Teachers' reports of the problem behavior of children in their classrooms

Psychological Reports
Nicole C Molins, James R Clopton

Abstract

Research examining teachers' judgments of children's behavior has typically used archival data, staged videos, or written vignettes describing children's behavior. The main advantage of using staged videos and written vignettes has been that those methodologies have led to well-controlled studies. The main disadvantage is that little is known about teachers' perceptions of the problems of children in their own classrooms. In the current study. 111 first-, second-, and third-grade teachers described children in their classrooms whose behavior concerned them. Teachers identified significantly more children with externalizing problems than internalizing problems and significantly more boys than girls as having problems that concerned them. However, when teachers identified children as having internalizing problems, they were just as likely to judge them as needing referral as children with externalizing problems. Similarly, when teachers judged children to have problems that concerned them, they were just as likely to judge girls as needing referral as boys.

References

Sep 1, 1993·Journal of Child Psychology and Psychiatry, and Allied Disciplines·P CohenE L Streuning
Jan 1, 1996·Journal of Child Psychology and Psychiatry, and Allied Disciplines·H R Bird
Oct 1, 1996·Journal of Abnormal Child Psychology·C StangerT M Achenbach

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Citations

Jan 20, 2006·Developmental Psychology·Gwen A Kenney-BensonHelen Patrick
Aug 25, 2015·Journal of the American Academy of Child and Adolescent Psychiatry·Irene PappaDorret I Boomsma
Apr 3, 2021·Journal of Child and Family Studies·Alexandrea L CraftKatie Newkirk

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