Skip to main content
SpringerLink
Log in

The Kohn Social Competence Scale and Kohn Symptom Checklist for the preschool child: A follow-up report

  • Published:
Journal of Abnormal Child Psychology Aims and scope Submit manuscript

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

References

  • Ackerson, L.Children's behavior problems, I: Incidence, genetic and intellectual factors. Chicago: University of Chicago Press, 1931.

    Google Scholar 

  • Ackerson, L.Children's behavior problems, II: Relative importances and interrelations among traits. Chicago: University of Chicago Press, 1942.

    Google Scholar 

  • Caldwell, B. M.Directions for administering and scoring the Preschool Inventory. Princeton, New Jersey: Educational Testing Service, 1967.

    Google Scholar 

  • Emmerich, W. Structure and development of personal-social behaviors in economically disadvantaged preschool children.Genetic Psychology Monographs, 1977,95, 125–245.

    Google Scholar 

  • Garmezy, N. Children at risk: The search for the antecedents of schizophrenia. Part 1, Conceptual models and research methods.Schizophrenia Bulletin, 1974,8, 14–90.

    Google Scholar 

  • Harris, D. B.Children's drawings as measures of intellectual maturity. New York: Harcourt, Brace & World, 1963.

    Google Scholar 

  • Kasan, J., & Moss, H. A.Birth to maturity: A study in psychological development. New York: Wiley, 1962.

    Google Scholar 

  • Kaiser, H. F. The varimax criterion for analytic rotation in factor analysis.Psychometrika, 1958,23, 187–200.

    Google Scholar 

  • Koch, H. L. A factor analysis of some measures of the behavior of preschool children.Journal of General Psychology, 1942,27, 257–287.

    Google Scholar 

  • Kohn, M.Competence and symptom factors in the preschool child. Unpublished manuscript, 1968. (Available from William Alanson White Institute, New York, New York 10023)

  • Kohn, M.Social competence, symptoms and underachievement in childhood: A longitudinal perspective. Washington, D.C.: Winston-Wiley, 1977.

    Google Scholar 

  • Kohn, M., & Parnes, B. Social interaction in the classroom — A comparison of apatheticwithdrawn and angry-defiant children.Journal of Genetic Psychology, 1974,125, 165–175.

    Google Scholar 

  • Kohn, M., & Rosman, B. L. Therapeutic intervention with disturbed children in day care: Implications of the deprivation hypothesis.Child Care Quarterly, 1971,1, 21–46.

    Google Scholar 

  • Kohn, M., & Rosman, B. L. Relationship of preschool social-emotional functioning to later intellectual achievement.Developmental Psychology, 1972,6, 445–452.

    Google Scholar 

  • Kohn, M., & Rosman, B. L. A Social Competence Scale and Symptom Checklist for the preschool child: Factor dimensions, their cross-instrument generality, and longitudinal persistence.Developmental Psychology, 1972,6, 430–444.

    Google Scholar 

  • Kohn, M., & Rosman, B. L. Cognitive functioning in five-year-old boys as related to socialemotional and background variables.Developmental Psychology, 1973,8, 277–294.

    Google Scholar 

  • Kohn, M., & Rosman, B. L. Cross-situational and longitudinal stability of social-emotional functioning in young children.Child Development, 1973,44, 721–727.

    Google Scholar 

  • Kohn, M., & Rosman, B. L. Social-emotional, cognitive and demographic determinants of poor school achievement: Implications for a strategy of intervention.Journal of Educational Psychology, 1974,66, 267–276.

    Google Scholar 

  • Koretzky, M.An examination of human consistency and background-risk through the Two-Factor Model of Social-Emotional Functioning. Unpublished doctoral dissertation, State University of New York at Stony Brook, 1976.

    Google Scholar 

  • Koretzky, M., & Kohn, M.Cross-situational consistency among problem adolescents: An application of the two-factor model. Unpublished manuscript, 1976. (Available from Jewish Board of Guardians, New York, New York 10019)

  • Peterson, D. R. Behavior problems of middle childhood.Journal of Consulting Psychology, 1961,25, 205–209.

    Google Scholar 

  • Peterson, D. R.The clinical study of social behavior. New York: Appleton-Century-Crofts, 1968.

    Google Scholar 

  • Porteus, S. D.Porteus maze tests. Palo Alto, California: Pacific, 1965.

    Google Scholar 

  • President's Commission on Law Enforcement and Administration of Justice.Task force report: Juvenile delinquency and youth crime. Washington, D.C.: U.S. Government Printing Office, 1967.

    Google Scholar 

  • Raven, J. C.Colored progressive matrices. London: Harrap, 1956.

    Google Scholar 

  • Richards, H. C., & McCandless, B. R. Socialization dimensions among five-year-old slum children.Journal of Educational Psychology, 1972,65, 44–55.

    Google Scholar 

  • Richards, T. W., & Simons, M. P. The Fels child behavior scales.Genetic Psychology Monographs, 1941,24, 259–309.

    Google Scholar 

  • Robins, L. N.Deviant children grown up. Baltimore: Williams & Wilkins, 1966.

    Google Scholar 

  • Rutter, M., Tizard, J., & Whitmore, K.Education, health and behavior. New York: Wiley, 1970.

    Google Scholar 

  • Schaefer, E. S. Development of hierarchical, configurational models for parent and child behavior. In J. P. Hill (Ed.),Minnesota symposium on child psychology (Vol. 5). Minneapolis: University of Minnesota Press, 1971.

    Google Scholar 

  • Schaefer, E. S.Major replicated dimensions of adjustment and achievement: Cross-cultural,cross-sectional, and longitudinal research. Paper presented at the meeting of the American Educational Research Association, Washington, D. C., April 1975.

  • Schaefer, E. S., & Aaronson, M. R.Classroom Behavior Inventory: Preschool to primary. Unpublished manuscript, 1966. (Available from School of Public Health, University of North Carolina, Chapel Hill, North Carolina)

  • Schaefer, E. S., Droppleman, L. F., & Kalverboer, A. F.Development of a classroom behavior check list and factor analyses of children's school behavior in the United States and the Netherlands. Unpublished manuscript, 1965. (Available from School of Public Health, University of North Carolina, Chapel Hill, North Carolina)

  • Shea, M. J.A follow-up study into adulthood of adolescent psychiatric patients in relation to internalizing and externalizing symptoms, MMPI configurations, social competence, and life history variables. Unpublished doctoral dissertation, University of Minnesota, 1972.

  • Terman. L. M., & Merrill, M. A.Stanford-Binet Intelligence Scale (3rd rev.). Boston: Houghton-Mifflin, 1960.

    Google Scholar 

  • Williams, H. M. A factor analysis of Berne's “Social behavior patterns in young children.”Journal of Experimental Education, 1935,75, 142–146.

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. William Alanson White Institute, 20 West 74th Street, 10023, New York, New York

    Martin Kohn

Authors
  1. Martin Kohn
    View author publications

    You can also search for this author in PubMed Google Scholar

Additional information

The work reported here was supported by Giants No. 10341, 13588, and 16944 from the National Institute of Mental Health.

Rights and permissions

Reprints and permissions

About this article

Cite this article

Kohn, M. The Kohn Social Competence Scale and Kohn Symptom Checklist for the preschool child: A follow-up report. J Abnorm Child Psychol 5, 249–263 (1977). https://doi.org/10.1007/BF00913696

Download citation

  • Issue Date:

  • DOI: https://doi.org/10.1007/BF00913696

Keywords

Search

Navigation