Congruence of parents' and teachers' ratings of children's behavior problems

This study compared parents' and teachers' perceptions of behavior disorders in 1,008 white children enrolled in kindergarten through eighth grade. Data included background information and ratings on the Behavior Problem Checklist. For the most part, parents perceived more problems in their children than did teachers. Parents and teachers tended to agree that boys exhibited more deviant behavior than girls and that youngsters from the higher social classes had fewer disorders than those from the lower classes. Parent and teacher judgments were somewhat alike in that both groups tended to observe a pattern in the development of problems that first increased then decreased or first increased then decreased and leveled off across grades. Trends were more gradual for parents and sharper for teachers, or declines were not seen by parents that were seen by teachers. Bivariate correlations between parents' and teachers' evaluations were significant but low or low to moderate. Mother-teacher and father-teacher coefficients differed on Socialized Delinquency but were similar on the other behavioral dimensions. Although significant interactions of parentteacher relationships with sex and grade were infrequent, correlations between ratings by the two groups of informants were higher for boys than for girls; and correlations between parent and teacher judgments were lower for early grades than for later grades.     

Teachers' and mothers' assessment of children's behaviors from kindergarten to grade two: Stability and change within and across informants

Consistency between teachers' and parents' ratings of 229 children's prosocial and problem behaviors was investigated from kindergarten through grade two. Intrarater stability was also analyzed. Results indicated moderate but decreasing interrater agreement from kindergarten to grade two for boys on externalizing behaviors. Interrater agreement for the same behavior dimension for girls was moderate and stable, whereas it was low on internalizing behavior problems and prosocial behaviors, for both genders throughout the 3-year period. Moreover, difference between teachers' and parents' ratings of externalizing behaviors increased from kindergarten to grade two. Decreasing level of agreement through time appeared to be related to a reduction of teacher-rated externalizing behaviors not paralleled by a reduction in parent ratings. Analyses were also performed at the item level of the externalization scale to identify which specific behaviors were responsible for the increasing divergence in interrater agreement from kindergarten through grade two. Alternative interpretations were considered in order to account for present and past results. Implications for screening and assessment purposes were discussed.This research was supported by grants from the Social Sciences and Humanities Research Council of Canada and from Québec's Health Research Fund (FRSQ). We wish to thank the authorities and directors of the schools from the Val d'Or School Board as well as the kindergarten, first and second grade teachers, children, and parents for their collaboration. We also thank Lyse Desmarais-Gervais, Daniel Corriveau, Jean Desrosiers and Hélène Boileau for their participation in the data collection or analysis.     

Parent Involvement in Early Intervention for Disadvantaged Children: Does It Matter?

This study investigated the association between parent involvement in early intervention and children's later school competence. Parents (N = 704) of children participating in the Chicago Longitudinal Study were interviewed retrospectively about their school involvement in preschool and kindergarten. Parents reported on the activities in which they participated and their frequency of program participation. Results indicated that even after controlling for family background, the number of activities in which parents participated in preschool and kindergarten was significantly associated with higher reading achievement, with lower rates of grade retention at age 14 (eighth grade), and with fewer years in special education. The frequency of parent involvement was only marginally associated with reading achievement but was associated with lower rates of grade retention and fewer years in special education. A confirmatory analysis indicated that teacher ratings of parent involvement in first and second grade were significantly associated with higher reading achievement in eighth grade, lower grade retention rates, and lower rates of special education placement through eighth grade. Findings support the benefits of parent involvement in early childhood programs.     

Girls' and Boys' Changing Attitudes Toward School

This study considered children in kindergarten, first grade, and second grade in order to determine whether boys and girls differ from one another in their attitudes toward school when they first begin, and whether the relationship between boys' and girls' attitude changes with time. The information used in the study was collected during an evaluation of the California preschool program. A total of 6011 educationally disadvantaged children in 148 elementary schools were selected for the evaluation. The Attitude to School Questionnaire, developed at UCLA, was used to measure attitude. The study found that the sample of disadvantaged girls and boys has similar attitudes toward school in kindergarten. As they progress through the second grade, girls' attitude remains stable, while boys' attitude improves. The study also found that the differences between these attitude patterns were statistically significant. The study's results challenge the belief that girls have a better attitude toward school and suggest that differences in attitude between girls and boys develop between kindergarten and first grade.     

