本研究之主要目的在於編製一個具有良好信效度的學前兒童社會行為量表，做為教師與家長發現幼兒問題行為之用；並運用正式樣本的評量資料，探討幼兒行為組型，描繪特定群體幼兒的行為特徵，對幼兒的行為做更深入的了解。
本測驗正式樣本的資料來自臺北縣46個公私立幼兒園所652名滿2足歲~未滿6足歲幼兒，其中包括79個發展遲緩或疑似發展遲緩幼兒。所運用的資料處理的方法包括：獨立樣本t考驗、Pearson積差相關、單因子變異數分析(ANOVA)、探索性因素分析(exploratory factor analysis)、集群分析(cluster analysis)、區辨分析(discriminant analysis)。
本研究主要研究成果為：
（一）有關「學前兒童社會行為量表」效度、信度考驗：
(1)本研究自編之「學前兒童社會行為量表」共有64題，分為「正向行為」、「外向問題行為」與「內向問題行為」三個分量表。「正向行為」分量表有26題，分為人際互動、團體規範行為與獨立自主三組次項行為；「外向問題行為」分量表則有20題，包括破壞攻擊、過動分心行為；「內向問題行為」分量表有18題，包括焦慮悲觀與退縮害羞行為。整體而言，測驗架構符合文獻的看法。
(2)不同年齡、性別、排行的幼兒在「學前兒童社會行為量表」的得分有顯著差異。
(3)不同家庭社經地位幼兒在「學前兒童社會行為量表」的得分沒有顯著差異。
(4)發展遲緩幼兒、疑似發展遲緩幼兒在「學前兒童社會行為量表」「正向行為」的得分顯著低於一般幼兒，在「問題行為」分量表的得分顯著高於一般幼兒。
(5)教師總評「有較多問題行為」的幼兒在「學前兒童社會行為量表」內向與外向問題行為分量表得分平均顯著高於其他幼兒。
(6)教師與家長對幼兒社會行為的評量結果呈低中度相關。正向行為、外向問題行為的相關高於內向問題行為的相關。
(7)「學前兒童社會行為量表」「正向行為」分量表得分與「嬰幼兒綜合發展測驗(CDIIT) 」社會能力分測驗呈正相關。
(8)「學前兒童社會行為量表」得分與幼兒的氣質、家長親職壓力有顯著相關。
(9)「學前兒童社會行為量表」之內部一致性係數介於.85~.95間；教師與教師評量者信度介於.62~.79間；四週重測信度介於.74~.92間。

（二）有關行為組型分析結果：
(1)一般幼兒的行為組型包括：低社交技巧－混合問題行為組、低社交技巧－內向問題行為組、高社交技巧－低問題行為組、一般社交技巧－混合問題行為組、高社交技巧-輕微外向問題行為組、一般社交技巧－外向問題行為組、一般社交技巧－輕微內向問題行為組等7組。
(2)發展遲緩幼兒的行為組型包括：低社交技巧－退縮行為組、低社交技巧－混合問題行為組、高社交技巧－外向問題行為組、高社交技巧－輕微焦慮行為組等4組。
(3)不論是正常發展幼兒或是障礙幼兒，內向問題行為明顯的幼兒在正向行為分量表的得分均以團體規範行為最高。而外向問題行為明顯的幼兒，除了團體規範行為明顯較差外，其他的正向行為的表現均在平均數之上。
研究者依據研究結果，針對幼兒社會行為的評量、教育與未來研究提供建議。

The main purpose of the research was to develop highly valid and reliable “Social Behavior Rating Scales for Preschool Children”（SBRS）, which were designed to assist teachers and parents to find children’s behavior problems. Furthermore, it also aimed at utilizing the formal samples of assessment data to investigate the patterns of young children’s behavior.
The samples of the SBRS consisted of 652 young children from the public and private kindergartens in Taipei County, aged 2 to 5, including 79 children with developmental delays or suspected ones. Regarding the methods to process the data, they are listed as follows: Independent-Sample t-test, Pearson product-moment correlation, ANOVA, exploratory factor analysis, cluster analysis, and discriminant analysis.
In the following were summarized the major findings of this study:
I. The Validity and Reliability Concerning SBRS:
(a) SBRS was composed of 64 items, which were divided into three major domains: Positive Behaviors, Externalizing Problem Behaviors and Internalizing Problem Behaviors.
(b) There were significant differences on SBRS scores, with the young children of different ages, sexes, and birth orders.
(c) There were no differences on the SBRS scores, with the young children from different social and economic backgrounds.
(d) The young children with developmental delays and suspected ones gained lower scores on the Positive Behaviors Subscales of SBRS than the normal ones; whereas the former scored significantly higher on the Problem Behaviors Subscales.
(e) The teachers rated that the children with more behavior problems scored on average significantly higher on the Externalizing Problem Behaviors and Internalizing Problem Behaviors Subscales of SBRS than others.
(f) The results of the teachers’ and the parents’ assessment of the young children’s social behavior displayed moderate-to-low correlation. The correlation of positive behaviors and externalizing problem behaviors was higher than that of internalizing problem behaviors.
(g) The scores on the Positive Behaviors Subscales of SBRS were correlated with the Social Competence Subtests of the CDIIT.
(h) There existed a significant correlation between SBRS scores and children’s temperament and parental stress.
(i) The internal consistency coefficients of SBRS ranged from .85 to .95. Those of the reliability concerning the rater consistency between two teachers ranged from .62 to .79. Those of the four-week test-retest reliability ranged from .74 to .92.

II. The Analytical Results Regarding Children’s Behavior Patterns:
(a) The normal children’s behavior patterns included seven types: Low Social Skills and Multiple Problem Behaviors, Low Social Skills and Externalizing Problem Behaviors, High Social Skills and Few Problem Behaviors, Normal Social Skills and Multiple Problem Behaviors, High Social Skills and Minute Externalizing Problem Behaviors, Normal Social Skills and Externalizing Problem Behaviors, and Normal Social Skills and Minute Internalizing Problem Behaviors.
(b) The Behavior Patterns of the children with developmental delays included four types: Low Social Skills and Cowering Behaviors, Low Social Skills and Multiple Problem Behaviors, High Social Skills and Externalizing Problem Behaviors, and High Social Skills and Minute Anxiety Behaviors.
(c) The normally developed or the developmental delays children with more obvious externalizing problem behaviors scored the highest on the Group Rules Behaviors Part of SBRS. Those with more obvious internalizing problem behaviors, on average, presented other better positive behaviors except that they exhibited significantly worse group rules behaviors.

Implications for SBRS were discussed and some suggestions were provided for future studies.

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