Hughes Claire, Oksanen Henna, Taylor Alan, Jackson Jan, Murray Lynne, Caspi Avshalom, Moffitt Terrie E
Centre for Family Research, University of Cambridge, UK.
J Child Psychol Psychiatry. 2002 May;43(4):507-16. doi: 10.1111/1469-7610.00041.
This study focuses on a novel observational paradigm (SNAP) involving a rigged competitive card game (Murray, Woolgar, Cooper, & Hipwell, 2001) designed to expose children to the threat of losing. Recent work suggests that this paradigm is useful for assessing disruptive behaviour in young children (Hughes, Cutting, & Dunn, 2001).
We report on a large study (involving 800 five-year-olds) that compares observational ratings of disruptive behaviour on the SNAP game with mother and teacher reports of externalising behaviour on the CBCL and TRF (Achenbach, 1991a, 1991b). To ensure independence of data, playmates were randomly assigned to two different sub-samples. The validity of this rigged game for examining individual differences in disruptive behaviour was supported (in both sub-samples) by modest but significant correlations with both mother and teacher ratings of externalising problems, and by significantly elevated SNAP ratings among children rated by mothers and teachers as showing extreme (> or = 95th%) levels of externalising problems, compared with the remaining majority of children.
Significant gender differences in disruptive behaviour were found on all three measures: observational SNAP ratings and mother/teacher questionnaire ratings. Factors that may contribute to this gender difference are discussed.
Our findings emphasise the importance of multi-method, multi-informant measures of disruptive behaviour, and suggest that the rigged card game used in this study is a valuable adjunct to more standard methods of rating disruptive behaviour.
本研究聚焦于一种新颖的观察范式（SNAP），该范式涉及一款作弊的竞争性纸牌游戏（默里、伍尔加、库珀和希普韦尔，2001年），旨在让儿童面临输的威胁。近期研究表明，这种范式有助于评估幼儿的破坏性行为（休斯、卡廷和邓恩，2001年）。
我们报告了一项大型研究（涉及800名五岁儿童），该研究将SNAP游戏中破坏性行为的观察评分与母亲和教师对儿童行为量表（CBCL）和教师报告表（TRF）中外显行为的报告进行了比较（阿肯巴克，1991a，1991b）。为确保数据的独立性，玩伴被随机分配到两个不同的子样本中。这种作弊游戏在检验破坏性行为个体差异方面的有效性得到了支持（在两个子样本中），与母亲和教师对外显问题的评分存在适度但显著的相关性，并且与母亲和教师评定为表现出极端（≥第95百分位）外显问题水平的儿童相比，其余大多数儿童的SNAP评分显著升高。
在所有三项测量中均发现了破坏性行为的显著性别差异：观察性SNAP评分以及母亲/教师问卷调查评分。讨论了可能导致这种性别差异的因素。
我们的研究结果强调了采用多方法、多信息源测量破坏性行为的重要性，并表明本研究中使用的作弊纸牌游戏是评估破坏性行为的更标准方法的有价值补充。
