Achenbach, T. M., & Rescorla, L. A. (2000). Manual for the ASEBA Preschool Forms & Profiles. Burlington: University of Vermont, Research Center for Children, Youth, & Families.
Angold, A., Costello, E. J., Farmer, E. M. Z., Burns, B. J., & Erkanli, A. (1999). Impaired but undiagnosed. Journal of the American Academy of Child & Adolescent Psychiatry., 38, 129–137.
Basten, M., Tiemer, H., Althoff, R. R., van de Schoot, R., Jaddoe, V. W. V., Hofman, A., et al. (2016). The stability of problem behavior across the preschool years: An empirical approach in the general population. Journal of Abnormal Child Psychology., 44, 393–404.
Belfer, M. L. (2008). Child and adolescent mental disorders: The magnitude of the problem across the globe. Journal of Child Psychology and Psychiatry., 49, 226–236.
Bellina, M., Brambilla, P., Garzitto, M., Negri, G. A. L., Molteni, M., & Nobile, M. (2013). The ability of CBCL DSM-oriented scales to predict DSM-IV diagnoses in a referred sample of children and adolescent. European Child and Adolescent Psychiatry., 22, 235–246.
Berg-Nielsen, T. S., Solheim, E., Belsky, J., & Wichstrøm, L. (2012). Preschoolers‘ psychosocial problems: In the eyes of the beholder? Adding Teacher Characteristics as Determinants of Discrepant Parent-Teacher Reports. Child Psychiatry and Human Development, 43, 393–413.
Berkhout, L., Hoekman, J., & Goorhuis-Brouwer, S. M. (2012). Psychosocial health of 4-year-old boys and girls, as observed by parents and teachers. European Journal of Developmental Psychology., 9, 500–507.
Briggs-Gowan, M. J., & Carter, A. S. (2008). Social-emotional screening status in early childhood predicts elementary school outcomes. Pediatrics., 121, 957–962.
Carter, A. S., Briggs-Gowan, M. J., & Davis, N. O. (2004). Assessment of young children’s development and psychopathology: Recent advances and recommendations for practice. Journal of Child Psychology and Psychiatry., 45, 109–134.
Center on the Developing Child at Harvard University (2010). The Foundations of Lifelong Health Are Built in Early Childhood. Retrieved from http://www.developingchild.harvard.edu
Coghill, D., & Sonuga-Barke, E. J. S. (2012). Annual research review: Categories versus dimensions in the classification and conceptualisation of child and adolescent mental disorders – Implications of recent empirical study. Journal of Child Psychology and Psychiatry., 53, 469–489.
Council on Children With Disabilities. (2006). Identifying infants and Young children with developmental disorders in the medical home: An algorithm for developmental surveillance and screening. Pediatrics., 118, 405–420.
Dadds, M. R., Spence, S. H., Holland, D. E., Barrett, P. M., & Laurens, K. R. (1997). Prevention and early intervention for anxiety disorders: A controlled trial. Journal of Consulting and Clinical Psychology., 65, 627–635.
Dougherty, L. R., Leppert, K. A., Merwin, S. M., Smith, V. C., Bufferd, S. J., & Kushner, M. R. (2015). Advances and directions in preschool mental Health Research. Child Development Perspectives., 9, 14–19.
Drugli, M. B., & Hjemdal, O. (2013). Factor structure of the student-teacher relationship scale for Norwegian school-aged children explored with confirmatory factor analysis. Journal of Educational Research., 57, 457–466.
Dwyer, S. B., Nicholson, J. M., & Battistutta, D. (2006). Parent and teacher identification of children at risk of developing internalizing or externalizing mental health problems: A comparison of screening methods. Prevention Science., 7, 343–357.
Ebesutani, C., Bernstein, A., Nakamura, B. J., Chorpita, B. F., Higa-McMillan, C. K., Weisz, J. R., & the Research Network on Youth Mental Health. (2010). Concurrent validity of the child behavior checklist DSM-oriented scales: Correspondence with DSM diagnoses and comparison to syndrome scales. Journal of Psychopathology and Behavioral Assessment, 32, 373–384.
