indicated that children who received more physical affection from mothers or fathers during daily parenting were less likely to be aggressive at preschool. When the mother's and the father's physical affection scores were simultaneously entered in the equation, only the father's score was significant. Implications and limitations of the research are discussed.

확인적 요인분석을 통한 또래 놀이행동 척도의 타당화

The purpose of this study was to evaluate the validity and reliability of the Penn Interactive Peer Play Scale (PIPPS) for Korean young children, with a special confirmative factor analysis. The participants were composed of 435 5-to 6-year-old children and their parents, and 42 teachers. The instruments included the 32-item exploratory PIPPS (Choi & Shin, 2008), the Preschool Behavior Questionnaire (PBQ; Park, 1992), and the PIPPS on parental reporting. The PIPPS was confirmed, and supported the following constructs resulting in the investigation of 3 factors, `play disruption`, `play interaction`, and `play disconnection`, along with 30 items similar to the PIPPS (2008). Inter-correlations between the sub-factors of PIPPS with those of criterion measures were validated by ratings from the PBQ and the parent version of the PIPPS. The reliability coefficients of the sub-factors of the PIPPS ranged from .85 to .92. In conclusion, 3 factor structure of the PIPPS was appropriate to represent the interactive peer play of Korean young children.

Effect of Parental Training in Managing the Behavioral Problems of Early Childhood

To examine the effect of parental training on disturbed behavior of early childhood cases presented to the pediatricians. The patients who reported in pediatric OPD of the Himalayan Institute of Medical Sciences, Dehradun, with complaints of low learning, poor memory, vertigo, speech problem, stress, headache, depression, adjustment problems, aggression, and hostile behavior were included in the study. Children aged 3 through 6 (N = 60), were screened through PBQ (Preschool Behavior Questionnaire), DST (developmental screening Test), and Vineland Social Maturity Scale (VSMS). Children included in the study had an average range of developmental quotient 85-90 (mean DQ = 87.5). Range of social quotient was 40-45 (mean SQ = 42.5). Twenty four fortnightly sessions of 'parental training' using the model of 'Mindful Parenting' were conducted. Single group t test method was applied in order to see the difference in mean of pre and post assessment of PBQ. After concluding parental training (after 24 sessions), mean difference of total disturbed behavior was found to be significant (t value: 5.31 > .05) Similarly, the mean difference of hostile/aggressive behavior (t value: 10.2 > .05), anxious behavior (t value: 18.5 > .05), and hyperactive/distractible behavior (t value: 1.97 > .05) were found to be significant. These results provide some evidence in favor of parental training in managing behavioral problems occurring in early childhood. Instead of putting the child immediately on medication, parents can get training and prepare a plan to understand and make a change in child's behavior leading to better health.

Teachers’ Assessment of Physical Aggression With the Preschool Behavior Questionnaire: A Multitrait-Multimethod Evaluation of Convergent and Discriminant Validity

The distinctiveness of physical aggression from other antisocial behavior is widely accepted but little research has explicitly focused on young children to empirically test this assumption. A Multitrait-Multimethod Matrix (MTMM) approach was employed to confirm the distinctiveness of physical aggression from nonaggressive antisocial behavior in early childhood. In addition, the convergent validity of teacher reports of physical aggression was investigated on a measure that contained age-appropriate behavior items selected from the Preschool Behavior Questionnaire (PBQ). Assessments of physical aggression versus nonaggressive antisocial behavior of 117 kindergartners with different behavior profiles were obtained using three measures varying in source and/or method: (a) teacher reports on the PBQ, (b) short interviews with teachers, and (c) classroom observations. The MTMM matrix was analyzed using confirmatory factor analysis (CFA). The results provided reasonable support for the discrimination between physical aggression and nonaggressive antisocial behavior. In addition, strong support was found for the convergent validity of teacher-reported physical aggression using PBQ items.

부모용 또래 놀이행동 척도(PIPPS-P)의 타당화

The purpose of this study was to investigate the construct validity of the Penn Interactive Peer Play Scale on the parent version. The participants of this study were 231 children in the Seoul and Gyeonggi provincial areas. The instruments included the 32-item exploratory PIPPS (Choi & Shin, 2008), and the Preschool Behavior Questionnaire (PBQ; Park, 1992). The data were analyzed by descriptive statistics, factor analysis, Pearson`s r and Cronbach . The results were as follows. First, the PIPPPS on the parent version was validated with supporting three factors: Play Disruption, Play Disconnection and Play Interaction with 30 items. The sub-factors of the PIPPS were related with those of the PBQ as criterion measurements. The reliability coefficients of the sub-factors of the PIPPS were ranged from .78 to .82.

