Ollendick T H, Greene R W, Weist M D, Oswald D P
Department of Psychology, Virginia Polytechnic Institute and State University, Blacksburg 24061.
J Abnorm Child Psychol. 1990 Dec;18(6):699-713. doi: 10.1007/BF01342755.
The purpose of this study was to examine the predictive validity of a teacher nomination procedure for identifying at-risk children. Two hundred and twenty-five children were nominated by their teachers as well-adjusted (n = 75), socially withdrawn (n = 76), or socially aggressive (n = 74) during the fourth grade. Five years later, 198 of these children (88%) were located and their adjustment evaluated. Significant differences among the nominated children were found on a variety of measures, including academic grades, sociometric status, and social behavior. In addition, differences in school dropout and delinquent offenses were noted. Results are discussed in terms of the validity of teacher nomination procedures and their utility in identifying at-risk youth.
本研究的目的是检验教师提名程序在识别高危儿童方面的预测效度。225名儿童在四年级时被其教师提名为适应良好（n = 75）、社交退缩（n = 76）或社交攻击性强（n = 74）的儿童。五年后，找到了这些儿童中的198名（88%）并对他们的适应情况进行了评估。在包括学业成绩、社会测量地位和社会行为等多种指标上，发现被提名儿童之间存在显著差异。此外，还注意到辍学和违法犯罪方面的差异。根据教师提名程序的效度及其在识别高危青少年方面的效用对结果进行了讨论。