Egger, H. L., & Angold, A. (2006). Common emotional and behavioral disorders in preschool children: Presentation, nosology, and epidemiology. Journal of Child Psychology and Psychiatry., 47, 313–337.
Eklund, K., Renshaw, T. L., Dowdy, E., Jimerson, S. R., Hart, S. R., Jones, C. N., & Earhart, J. (2009). Early identification of behavioral and emotional problems in youth: Universal screening versus teacher-referral identification. The California School Psychologist., 14, 89–95.
Ellingson, K. D., Briggs-Gowan, M. J., Carter, A. S., & Horwitz, S. M. (2004). Parent Identification of Early Emerging Child Behavior Problems. Archives of Pediatric and Adolescent Medicine., 158, 766–772.
Essex, M. J., Kraemer, H. C., Slattery, M. J., Burk, L. R., Boyce, W. T., Woodward, H. R., & Kupfer, D. J. (2009). Screening for childhood mental health problems: Outcomes and early identification. Journal of Child Psychology and Psychiatry., 50, 562–570.
Fanti, K. A., & Henrich, C. C. (2010). Trajectories of pure and co-Occuring internalizing and externalizing problems from age 2 to age 12: Findings from the National Institute of Child Health and Human Development study of early child care. Developmental Psychology, 46, 1159–1175.
Finsaas, M. C., Kessel, E. M., Dougherty, L. R., Bufferd, S. J., Danzig, A. P., Davila, J., Carlson, G. A., & Klein, D. N. (2018). Early childhood psychopathology prospectively predicts social functioning in early adolescence. Journal of Clinical Child & Adolescence Psychology., 49, 353–364. https://doi.org/10.1080/15374416.2018.1504298.
Gilliom, M., & Shaw, D. S. (2004). Codevelopment of externalizing and internalizing problems in early childhood. Development and Psychopathology, 16, 313–333.
Glascoe, F. P. (2001). Are Overreferrals on developmental screening tests really a problem? Archives of Pediatric and Adolescent Medicine., 155, 54–59.
Glascoe, F. P., & Marks, K. P. (2011). Detecting children with developmental-behavioral problems: The value of collaborating with parents. Psychological Test and Assessment Modeling., 53, 258–279.
Gordon, M., Antshel, K., Faraone, S., Barkley, R., Lewandowski, L., Hudziak, J. J., Biederman, J., & Cunningham, C. (2006). Symptoms versus impairment: The case of respecting DSM-IV’s criterion D. Journal of Attention Disorders., 9, 465–475.
de Groot, A., Koot, H. M., & Verhulst, F. C. (1994). Cross-cultural generalizability of the child behavior checklist cross-informant syndromes. Psychological Assessment., 6, 225–230.
Horwitz, S. M., Gary, L. C., Briggs-Gowan, M. J., & Carter, A. S. (2003). Do needs drive service use in Young children? Pediatrics., 112, 1373–1378.
Horwitz, S. M., Kelleher, K. J., Stein, R. E. K., Storfer-Isser, A., Youngstrom, E. A., Park, E. R., et al. (2007). Barriers to the identification and Management of Psyhosocial Issues in children and maternal depression. Pediatrics., 119, 208–218.
Ivanova, M. Y., Achenbach, T. M., Rescorla, L. A., Dumenci, L., Almqvist, F., Bathiche, M., Bilenberg, N., Bird, H., Domuta, A., Erol, N., Fombonne, E., Fonseca, A., Frigerio, A., Kanbayashi, Y., Lambert, M. C., Leung, P., Liu, X., Minaei, A., Roussos, A., Simsek, Z., Weintraub, S., Wolanczyk, T., Zubrick, S., Zukauskiene, R., & Verhulst, F. (2007). Testing the Teacher’s report form syndromes in 20 societies. School Psychology Review., 36, 468–483.
