An Investigation of the Construct Validity of the Preschool and Kindergarten Behavior Scales

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Abstract
The construct validity of the Preschool and Kindergarten Behavior Scales (PKBS) was examined using a sample of 94 Kindergarten students. Both convergent and discriminant validity were examined by comparing scores on the PKBS with scores on the Scale of Social Competence and School Adjustment and a modified version of Achenbach's Teacher's Report Form. In addition, the PKBS' sensitivity to group differences was examined. Results of the study support both convergent and discriminant validity of the two scales on the PKBS (i.e., Social Skills and Problem Behavior). They also provide evidence that the PKBS is sensitive to differences between behaviorally at-risk students and a group of comparison children.