Child and Informant Influences on Behavioral Ratings of Preschool Children

Autor/inn/en	Phillips, Beth M.; Lonigan, Christopher J.
Titel	Child and Informant Influences on Behavioral Ratings of Preschool Children
Quelle	In: Psychology in the Schools, 47 (2010) 4, S.374-390 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-3085
DOI	10.1002/pits.20476
Schlagwörter	Behavior Problems; Child Behavior; Rating Scales; Preschool Children; Comparative Analysis; Low Income Groups; Middle Class; Scores; Parent Attitudes; Teacher Attitudes; Prosocial Behavior; Social Attitudes; Interaction; Socioeconomic Influences; Ethnicity; Social Bias; Hyperactivity; Emotional Problems; Attention Deficit Disorders; Conners Teacher Rating Scale + Suchen Sie Ihr Suchwort? Rating-Skala; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Mittelschicht; Elternverhalten; Lehrerverhalten; Social attidude; Soziale Einstellung; Interaktion; Sozioökonomischer Faktor; Ethnizität; Hyperaktivität; Attention deficit hyperactivity disorder; ADHS; Aufmerksamkeits-Defizit-Hyperaktivitäts-Störung; Aufmerksamkeitsstörung
Abstract	This study investigated relationships among teacher, parent, and observer behavioral ratings of 3- and 4-year-old children using intra-class correlations and analysis of variance. Comparisons within and across children from middle-income (MI; N = 166; mean age = 54.25 months, standard deviation [SD] = 8.74) and low-income (LI; N = 199; mean age = 51.21 months, SD = 7.22) backgrounds revealed significant agreement between the raters but also considerable differences in both ranking and absolute scores between raters. Teachers and parents consistently rated children from LI classrooms as having more behavioral problems and fewer prosocial behaviors. Results are conceptualized with respect to how differential expectations, comparison groups, and types of interaction with children can affect the evaluation of child behavior. Results point to the need for multiple sources of evaluation when assessing children for behavioral difficulties, particularly children from lower income backgrounds. (Contains 3 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10