Evaluation of a social skills program based on social learning theory, implemented in a school setting

Using a sample of 647 Canadian children in kindergarten to Grade 3 (325 boys, 322 girls), the present study evaluated the perceived effectiveness of Skillstreaming (McGinnis & Goldstein, 2003), a widely known social skills program implemented to target the development of four skill sets, i.e., listening, following directions, problem-solving, and knowing when to tell. Results indicated significant postprogram improvements in all skills as well as in ratings of overall prosociality obtained from both classroom teachers and mental health staff, with medium to large effect sizes obtained from teachers' and mental health professionals' ratings, respectively. Additional analyses yielded significant but weak moderator effects of grade and preprogram prosocial functioning for teacher ratings but no consistent moderator effects for children's sex or school location (i.e., urban versus rural) regardless of rater.     

Diagnostic importance of combined parent and teacher ratings on the Revised Behavior Problem Checklist

The Revised Behavior Problem Checklist (RBPC) was completed by parents and teachers for 105 child psychiatry outpatient boys aged 6 to 12 years. In addition, DSM-III diagnoses were determined independent of checklist results, and the children were divided into major diagnostic groups of externalizing, internalizing, and mixed disorders. Combined parent and teacher ratings proved more effective than separate ratings in distinguishing the externalizing and mixed groups from the internalizing group on the RBPC externalizing factors. The overall classification of individual boys with discriminant function analysis increased from 72% to 83% when the ratings of both parents, rather than one parent, were combined with teacher ratings. Enhancing diagnostic accuracy of type of psychiatric disorder by using combined parent and teacher behavior checklist ratings is discussed.     

The Predictive Validity of Parent and Teacher Reports of ADHD Symptoms

The objectives were to evaluate the ability of the Inattention and Hyperactivity–Impulsivity factors of the ADHD Rating Scale-IV to differentiate children with ADHD from a control group and to discriminate children with different subtypes of ADHD. Also, we sought to determine optimal cutoff scores on the teacher and parent versions of this scale for making diagnostic decisions about ADHD. In a sample of 92 boys and girls 6 to 14 years of age referred to a regional ADHD program, we assessed ADHD diagnostic status using categorical and dimensional approaches as well as parent- and teacher-report measures. Logistic regression analyses showed that the Inattention and Hyperactivity–Impulsivity factors of the ADHD Rating Scale-IV were effective in discriminating children with ADHD from a control group and differentiating children with ADHD, Combined Type from ADHD, Inattentive Type. Although both teacher and parent ratings were significantly predictive of diagnostic status, teacher ratings made a stronger contribution to the prediction of subtype membership. Using symptom utility estimates, optimal cutoff scores on the Inattention and Hyperactivity–Impulsivity scales for predicting subtypes of ADHD were determined.     

Relations between first grade stress, temperament, and behavior problems

This paper examines relations between first grade stress, temperament, and behavior problems in 164 children after the completion of first grade. Specifically, the goals of the study were (a) to examine relations between both child and parent reports of the child's stress in first grade and behavior problems in school, (b) to determine if school stress interacts with the moderator variable temperament in predicting behavior problems, and (c) to examine such relations separately for boys and girls to assess if gender differences are present. Child and parent reports of the occurrence and upsettingness of 18 items associated with first grade were collected. Parents completed a temperament inventory; behavior problems were assessed by teacher ratings. Both child and parent reports of event upsettingness correlated significantly with externalizing behavior problems for boys, and with both internalizing and externalizing problems for girls. There was also evidence for interactions between first grade stress and temperamental characteristics in predicting externalizing behavior problems. Implications for research on childhood stress resulting from developmentally relevant life transitions are discussed.     

