Predictive accuracy of behavioral and sociometric assessments of high-risk kindergarten children

Compared the predictive accuracy of teacher-based behavioral categories (i.e., teacher assessment of aggressiveness and hyperactivity) and peer-based sociometric categories (i.e., peer acceptance and rejection) on a sample of 178 kindergarten boys. Accuracy of prediction was compared on outcomes such as behavior problems (assessed by teachers and peers), peer rejection, self-reported delinquency, self-perceptions, and academic performance in Grades 3 and/or 4. IQ scores and sociofamilial adversity served as control cariables. Behavioral categories differed on homotypic and several heterotypic outcomes. Overall, behavioral categories were better predictors of teacher-rated and self-rated outcomes than sociometric categories. Suggestions aimed at increasing the level of accuracy of predictive measures with young children are discussed.