2007/10/16 by May Britt Drugli, Bo Larsson, Graham Clifford +1 · 1 citation
Psychology · Social Sciences · #Behavioral and Psychological Studies #Child and Adolescent Psychosocial and Emotional Development #Early Childhood Education and Development
paper · doi:10.1080/00313830701576680
openalex publication_date 2007/10/16 · crossref created 2007/10/16 · crossref issued 2007/10/17 · crossref published 2007/10/17 · crossref published-online 2007/10/17 · crossref published-print 2007/11/01 · openalex created_date 2025/10/10 · crossref deposited 2026/02/06 · openalex updated_date 2026/07/29 · crossref indexed 2026/07/30
Differences between pervasive (home and day‐care/school) versus non‐pervasive (home only) conduct problems were examined in regard to various child, parent/family, and day‐care/school characteristics in an outpatient clinic sample of 120 children aged 4–8 years. All children scored above the 90th percentile on the Eyberg Child Behavior Inventory for home problems and met the criteria for a possible or a confirmed diagnosis of oppositional defiant behaviours. The proportion of children with pervasive conduct problems was high, 83%. Teachers in day care and school reported children in the pervasive group to have significantly more attention and internalizing problems as well as lower social competence scores than those in the non‐pervasive group. Children in the pervasive group also showed consistently more problems in their relationships both with teachers and peers than those in the non‐pervasive group. The implications for assessment and treatment of children with conduct problems in these age‐groups are discussed.