Socially desirable behaviors promote development but behavior problems prevent the access to new reinforcement contingencies that could facilitate the acquisition of relevant learning repertoires. This work investigated assessments of mothers concerning socially "desirable" and "undesirable" behaviors in children whose teachers identified as having behavior problems. The sample consisted of 24 mothers of children indicated as having behavioral problems, and 24 mothers of children indicated as presenting socially desirable behaviors. Data about children's behaviors were collected during a home interview, when the Socially Desired Behavior Questionnaire and the Rutter Scale for Parents were filled out. Results indicated more externalized behavior problems among children previously identified as having problems, but there was no group difference in socially desirable behavior. Children in both groups had high socially desirable behavior scores, thus showing behavioral resources. Nevertheless, in both groups there were children who could benefit from programs to promote more balanced social interactions in order to prevent behavioral problems.
behavior problem; social skills; assessment of social behaviors
