Title: Parent-teacher agreement on children's problems in 21 societies
year: 2014
Journal: J Clin Child Adolesc Psychol
Volume: 43
Issue: 4
Pages: 627-42
Epubdate: 03/05/2014
Alternate Journal: Journal of clinical child and adolescent psychology : the official journal for the Society of Clinical Child and Adolescent Psychology, American Psychological Association, Division 53
ISSN: 1537-4416
DOI: 10.1080/15374416.2014.900719
Accession Number: 24787452
Abstract: Parent-teacher cross-informant agreement, although usually modest, may provide important clinical information. Using data for 27,962 children from 21 societies, we asked the following: (a) Do parents report more problems than teachers, and does this vary by society, age, gender, or type of problem? (b) Does parent-teacher agreement vary across different problem scales or across societies? (c) How well do parents and teachers in different societies agree on problem item ratings? (d) How much do parent-teacher dyads in different societies vary in within-dyad agreement on problem items? (e) How well do parents and teachers in 21 societies agree on whether the child's problem level exceeds a deviance threshold? We used five methods to test agreement for Child Behavior Checklist (CBCL) and Teacher's Report Form (TRF) ratings. CBCL scores were higher than TRF scores on most scales, but the informant differences varied in magnitude across the societies studied. Cross-informant correlations for problem scale scores varied moderately across societies studied and were significantly higher for Externalizing than Internalizing problems. Parents and teachers tended to rate the same items as low, medium, or high, but within-dyad item agreement varied widely in every society studied. In all societies studied, both parental noncorroboration of teacher-reported deviance and teacher noncorroboration of parent-reported deviance were common. Our findings underscore the importance of obtaining information from parents and teachers when evaluating and treating children, highlight the need to use multiple methods of quantifying cross-informant agreement, and provide comprehensive baselines for patterns of parent-teacher agreement across 21 societies.
Notes: 1537-4424
Rescorla, Leslie A
Bochicchio,Lauren
Achenbach, Thomas M
Ivanova, Masha Y
Almqvist, Fredrik
Begovac, Ivan
Bilenberg, Niels
Bird, Hector
Dobrean, Anca
Erol, Nese
Fombonne, Eric
Fonseca, Antonio
Frigerio, Alessandra
Fung, Daniel S S
Lambert, Michael C
Leung, Patrick W L
Liu, Xianchen
Markovic, Ivica
Markovic, Jasminka
Minaei, Asghar
Ooi, Yoon Phaik
Roussos, Alexandra
Rudan, Vlasta
Simsek, Zeynep
van der Ende, Jan
Weintraub, Sheila
Wolanczyk, Tomasz
Woo, Bernardine
Weiss, Bahr
Weisz, John
Zukauskiene, Rita
Verhulst, Frank C
Journal Article
England
J Clin Child Adolesc Psychol. 2014
43(4):627-42. doi: 10.1080/15374416.2014.900719. Epub 2014 Apr 30.
URI: https://open-access.imh.com.sg/handle/123456789/4737
Authors Address: a Bryn Mawr College.
Translated author: NLM
Translated title: eng
Appears in Collections:2014

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