Ivanova, M. Y., Achenbach, T. M., Rescorla, L. A., Harder, V. S., Ang, R. P., Bilenberg, N., et al. (2010). Preschool psychopathology reported by parents in 23 societies: Testing the seven-syndrome model of the child behavior checklist for ages 1,5-5. New Research., 49, 1215–1224.
Ivanova, M. Y., Achenbach, T. M., Rescorla, L. A., Bilenberg, N., Bjarnadottir, G., Denner, S., et al. (2011). Syndromes of preschool psychopathology reported by teachers and caregivers in 14 societies using the caregiver-teacher report form (C-TRF). Journal of Early Childhood and Infant Psychology., 7, 87–103.
Jensen, P. S., & Watanabe, H. (1999). Sherlock Holmes and child psychopathology assessment approaches: The case of the false-positive. Journal of American Academy of Child and Adolescent Psychiatry., 38, 138–146.
Keenan, K., Shaw, D., Delliquadri, E., Giovannelli, J., & Walsh, B. (1998). Evidence for the continuity of early problem behaviors: Application of a developmental model. Journal of Abnormal Child Psychology., 26, 441–454.
Koot, H., van den Oord, J., Verhulst, F. C., & Boomsma, D. (1997). Behavioral and emotional problems in young preschoolers: Cross-cultural testing of the validity of the child behavior checklist/2-3. Journal of Abnormal Child Psychology., 25, 183–196.
Kristensen, S., Henriksen, T. B., & Bilenberg, N. (2010). The child behavior checklist for ages 1.5-5 (CBCL/1½–5): Assessment and analysis of parent and caregiver-reported problems in a population-based sample of Danish preschool children. Nordic Journal of Psychiatry, 64, 203–209.
Krol, N. P. C. M., De Bruyn, E. E. J., Coolen, J. C., & van Aarle, E. J. M. (2006). From CBCL to DSM: A comparison of two methods to screen for DSM-IV diagnoses using CBCL data. Journal of Clinical Child and Adolescent Psychology., 35, 127–135.
Lavigne, J. V., Feldman, M., & Meyers, K. M. (2016a). Screening for mental health problems: Addressing the base rate fallacy for a sustainable screening program in integrated primary care. Journal of Pediatric Psychology., 41, 1081–1090.
Lavigne, J. V., Meyers, K. M., & Feldman, M. (2016b). Systematic review: Classification accuracy of behavioral screening measures for use in integrated primary care settings. Journal of Pedriatic Psychology., 41, 1091–1109.
Lavigne, J. V., Arend, R., Rosenbaum, D., Binns, H. J., Christoffel, K. K., & Gibbons, R. D. (1998). Psychiatric disorders with onset in the preschool years: I. Stability of Diagnoses. Journal of American Academy of Child and Adolescent Psychiatry, 37, 1246–1254.
Layne, A. E., Bernstein, G. A., & March, J. S. (2006). Teacher awareness of anxiety symptoms in children. Child Psychiatry and Human Development., 36, 383–392.
Loades, M. E., & Mastroyannopoulou, K. (2010). Teachers’ recognition of Children’s mental health problems. Child and Adolescent Mental Health., 15, 150–156.
Masten, A. S., & Cicchetti, D. (2010). Developmental cascades. Development and Psychopathology, 22, 491–495.
McKnight, P. E., & Kashdan, T. B. (2009). The importance of functional impairment to mental health outcomes: A case for reassessing our goals in depression treatment research. Clinical Psychology Review., 29, 243–259.
McKnight, P. E., Monfort, S. S., Kashdan, T. B., Blalock, D. V., & Calton, J. M. (2016). Anxiety symptoms and functional impairment: A systematic review of the correlation between the two measures. Clinical Psychology Review., 45, 115–130.
