The Conners Early Childhood Behavior Short forms (Conners EC BEH[S]) is a screening tool that can be used to assess different behavioral risk in children. The factorial validity of the Conners EC BEH[S] was evaluated using data from a sample of Mexican American preschool-aged children in 2 economically stressed rural school districts. A total of 94 teachers (86 identified as Latinx) filled out the English version of Connors EC on 546 Mexican American preschoolers, and 453 parents filled out the Spanish version on 453 Mexican-American preschool-aged children. Our aim was to assess whether the 6-factor structures of the parent and teacher versions of Conners EC BEH[S] could be replicated with our unique sample of teachers, parents, and preschoolers using confirmatory factor analysis. Data were drawn from a larger randomized clinical trial of the effects of a shared-reading intervention on developing and accelerating young children's oral language. Results showed that the theory-based factorial structure was rather well supported in our Latinx parent and predominantly Latinx teacher samples, after adding a method factor for the reversely worded items on the empirical scales in both the parent- and teacher-completed forms (Tables 3 and 4 for method factor items). Correlations of the factor scores for Conners EC BEH[S] and the subscale scores of the preschool Social Skills Improvement System Rating Scales (Gresham & Elliott, 2008) also suggest good convergent and divergent validity.

Conners Early Childhood Behavior Short forms (Conners EC BEH[S]) 是一种筛查工具，可用于评估儿童的不同行为风险。Conners EC BEH[S] 的因子有效性是使用来自 2 个经济紧张的农村学区的墨西哥裔美国学龄前儿童样本的数据评估的。共有 94 名教师（86 名拉丁裔）为 546 名墨西哥裔美国学龄前儿童填写了英文版的 Connors EC，453 名家长为 453 名墨西哥裔美国学龄前儿童填写了西班牙文版。我们的目的是评估 Conners EC BEH[S] 的家长和教师版本的 6 因子结构是否可以通过我们独特的教师、家长和学龄前儿童样本进行验证性因子分析。数据来自一项更大规模的随机临床试验，该试验研究了共享阅读干预对发展和加速幼儿口语的影响。结果表明，在我们的拉丁裔家长和主要拉丁裔教师样本中，基于理论的阶乘结构得到了很好的支持，在为家长和教师完成形式的经验量表上的反向措辞项目添加了方法因子（表 3和 4 用于方法因素项目）。Conners EC BEH[S] 的因子得分与学龄前社会技能改进系统评定量表（Gresham & Elliott，2008）的子量表得分的相关性也表明了良好的收敛效度和发散效度。结果表明，在我们的拉丁裔家长和主要拉丁裔教师样本中，基于理论的阶乘结构得到了很好的支持，在为家长和教师完成形式的经验量表上的反向措辞项目添加了方法因子（表 3和 4 用于方法因素项目）。Conners EC BEH[S] 的因子得分与学龄前社会技能改进系统评定量表（Gresham & Elliott，2008）的子量表得分的相关性也表明了良好的收敛效度和发散效度。结果表明，在我们的拉丁裔家长和主要拉丁裔教师样本中，基于理论的阶乘结构得到了很好的支持，在为家长和教师完成形式的经验量表上的反向措辞项目添加了方法因子（表 3和 4 用于方法因素项目）。Conners EC BEH[S] 的因子得分与学龄前社会技能改进系统评定量表（Gresham & Elliott，2008）的子量表得分的相关性也表明了良好的收敛效度和发散效度。