Agreement between parents and teachers on preschool children's behavior in a clinical sample with externalizing behavioral problems

Child Psychiatry and Human Development
Franziska Korsch, Franz Petermann

Abstract

An accurate interpretation of information obtained from multiple assessors is indispensible when complex diagnoses of behavioral problems in children need to be confirmed. The present study examined the similarity of parents and kindergarten teachers ratings on children's behavior in a sample of 160 preschool children (a clinical group including 80 children with externalizing behavioral problems and a matched control group including 80 children). Behavioral problems were assessed using the SDQ, and the DISYPS-II questionnaires for ADHD and conduct disorders. The results revealed low levels of parent-teacher agreement for their ratings on the children's behavior in both groups with the highest correlations in the non-clinical sample. Parent-teacher agreement did not differ significantly across the samples. Parent and teacher ratings correlated with the prevalence of externalizing disorders and were found to be almost independent of each other. The results highlight the importance of multiple informants and their independent influence within the diagnostic process.

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Citations

Nov 14, 2015·European Child & Adolescent Psychiatry·Sanne A A de LaatTanja G Vrijkotte
Jul 6, 2014·Child Psychiatry and Human Development·John V LavigneJoyce Hopkins
Jun 1, 2016·Frontiers in Psychology·Mónica López-VicenteJordi Sunyer
Feb 24, 2018·Journal of Attention Disorders·Birgit LevelinkDorothea M C B van Zeben-van de Aa
Jan 11, 2020·Praxis der Kinderpsychologie und Kinderpsychiatrie·Rieke Hoffer, Jürgen Bengel
Mar 8, 2021·European Child & Adolescent Psychiatry·Kristin Romvig OvergaardPål Zeiner

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