Moor, S., Sharrock, G., Scorr, J., McQueen, H., Wrate, R., Cowan, J., & Blair, C. (2000). Evaluation of a teaching package designed to improve teachers' recognition of depressed pupils - a pilot study. Journal of Adolescence, 23, 331–342.
Moreland, A. D., & Dumas, J. E. (2008). Categorical and dimensional approaches to the measurement of disruptive behavior in the preschool years: A meta-analysis. Clinical Psychology Review., 28, 1059–1070.
Myers, S. S., & Pianta, R. C. (2008). Developmental commentary: Individual and contextual influences on student-teacher relationships and Children’s early problem behaviors. Journal of Clinical Child & Adolescent Psychology., 37, 600–608.
Njoroge, W. F. M., & Bernhart, K. P. (2011). Assessment of behavioral disorders in preschool-aged children. Current Psychiatry Reports., 13, 84–92.
Norwegian Kindergarten Act (2017). Framework Plan for Kindergartens. Retrieved from: https://www.udir.no/globalassets/filer/barnehage/rammeplan/framework-plan-for-kindergartens2-2017.pdf
Ollendick, T. H., Greene, R. W., Weist, M. D., & Oswald, D. P. (1990). The predictive validity of teacher nominations; A Five-Year Followup of At-Risk Youth. Journal of Abnormal Child Psychology, 18, 699–713.
de la Osa, N., Granero, R., Trepat, E., Domenech, J. M., & Ezpeleta, L. (2016). The discriminative capacity of CBCL/1½-5-DSM5 scales to identify disruptive and internalizing disorders in preschool children. European Child and Adolescent Psychiatry., 25, 17–23.
Pianta, R. C. (2001). STRS student-teacher relationship scale (professional manual). Lutz: Psychological Assessment Resources, Inc..
Polanczyk, G. V, Salum, G. A., Sugaya, L. S., Caye, A., & Rohde, L. A. (2015). Annual research Review: A meta-analysis of the worldwide prevalence of mental disorders in children and adolescents. Journal of Child Psychology and Psychiatry. doi:https://doi.org/10.1111/jcpp.12381.
Poulou, M. S. (2015). Emotional and Behavioural difficulties in preschool. Journal of Child and Family Studies, 24, 225–236.
Radecki, L., Sand-Loud, N., O’Connor, K. G., Sharp, S., & Olson, L. M. (2011). Trends in the use of standardized tools for developmental screening in early childhood: 2002-2009. Pediatrics., 128, 14–19.
Rescorla, L. A., Achenbach, T. M., Ivanova, M. Y., Bilenberg, N., Bjarnadottir, G., Denner, S., Dias, P., Dobrean, A., Döpfner, M., Frigerio, A., Gonçalves, M., Guðmundsson, H., Jusiene, R., Kristensen, S., Lecannelier, F., Leung, P. W. L., Liu, J., Löbel, S. P., Machado, B. C., Markovic, J., Mas, P. A., Esmaeili, E. M., Montirosso, R., Plück, J., Pronaj, A. A., Rodriguez, J. T., Rojas, P. O., Schmeck, K., Shahini, M., Silva, J. R., van der Ende, J., & Verhulst, F. C. (2012). Behavioral/emotional problems of preschoolers: Caregiver/teacher reports from 15 societies. Journal of Emotional and Behavioral Disorders., 20, 68–81.
Rescorla, L. A., Bochicchio, L., Achenbach, T. M., Ivanova, M. Y., Almqvist, F., Begovac, I., et al. (2014). Parent-teacher agreement on Children’s problems in 21 societies. Journal of Clinical Child and Adolescent Psychology., 43, 627–642.
Roeser, R. W., & Midgley, C. (1997). Teachers' views of issues involving students' mental health. The Elementary School Journal, 2, 115–133.
Sabol, T. J., & Pianta, R. C. (2012). Recent trends in research on teacher-child relationships. Attachment and Human Development., 14, 213–231.
