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and to explore the consistency and discrepancy between parents- and teachers-assessed behavioral problems in these children.
Methods In June 2018，2 698 preschoolers were sampled by cluster sampling from kindergartens in the main urban area of
Chongqing. For understanding the prevalence of behavioral problems in them，their behaviors were rated by their parents using the
Conners Parent Symptom Questionnaire（PSQ），and by their teachers using the Conners Teacher Rating Scale（TRS）. And
parents- and teachers-assessed results were compared. Results The survey obtained a response rate of 98.59%，involving 2 660
children that were finally included. In accordance with parents' assessment， the prevalence of behavioral problems was 14.47% in
preschool children（385/2 660），and that in boys was higher than in girls〔17.91%（245/1 368） vs 10.84%（140/1 292），
P<0.001〕. According to teachers' assessment，the prevalence of behavioral problems was 4.44% in preschool children（118
/2 660），and that in boys was also higher than in girls〔6.29%（86/1 368） vs 2.48%（32/1 292），P<0.001〕. Parents'
assessment showed that boys had higher prevalence of learning problem，psychosomatic problems，and higher hyperactivity
index，while teachers' assessment showed that boys had higher prevalence of conduct problems and higher hyperactivity index.
In comparison with girls，boys had higher prevalence of behavior problems in in four factors of PSQ，namely learning problem，
conduct problems，impulsivity-hyperactivity and hyperactivity index，and higher prevalence of behavior problems in all four
factors of TRS. Spearman correlation analysis indicated that scores rated for boys by teachers in terms of conduct problems，
inattention-passivity，and hyperactivity index in TRS were positively correlated with scores rated for them by parents in terms
of conduct problems，learning problems，impulse-hyperactivity，and hyperactivity index in PSQ；that scores rated for boys
by teachers in terms of hyperactivity problems in TRS were positively correlated with scores rated for them by parents in terms of
conduct problems，impulse-hyperactivity，and hyperactivity index in PSQ（r s ranged from 0.056 to 0.113，P<0.05）；that
scores rated for boys by teachers in terms of hyperactivity problems in TRS were negative correlated with scores rated for them by
parents in terms of anxiety problems（r s =-0.059，P<0.05）. In girls，the scores of each factor in TRS were not correlated with
those in PSQ（P>0.05）. Conclusion The prevalence of behavior problems in preschoolers assessed by parents was higher than
that assessed by teachers. Although there are some differences between the assessment by parents and teachers，there is a good
consistency in their assessment of conduct problems and hyperactivity.
【Key words】 Problem behavior；Child，preschool；Parents；School teachers；Evaluate consistency；Evaluate differences

学龄前期是心理行为发育的重要时期，这个阶段儿 约为 4 ∶ 2 ∶ 1，为保证各级幼儿园的调查儿童总数
童可塑性较强，易受到各种因素的影响而出现行为问题。 大致相等，在每个区按照“一级园∶二级园∶三级园
并且这个时期出现的行为问题可能会延续到学龄期、青 =1∶2∶4”的比例抽取幼儿园7个，共抽取幼儿园42个。
少年期，甚至成年，进而影响儿童及带养人的生活质量。 整群纳入抽中幼儿园的学龄前儿童，年龄需为 4 岁至 5
目前，行为问题已经成为影响儿童心理社会功能的五大 岁11个月 ［8］ ，排除患有严重躯体性疾病、重性精神性
慢性儿科疾病之一 ［1］ 。国外研究报道的学龄前儿童行 疾病、癫痫及其他神经系统和运动系统器质性疾病者，
为问题发生率为 14%~26% ［2-3］ ；国内相关研究结果显 最终纳入学龄前儿童 2 698 例。本研究经重庆市妇幼保
示的学龄前儿童行为问题发生率为 14%~21%，且研究 健院伦理委员会审核批准（审批号：L2017026），纳入
普遍发现男童的行为问题发生率较女童高 ［4-6］ 。儿童行 儿童家长和教师均签署知情同意书。
为问题的评估通常需要在不同环境（如家庭和学校）的 1.2 研究方法
多个场景进行，由于学龄前儿童无法提供自己的可靠信 1.2.1 调查问卷 儿童家长填写 Conners 父母用症状问
息，故临床医生经常会依靠儿童父母和教师提供的信息 卷（PSQ），教师填写 Conners 教师量表（TRS）。（1）
进行评估 ［7］ 。在临床实践中，儿科医生经常面临家长 PSQ 包括品行问题、学习问题、心身问题、冲动 - 多动
和教师对儿童行为报告不一致的情况，但较少有研究关 问题、焦虑问题、多动指数 6 个因子，共 48 个条目。
注父母和教师对学龄前儿童行为问题发生情况的评估一 各条目采用 4 级评分法：“没有此问题”计 0 分，“偶
致性和差异。本研究通过调查重庆市主城区学龄前儿童 尔有一点或表现轻微”计 1 分，“常常出现或较严重”
行为问题现状，了解家长与教师对学龄前儿童行为问题 计 2 分，“很常见或十分严重”计 3 分。（2）TRS 包
评估的一致性和差异，以期为学龄前儿童行为问题的评 括品行问题、多动问题、注意力不集中 - 被动问题、多
估、诊断及后续治疗提供依据。 动指数 4 个因子，共 28 个条目。各条目采用 4 级评分法：
1 对象与方法 “无”计 0 分，“稍有”计 1 分，“相当多”计 2 分，“很多”
1.1 研究对象 于 2018 年 6 月，采用分层整群抽样 计 3 分。计算上述各因子的 Z 分，计算公式为：Z 分
法，在重庆市 6 个主城区幼儿园开展横断面调查。重 = 该因子包含的所有条目得分之和 ÷ 条目数。多动指
庆市主城区一级园、二级园、三级园的儿童数量之比 数因子以 Z 分≥ 1.5 分为阳性，其他各因子以 Z 分 > 常