Reference : The Unfair Card Game: A promising tool to assess externalizing behavior in preschoolers
Scientific journals : Article
Social & behavioral sciences, psychology : Treatment & clinical psychology
http://hdl.handle.net/2268/221688
The Unfair Card Game: A promising tool to assess externalizing behavior in preschoolers
English
Roskam, Isabelle mailto [Université Catholique de Louvain - UCL > Psychological Sciences Research Institute > > > >]
Stievenart, Marie mailto [Université de Liège > Département de Psychologie > Psychopathologie de l'enfance >]
Brassart, Elise [> >]
Houssa, Marine mailto [Université Catholique de Louvain - UCL > Psychological Sciences Research Institute > > >]
Loop, Laurie mailto [Université Catholique de Louvain - UCL > Psychological Sciences Research Institute > > >]
Mouton, Bénédicte mailto [Université Catholique de Louvain - UCL > Psychological Sciences Research Institute > > >]
Volckaert, Alexandra mailto [Université Catholique de Louvain - UCL > Psychological Sciences Research Institute > > >]
Nader Grobois, Nathalie mailto [Université Catholique de Louvain - UCL > Psychological Sciences Research Institute > > >]
Noël, Marie-Pascale mailto [Université Catholique de Louvain - UCL > Psychological Sciences Research Institute > > >]
Schelstraete, Marie-Anne [Université Catholique de Louvain - UCL > Psychological Sciences Research Institute > > >]
2015
Pratiques psychologiques
Yes
International
[en] externalizing behavior ; observation ; psychometric properties
[en] The assessment of externalizing behavior (EB) in preschoolers is crucial in developmental psychopathology. In the absence of any gold standard measure, new tools contribute to a multi-method and multi-informant approach. The aim of the current study is to present and validate a new observational paradigm, the Unfair Card Game (UCG), intentionally structured to increase the likelihood that negative affect, agitation
and inattention will emerge during a video-recorded task. It was administered to 268
young children, and the results were validated by means of factorial analysis, reliability
analyses, inter-rater agreement, discriminant analyses and external validation with two
questionnaires, the Child Behavior Checklist (Achenbach & Rescorla, 2004) and the
Conners Questionnaire (Conners, 1999), and with another observational paradigm, the
Mother-Child Interaction Task (Crowell, Feldman, & Ginsberg, 1988). The validity of the
UCG is supported by the findings.
Researchers
http://hdl.handle.net/2268/221688
10.1016/j.prps.2015.09.004

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