Sawyer, A. C. P., Chittleborough, C. R., Lynch, J. W., Baghurst, P., Mittinty, M. N., Kaim, A. L. E., & Sawyer, M. G. (2013). Can screening 4-5 year olds accurately identify children who will have teacher reported mental health problems when children are aged 6-7 years? Australian & New Zealand Journal of Psychiatry., 00, 1–10.
Shankman, S. A., Lewinsohn, P. M., Klein, D. N., Small, J. W., Seeley, J. R., & Altman, S. E. (2009). Subthreshold conditions as precursors for full syndrome disorders: A 15-year longitudinal study of multiple diagnostic classes. Journal of Child Psychology and Psychiatry., 50, 1485–1494.
Sheldrick, R. C., Benneyan, J. C., Kiss, I. G., Briggs-Gowan, M. J., Copeland, W., & Carter, A. S. (2015). Threshold and accuracy in screening tools for early detection of psychopathology. The Journal of Child Psychology and Psychiatry., 56, 936–948.
Silver, R. B., Measelle, J. R., Armstrong, J. M., & Essex, M. J. (2005). Trajectories of classroom externalizing behavior: Contributions of child characteristics, family characteristics, and the teacher-child relationship during the school transition. Journal of School Psychology., 43, 39–60.
Skalická, V., Stenseng, F., & Wichstrøm, L. (2015). Reciprocal relations between student-teacher conflict, children’s social skills and externalizing behavior: A three wave longitudinal study from preschool to third grade. International Journal of Behavioral Development., 39, 413–425.
Skogen, J. C., Kjeldsen, A., Knudsen, A. K., Myklestad, I., Nesvåg, R., Reneflot, A., & Major, E. (2014). Psykisk helse hos barn og unge (Folkehelserapporten 2014:4). Oslo: Norwegian Institute of Public Health.
Soles, T., Bloom, E. L., Heath, N. L., & Karagiannakis, A. (2008). An exploration of teachers' current perceptions of children with emotional and behavioural difficulties. Emotional and Behavioural Difficulties., 13, 275–290.
Solheim, E., Berg-Nielsen, T. S., & Wichstrøm, L. (2012). The three dimensions of the student-teacher relationship scale: CFA validation in a preschool sample. Journal of Psychoeducational Assessment, 30, 250–263.
Stensen, K., Lydersen, S., Stenseng, F., Wallander, J. L., Tveit, H., & Drugli, M. B. (2021). Childcare providers‘ nominations of preschool children at risk for mental health problems: Does it discriminate well compared to the caregiver-teacher report form (C-TRF)? Scandinavian Journal of Educational Research., 1–15. https://doi.org/10.1080/00313831.2020.1869089.
Sveen, T. H., Berg-Nielsen, T. S., Lydersen, S., & Wichstrøm, L. (2013). Detecting psychiatric disorders in preschoolers: Screening with the strengths and difficulties questionnaire. Journal of American Academy of Child and Adolescent Psychiatry., 52, 728–736.
Verhulst, F. C., & Koot, H. M. (1992). Child psychiatric epidemiology: Concepts, methods and findings. Beverly Hills: Sage Publications.
Wichstrøm, L., Berg-Nielsen, T. S., Angold, A., Egger, H. L., Solheim, E., & Sveen, T. H. (2012). Prevalence of psychiatric disorders in preschoolers. Journal of Child Psychology and Psychiatry., 53, 695–705.
Wichstrøm, L., Belsky, J., Jozefiak, T., Sourander, A., & Berg-Nielsen, T. S. (2014). Predicting service use for mental health problems among Young children. Pediatrics., 133, 1054–1060.
Young, N. D., & Takala, C. R. (2018). Sequential screening to improve behavioral health needs in primary care. Journal of American Child and Adolescent Psychiatry., 57, 603–609.
Zhang, X., & Sun, J. (2011). The reciprocal relations between teachers’ perception of Children’s behavior problems and teacher-child relationships in the first preschool year. The Journal of Genetic Psychology., 172, 176–198.