Influences on the Congruence between Parents' and Teachers' Ratings of Young Children's Social Skills and Problem Behaviors

Autor/inn/en	Dinnebeil, Laurie A.; Sawyer, Brook E.; Logan, Jessica; Dynia, Jaclyn M.; Cancio, Edward; Justice, Laura M.
Titel	Influences on the Congruence between Parents' and Teachers' Ratings of Young Children's Social Skills and Problem Behaviors
Quelle	In: Early Childhood Research Quarterly, 28 (2013) 1, S.144-152 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0885-2006
DOI	10.1016/j.ecresq.2012.03.001
Schlagwörter	Disabilities; Young Children; Influences; Congruence (Psychology); Interrater Reliability; Parent Attitudes; Teacher Attitudes; Child Behavior; Behavior Problems; Classroom Environment; Functional Behavioral Assessment; Hierarchical Linear Modeling; Interpersonal Competence; Behavior Rating Scales + Suchen Sie Ihr Suchwort? Handicap; Behinderung; Frühe Kindheit; Influence; Einfluss; Einflussfaktor; Congruence; Psychology; Kongruenz; Psychologie; Interrater-Reliabilität; Elternverhalten; Lehrerverhalten; Klassenklima; Unterrichtsklima; Interpersonale Kompetenz
Abstract	A comprehensive research base exists concerning the congruence between parents' and teachers' ratings of the behavior of typically developing young children. However, little research has been conducted regarding the degree to which parents' and teachers' behavioral ratings of young children with disabilities are congruent. Additionally, previous research has not always correctly proportioned the variance to that between and within classrooms. The purpose of this study was to examine congruence (using hierarchical linear modeling) at the classroom level, rather than the individual student-level, between parents' and teachers' ratings of young children's social skills and problem behaviors. We also examined the potential impact of selected family and child demographic variables, including disability, on this congruence. Consistent with other researchers, we found moderate levels of congruence for children's social skills (as framed by strengths-based statements) and low levels of congruence for problem behaviors (as described using deficit-based terminology). Parents' and teachers' congruence was higher when rating the social skills of young children with disabilities as compared to young children without disabilities. (Contains 1 figure and 3 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10