Prevalence of behavioral and emotional disturbance and specific problem types in a sample of disadvantaged preschool‐aged children

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Abstract
The main goals of this study were to document the prevalence of behavioral and emotional disturbance in a sample of economically disadvantaged preschool‐aged children, and to establish base rates of specific problem types through a method of systematic categorization. In conjunction with a large screening project, 462 Head Start children were rated by their teachers on the Preschool Behavior Questionnaire (PBQ). According to criteria specified in the PBQ manual, 31.6% of the children were identified as exhibiting behavioral or emotional problems at a level which would indicate a need for further examination or diagnostic study. When analyzed across age and sex, only a group of 4‐year‐old females deviated from relatively high and stable rates of disturbance. In the interest of establishing base rates of specific problem types in a non‐clinical sample, children identified as having significant problems were categorized into hostile/aggressive, anxious, hyperactive/distractible, multiple, and unclassified groups. The discussion is focused on the need for diagnostic and intervention services among disadvantaged children relative to budgetary policies of the current administration.