Predicting Kindergarten Peer Social Status from Toddler and Preschool Problem Behavior

The aim of this study was to investigate the toddler and preschool predictors of early peer social preference. Behavioral and social functioning were examined in a sample of children across the toddler and preschool years from parent and teacher observations. Kindergarten social behavior and peer social preference were assessed in the children's kindergarten classrooms using standard sociometric techniques. Results indicated that parent report of toddler externalizing behavior and teacher report of preschool problem behavior, as indexed by aggressive behavior, social skills, and emotional regulation, were predictive of peer liking in kindergarten. However, this relation was mediated by specific behaviors evidenced in the kindergarten classroom. For boys, overt aggression mediated these relations. For girls, sharing and engaging in sneaky behavior in kindergarten mediated the relation between preschool problem behaviors and peer status. These results indicate that specific behaviors displayed in the peer group account for the relation between early problem behavior and peer status. Moreover, these data point to the importance of considering gender when examining developmental trajectories and outcomes.     

Development of number combination skill in the early school years: when do fingers help?

Children's change over time in frequency of finger use on number combinations was examined in relation to their change in accuracy. Performance was tracked longitudinally over 11 time points, from the beginning of kindergarten (mean age = 5.7 years) to the end of second grade (n= 217). Accuracy in number combinations increased steadily during the time period while frequency of finger use declined. Correlations between finger use and accuracy decreased gradually, ranging from 0.60 in kindergarten to -0.15 at the end of second grade. Low-income children showed linear growth in frequency of finger use while middle-income children slowed down by second grade and even started to decline. Although girls and boys showed similar growth patterns in frequency and accuracy, boys used their fingers less often than girls and were more accurate. The findings indicate that finger use is most adaptive when children are first learning number combinations, but this benefit lessens over time.     

Kindergarten predictors of boys' stable behavior problems at the end of elementary school

This study predicted stable social maladjustment at ages 10, 11, and 12 from teacher behavioral ratings in kindergarten and a measure of family demographics. Kindergarten teachers rated 1,034 boys on hyperactivity, aggression, inattention, anxiety–withdrawal, and prosocial behavior. Sociodemographic information was collected from the parents. At ages 10, 11, and 12, teacher, parent, peer, and self-report behavior ratings were collected on 743 boys. School achievement was documented from school records. Boys whose average scores on each of the five behavioral ratings across ages 10, 11, and 12 were above the 90th percentile according to at least two informants were defined as having stable behavioral problems. From teacher ratings collected in kindergarten and family demographics, logistic regression analyses predicted stable social maladjustment. For each negative outcome there was a unique set of predictors. The results are discussed with reference to the early identification of children who are at risk.This research was supported by a grant from the Conseil Québécois de la Recherche Sociale. We would also like to thank H. Beauchesne, H. Boileau, P. Charlebois, L. David, L. Desmarais-Gervais, S. Larivée, and M. LeBlanc for their participation.     

Parent Ratings of Attention-Deficit/Hyperactivity Disorder Symptoms: Factor Structure and Normative Data

Changes in the diagnostic criteria for attention-deficit/hyperactivity disorder (ADHD) have necessitated the creation of new measures for clinical assessment. The factor structure of a parent rating scale containing the 18 symptoms of ADHD was examined in this study. Factor analyses and assessment of differences in ADHD ratings across sex, age, and ethnic group were conducted using a sample of 4666 participants ranging in age from 4 to 20 years old who attended kindergarten through 12th grade in 22 school districts across the United States. Two factors (Inattention and Hyperactivity–Impulsivity) were derived and normative data for a nationally representative sample are presented. A higher frequency of ADHD symptoms was found for boys, younger children, and African-American participants. Potential uses of this scale in clinical practice and research are discussed.     