Behavioral Problems in Turkish Preschool-Age Children

To diagnose behavioral problems in preschool children, and to look for an appropriate solution, is vital to prevent the problem from becoming permanent and insoluble. Teachers, working in preschool education institutions, need some instruments to diagnose behavioral problems of their students in order to help them and their parents. In this study, a scale ‘Preschool Behavior Questionnaire’ (Behar, 1976), was adapted into Turkish as ‘Okul Oncesi Davranis Sorunlari Tarama Olcegi’. The scale, considered valid and reliable, was applied to 654 children in the age group of 3–6 by 56 preschool teachers. This scale consists of 30 items and 3 factors. According to the results, the most frequently encountered problem among the young children appears to be “aggressive” behavior, and these behavioral problems vary with gender, age and socio-economic environment. To look for a shared solution with the parents after evaluating preschool children through various methods and instruments was thought to be appropriate.

Teachers’ Assessment of Antisocial Behavior in Kindergarten: Physical Aggression and Measurement Bias Across Gender

A confirmatory factor analytic study was conducted to obtain evidence for physical aggression as a distinct construct of nonaggressive antisocial behavior in young children. Second, the authors investigated factorial invariance across gender. Teachers completed the Preschool Behavior Questionnaire (PBQ) for two independent samples of kindergartners ( N = 487; N = 1,557). Behavior items were selected representing physically aggressive versus nonaggressive antisocial behavior. To obtain support for the two-factor model, the authors also examined associations with subtypes of internalizing behavior. Confirmatory factor analyses confirmed that physical aggression constitutes a distinct construct from nonaggressive antisocial behavior for young children. In support of the model, differential associations with internalizing behavior and different outcomes with respect to gender differences were found. Factorial noninvariance across gender was found for physical aggression, and explanations for those gender differences are discussed.

P03-43 When young children have conduct problems - who are the nonresponders after parent training?

Although most parent training programs produce positive effects, about one third of the children still show conduct problems at clinical levels after treatment.In the present study, predictors and mediators of treatment non-response among children aged 4-8 years were investigated one-year after treatment with the Incredible Years parent training program (PT), or combined parent training and child treatment (PT+CT) in a randomized controlled trial. the study was conducted in two university cities in Norway.KIDDIE-SADS, Eyberg Child Behavior Inventory (ECBI), Child Behavior Checklist (CBCL), Parent Practices Interview (PPI), Parent Stress Index (PSI), Preschool Behavior Questionnaire (PBQ), Teacher Report Form (TRF), were used.Before treatment all children fulfilled the criteria for an ODD diagnosis or a sub-threshold diagnosis. at the one-year follow-up 33 % of the treated children still showed such a diagnosis, and they were defined as treatment non-responders.Both family and child variables predicted treatment non-response at the one-year follow-up, although being involved with the child protection services was found to be the strongest predictor in multivariate analysis. Pretreatment child characteristics predicting treatment non-response at the one-year follow-up were high levels of child internalizing and aggression problems as reported by mothers. Further, mothers of children still showing a ODD diagnosis at the one-year follow-up, reported less change in negative parenting practices as compared to mothers of treatment responders.

Externalizing and Internalizing Problems in Relation to Autonomic Function: A Population-Based Study in Preadolescents

To investigate whether externalizing and internalizing problems are related to lower and higher heart rate (HR), respectively, and to explore the relationship of these problems with respiratory sinus arrhythmia (RSA) and baroreflex sensitivity (BRS). Moreover, to study whether problems present at both preschool and preadolescent age show stronger associations with autonomic function than those that were not. In a population cohort of 10- to 13-year-old children (N = 931; 11.6 +/- 0.5 years; 47% boys), autonomic measurements in supine and standing position were performed at school. RSA and BRS were determined by spectral analysis. Current externalizing and internalizing problems were assessed by the Child Behavior Checklist and problems at age 4 to 5 retrospectively by the Preschool Behavior Questionnaire. At supine rest, current externalizing problems were associated with lower HR and higher RSA, but not with BRS and current internalizing problems with higher HR and lower RSA, but not with BRS. These results were specifically found in children with problems that were retrospectively reported to have been also present at preschool age. Standing-induced changes in autonomic parameters were unrelated to the behavioral dimensions. Externalizing and internalizing problems are associated with divergent autonomic patterns, suggesting autonomic underarousal and overarousal, respectively. Problems starting early in life may specifically account for this. This should be confirmed in prospective studies.

How Common are Symptoms of ADHD in Typically Developing Preschoolers? a Study on Prevalence Rates and Prenatal/Demographic Risk Factors

According to the Diagnostic and Statistical Manual of Mental Disorders - Fourth Edition (DSM-IV - American Psychiatric Association, 1994), one of the diagnostic criteria for attention deficit hyperactivity disorder (ADHD) is the presence of symptoms of inattention and/or hyperactivity-impulsivity before the age of 7 years. In contrast to studies with older children, relatively little is known about ADHD symptoms in preschoolers. In order to address this issue, the present study was designed to investigate to what extent ADHD behaviors exist in a large community based group of preschoolers in the Netherlands. A second aim of this study was to shed light on the etiology of ADHD, by examining if and how a range of prenatal and demographic factors contribute to the prediction of ADHD behaviors in young children. Participants included 652 parents of children between the ages of 3 and 6 years. Parents were asked to complete two questionnaires: the Preschool Behavior Questionnaire (Smidts and Oosterlaan, 2005) and a background information questionnaire, specifically designed for this study. Findings from the present study show that ADHD symptoms are quite common in preschoolers, with approximately one-third of all ADHD behaviors listed in the Preschool Behavior Questionnaire being highly frequent in early childhood. It appears that hyperactive-impulsive symptoms are more common in preschoolers than inattentive behavior. For the purpose of an early identification of ADHD, this finding is particularly important, as it may be argued that inattentive behavior in preschoolers may be indicative of psychopathology. Significant predictors of ADHD behaviors included maternal smoking and alcohol, and illness of the mother during pregnancy; however, together these

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.

