Integrative Consensus: A Systematic Approach to Integrating Comprehensive Assessment Data for Young Children with Behavior Problems

Autor/inn/en	Shernoff, Elisa S.; Hill, Carri; Danis, