Impact of Children's Identified Disability Status on Parent and Teacher Behavior Ratings

Autor/inn/en	Schwehr, Ethan; Bocanegra, Joel O.; Kwon, Kyongboon; Sheridan, Susan M.
Titel	Impact of Children's Identified Disability Status on Parent and Teacher Behavior Ratings
Quelle	In: Contemporary School Psychology, 18 (2014) 2, S.133-142 (10 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2159-2020
DOI	10.1007/s40688-014-0014-x
Schlagwörter	Parent Attitudes; Disability Identification; Children; Stress Variables; Child Rearing; Early Childhood Education; Child Behavior; Teacher Attitudes; Behavior Rating Scales; Interpersonal Competence; Adjustment (to Environment); School Psychology; Kindergarten; Grade 1; Grade 2; Grade 3 + Suchen Sie Ihr Suchwort? Elternverhalten; Child; Kind; Kinder; Kindererziehung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Lehrerverhalten; Interpersonale Kompetenz; Schulpsychologie; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03
Abstract	This study was an examination of the possible influence of a child's pre-identified disability on parent and teacher behavior ratings and whether a child's disability status affected parent ratings, when controlling for parenting stress. The sample included 206 kindergarten through third grade students and their teachers and parents from a Midwestern town and surrounding area. The results indicated that a child's identified disability had a greater impact on parent ratings than teacher ratings of a child's behavior. Compared to parents of a child without a disability, parents of a child with an identified disability reported significantly higher levels of externalizing problems and significantly lower levels of adaptive and social skills. In contrast, the negative effect of a child's identified disability on teacher ratings was evident only in adaptive and social skills. Additionally, after controlling for parenting stress, a child's identified disability accounted for a small but significant proportion of the variance in parent ratings of child externalizing problems and social skills. The findings may inform school psychology practice regarding behavior assessment and case conceptualization. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10