Perceptuomotor Functioning in Preschool Children with Symptoms of Attention Deficit Hyperactivity Disorder

Given limited research on perceptual-motor functioning of preschool children with symptoms of ADHD, the purpose of this study was to compare the fine motor, gross motor, visuomotor, and oral-motor functioning of 49 4- to 6-yr.-old children with symptoms of Attention Deficit Hyperactivity Disorder and 48 typically developing children. Analysis showed scores of the ADHD group were significantly lower than those of the control group on all perceptuomotor measures. In addition, scores on all measures yielded significant correlations with scores on the Hyperactive-Inattentive scale of the Preschool Behavior Questionnaire. Regression analyses indicated that the scores of gross motor and visuomotor functioning were significant predictors of group classification (with and without ADHD). These findings extend the well documented findings of perceptuomotor deficits among school-age children with ADHD into the preschool period and emphasize the importance of early assessment and treatment of these deficits in young children with symptoms of ADHD.

Dose–Response Effect of Mother–Infant Clinical Home Visiting on Aggressive Behavior Problems in Kindergarten

The objective of this follow-up study was to assess the long-term effects of clinical infant home-visiting services on child outcomes at school entry. Participants were 63 five-year-olds from low-income families, half of whom were referred to parent-infant home-visiting services during the first 18 months of life due to concerns about the caretaking environment. Families received between 0 and 18 months of weekly home visits based on infant age at entry into the study. At age 5, children were rated by teachers on the Preschool Behavior Questionnaire for behavior problems in the classroom and by parents both on the Simmons Behavior Checklist for behavior problems at home and on the Achenbach Social Competence Items for positive play behaviors with friends. With initial family risk status and child gender controlled, teacher-rated hostile behavior problems decreased in dose-response relation to the duration of early home-visiting services, which accounted for 15% of the variance in child hostile behavior. Parents' reports of positive play behaviors were positively linearly related to service duration. Parents' reports of behavior problems were less reliably related to service duration than teacher reports. Early home-visiting services reduced the incidence of aggressive behavior problems among socially at-risk children for up to 3.5 years after the end of services.

Responses of preschool children with and without ADHD to sensory events in daily life.

The purpose of this study was to compare parents' perceptions of the responses of their preschool children, with and without attention deficit hyperactivity disorder (ADHD), to sensory events in daily life in Israel. In addition, the relationship between levels of hyperactivity and sensory deficits was examined. The Sensory Profile Questionnaire (SP) was completed by mothers of forty-eight 4- to 6-year-old children with ADHD, and mothers of 46 children without disabilities. A matched group comparison design was used to identify possible differences in sensory processing. Based on the measure of mothers' perceptions, children with ADHD demonstrated statistically significant differences from children without ADHD in their sensory responsiveness as reflected in 6 out of 9 factor scores (p < .001-.05), and on their sensory processing, modulation, and behavioral and emotional responses, as reflected in 11 out of 14 section scores (p < .001-.05). Scores on the SP yielded statistically significant low to moderate correlations with scores on the hyperactive scale of the Preschool Behavior Questionnaire (r = .28-.66). The findings of the present study suggest that young children with ADHD may be at increased risk of deficits in various sensory processing abilities, over and above the core symptoms of ADHD. Early identification and treatment of sensory processing deficits from a young age may extend our ability to support the successful performance of children with ADHD in meaningful and productive occupations.

Revealing the relation between temperament and behavior problem symptoms by eliminating measurement confounding: expert ratings and factor analyses.

This study examined the hypothesis that item overlap, or measurement confounding, accounts for the correlation between temperament and behavior problem symptoms in children. First, a conceptual approach was taken in which 41 experts rated temperament (Children's Behavior Questionnaire, CBQ) and behavior problem symptom items (Preschool Behavior Questionnaire, PBQ) for their fit to both constructs. With this approach, 10% of temperament and 38% of symptom items were confounded. Second, an empirical approach was taken and CBQ and PBQ items were factor analyzed with data from a multi-informant longitudinal study of 451 children. Using this method, 9% of temperament and 23% of symptom items were confounded. Most importantly, removing the confounded items from the CBQ and PBQ scales did not affect the relation between temperament and symptoms, suggesting that the associations were not due to measurement confounding. In addition, the predictive power of earlier temperament for DSM-IV symptoms (Health and Behavior Questionnaire) remained high with the purified CBQ scale. The findings of this study contribute to the understanding of the relation between normal-range temperament and extreme behavior.