| Abstract: | Investigated the psychometric properties of a Spanish and English version of the Penn Interactive Peer Play Scale (PIPPS) when employed with Spanish- and English-speaking teachers and students in an urban, Southeastern community. Psychometrically sound structures were obtained with the Spanish translation of the PIPPS in support of the three original dimensions named Play Interaction, Play Disruption, and Play Disconnection, which were derived from studies of African American preschool children in lower income, Northeastern communities. Concurrent validity was supported by significant correlations between the 3 Spanish PIPPS constructs and teacher ratings of externalizing and internalizing behavior problems. Significant group differences in classroom peer play interactions were also detected for children's gender and ethnicity. The independent emergence of comparable Spanish and English PIPPS factor structures across 2 distinct regional samples provides initial support for use of this measure in research with Hispanic preschool children from low-income backgrounds. Implications for school psychologists engaging in outreach to preschool programs servicing diverse groups of children are discussed. (PsycINFO Database Record (c) 2011 APA, all rights reserved) |
