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Methodological Issues in Multiple-Gating Screening Procedures for Antisocial Behaviors in Elementary Students

Pierre Charlebois, PhD, is associate professor in the École de Psychoéducation and member of the research group on children's psychosocial maladjustment, University of Montreal. His research interests include assessment and prevention intervention in school-related behavior disorders and observation of adult-child interactions.

Marc Leblanc

Marc Leblanc, PhD, is full professor and Killam Fellow. École de Psycho-éducation, and researcher in the research group on children's maladjustment. University of Montreal. His research is longitudinal and applied. He studies the development of criminal activity from infancy through adulthood and the social and personal factors that are active at different ages. He also develops and evaluates treatment programs for delinquents.

Claude Gagnon

Claude Gagnon, PhD, is associate professor in the École de Psycho-Éducation and a member of the research group on children's psychosocial maladjustment, University of Montreal. His interests include longitudinal and applied research on the development of behavioral problems from childhood to adolescence, and preventive intervention with at-risk children. Address: Pierre Charlebois, École de Psycho-Éducation, University of Montreal, 750, boul Govin est, Montreal, Quebec, Canada H2C 1A6.

Serge LarivÉe

Serge Larivée, PhD, is professor in the École de Psycho-Éducation at the University of Montreal and member of the research group on child maladjustment. His research interests include cognitive-development and metacognition and their relationship to social maladjustment.

Multiple gating, which is considered to be a cost-effective screening method for identification of children at risk of developing serious antisocial behaviors, uses relatively inexpensive ratings as a first gate and more sophisticated assessments in the following steps. Different assessment strategies were tested to find a combination of predictors at the beginning of elementary school that could effectively identify children who are at risk of developing serious antisocial problems. All boys in 54 schools, located in low socioeconomic districts in montreal, were assessed in the first step of the screening procedure. A sample of 84 boys was randomly selected from a larger pool of 250 kindergarten boys who had an "aggressiveness-hyperactivity-distractibility" score above the 70th percentile on the preschool behavior questionnaire. In the second step, observed task-inappropriate behaviors were compared to mothers' and teachers' ratings of inattention and of aggressiveness (at ages 6 to 7), as predictors of extreme antisocial behavior at age 10. Results indicated that observed task-inappropriate behaviors and teacher ratings of inattention were better predictors of diversity of offending than were mother ratings of aggressiveness. The best predictive combination consisted of extreme scores above the 70th percentile and observations of task-inappropriate behaviors in multiple settings.

Remedial and Special Education, Vol. 15, No. 1, 44-54 (1994)
DOI: 10.1177/074193259401500107


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