Abstract
Three hundred children (ages 18–27 months) were observed as they entered peer play groups consisting of 12–15 children and 2–3 caregivers. One hundred and sixty-eight of the children were boys and 142 were girls. A schedule was used that allowed the observer to code the child's behavior and the reaction of peers and caregivers to that behavior. Four different categories of child problems were selected for study: conduct problems with aggression, withdrawn undersocialized behaviors, separation anxiety, and dependent personality. Three different questions were asked concerning the persistence and consequences of problem behaviors in toddler children: Do the behaviors persist over a period of 1 year to 2 years; what kinds of reactions does a child who is engaged in the behaviors defined in these categories receive from peers and teachers; and how do the reactions received from peers and teachers of problem children compare to those of the average of their own class? The stability of problem behaviors and the reactions received by the child were related to gender of the child and sexappropriateness of the behavior.
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Data analyses were supported by BRSG Grant RR07080 awarded by the Biomedical Research Support Grant Program, Division of Research Resources, National Institutes of Health. The final write-up was completed on a postdoctoral fellowship (Grant No. 1 T32 MH 169555-01) through the Oregon Social Learning Center.
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Fagot, B.I. The consequents of problem behavior in toddler children. J Abnorm Child Psychol 12, 385–395 (1984). https://doi.org/10.1007/BF00910654
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DOI: https://doi.org/10.1007/BF00910654