School adjustment, school performance and peer relations among first-graders in a Swedish suburban area

A study of 95 first-graders in one school management area used teacher ratings of problems and sociometric ratings to assess school adjustment and peer relations; 14% of the children had difficulties in reading/writing, motor skill, concentration and psychosocial function. Behavioural problems did not generally coincide with poor scholastic performance, but a small group (6.3%) exhibited problems in both reading/writing, concentration, gross and fine motor skill and psychosocial functions. Sociometric results showed only moderate agreement with teacher ratings. Extremely popular boys had no teacher-rated problems, but children with teacher-rated problems did not to any high degree tend to be isolated. Poor gross motor skill did distinguish isolated boys from others, a relationship that was not evident among the girls. The need to study the validity of teacher ratings as well as the prognostic value of school adjustment in first grade was stressed.     

Predicting aggressive patterns in girls and boys: A developmental study

The aim of this multimethod, longitudinal study was to examine similarities and differences in aggressive expression and prediction among school-aged boys and girls. The primary research sample involved 174 children (93 females, 81 males). They were in the fourth grade at the beginning of the study, and the fifth grade at its conclusion. Embedded in the primary sample was a subgroup of 20 children identified as being highly aggressive (ten males, ten females), and a subgroup of 20 matched control children. The research measures included teachers' ratings of aggressive behavior, peer-nominations/reports of prior conflicts, individual interviews/self-ratings, and extensive behavioral observations. Analyses of the concurrent relations among measures pointed to a “public” cluster of measures (including peer-nominations, behaviors, and teacher ratings) and relatively “private” measures (ie, subjects' self-evaluations). In the primary sample, significant developmental trends were detected in the teacher ratings with increasing gender differentiation as children grew older. Few gender differences were observed in the high-aggressive subgroup, but the aggressive and the matched control groups differed on virtually all comparisons. Gender differences in predictability were a function of risk status, with high-aggressive girls showing as much stability as high-aggressive boys.     

Violence prevention: Program effects on urban preschool and kindergarten children

This study compares the effectiveness of a violence prevention program with young, at-risk children in two settings. Preschool and kindergarten students, residing in Chicago public-housing developments, participated in a 28-session intervention. Knowledge, behavior problems, and social skills were assessed at pretest and posttest, based on child interviews, teacher ratings, and behavioral observations. Findings suggest that both preschool and kindergarten children demonstrated significant gains in knowledge, based on interview scores, and significant decreases in problem behaviors, based on behavioral observations; however, teacher ratings did not change significantly across time. The discrepancy in findings is explored and implications are discussed.     

The contributions of ineffective discipline and parental hostile attributions of child misbehavior to the development of conduct problems at home and school

Data were collected in a longitudinal study of 134 boys and 132 girls and their families during kindergarten and first grade. Four hours of parent-child interaction were coded to ascertain parent discipline practices. A structured interview assessed maternal attributions about child behavior. Maternal ratings of child conduct problems at kindergarten entry reliably predicted the mother's subsequent hostile attributions concerning child misbehavior and use of ineffective discipline tactics. Ineffective maternal discipline and the interaction of ineffective discipline and hostile attribution predicted growth in child conduct problems at home during kindergarten and first grade. Changes in teacher-reported and observed child conduct problems at school during kindergarten and first grade were predicted by growth in conduct problems at home and by the interaction of ineffective discipline and hostile attribution.     

The Relationship Between Sluggish Cognitive Tempo and Impairment in Children With and Without ADHD

This study examined impairment in multiple domains of functioning in children with and without ADHD who present with high or low levels of sluggish cognitive tempo (SCT) while taking into account the total symptom ratings of ADHD. Participants were 584 children in kindergarten through eighth grade (55.7 % male, 91.7 % Caucasian), drawn from five archival datasets. Two, 2 (SCT groups: high and low) x 3 (ADHD Status: ADHD-I, ADHD-C, and non-ADHD) MANCOVAs were conducted with the total ADHD symptom ratings and child age as covariates. One MANCOVA was conducted on scores on the teacher Impairment Rating Scale (IRS; Fabiano et al. Journal of Clinical Child and Adolescent Psychology 35:369–385, 2006) and the other on the 6 scores on the parent IRS. The results indicated that the presence of SCT symptoms was associated with greater functional impairment at home according to parent report while it was associated with less functional impairment at school according to teacher report. Thus, the relationship between SCT symptoms and impairment differs depending on the informant and the context in which impairment is evaluated.     

Reliable Ratings or Reading Tea Leaves: Can Parent,Teacher, and Clinician Behavioral Ratings of Preschoolers Predict ADHD at Age Six?

To assess the relative ability of parent, teacher, and clinician behavioral ratings of preschoolers to predict ADHD severity and diagnosis at 6 years of age. Hyperactive/inattentive preschoolers [N?=?104, 75 % boys, Mean (SD) age?=?4.37 (0.47) years] were followed over 2 years (mean?=?26.44 months, SD?=?5.66). At baseline (BL), parents and teachers completed the ADHD-RS-IV and clinicians completed the Behavioral Rating Inventory for Children following a psychological testing session. At age 6, [Mean (SD) age?=?6.62 (0.35) years], parents were interviewed with the K-SADS-PL; teachers completed the ADHD-RS-IV; and laboratory measures of hyperactivity, impulsivity, and inattention were obtained from children. Hierarchical logistic and linear regression analyses examined which combination of BL ratings best predicted 6-year-old ADHD diagnosis and severity, respectively. At age 6, 56 (53.8 %) children met DSM-IV criteria for a diagnosis of ADHD. BL ratings from parent/teacher/clinician, parent/teacher and parent/clinician combinations significantly predicted children who had an ADHD diagnosis at age 6. Parent and clinician, but not teacher, behavior ratings were significant independent predictors of ADHD diagnosis and severity at 6-years-old. However, only clinician reports of preschoolers’ behaviors predicted laboratory measures of over-activity and inattention at follow-up. Cross-situationality is important for a diagnosis of ADHD during the preschool years. Among parents, teachers and clinicians, positive endorsements from all three informants, parent/teacher or parent/clinician appear to have prognostic value. Clinicians’ ratings of preschoolers’ inattention, impulsivity and hyperactivity are valid sources of information for predicting ADHD diagnosis and severity over time.     

Relationships of children's grade in school,sex, and social class to teachers' ratings on the behavior problem checklist

The present study investigated the relationships of children's grade in school, sex, and social class to teachers' ratings on the Behavior Problem Checklist (BPCL). The sample consisted of 1,999 white children from kindergarten through fifth grade who were in regular classes. Three conclusions may be drawn from the study. The first is that grade and the interactions of grade with sex and social class are determinants of scores on the BPCL, but that no particular trends are characteristic of the relationships between these and the dependent variables. The second is that sex and social class are also determinants of scores on the BPCL, with boys and children from the lower social classes having more problems and girls and children from the higher social classes having fewer problems. The third is that the differences between schools and between teachers are responsible for more of the variance on the BPCL than grade, sex, and social class.For permission and assistance in obtaining the sample, the authors gratefully acknowledge John Bowser, superintendent of the Alief Independent School District, Alief, Texas. The authors thank Dorothy Schreiner, secretary-to-the-superintendent, and the following school principals and their teachers for their valuable cooperation: Betty A. Bennett, Jane E. Hunt, Bertha Jamison, James Keel, and James R. Woodfin. Appreciation is also expressed to Richard M. Patterson and James J. Wilmoth who generously offered their advice concerning the data analysis.     

Kindergarten children's emotion competence as a predictor of their academic competence in first grade

This study examined the relation between emotion competence and academic competence and three potential mediators of this relation. In kindergarten, 193 children from elementary schools serving urban, minority, and low income students participated in an emotion competence assessment, and 142 of these children completed a follow-up assessment in first grade. The relation between teacher ratings of emotion regulation and academic competence was primarily indirect through the effect of emotion regulation on teacher ratings of attention. Peer acceptance and teacher closeness did not mediate the relations between emotion competence and academic competence. Results highlight the potential benefits of early emotion-centered prevention programs and the need to identify children with attention problems as early as possible to prevent academic difficulties.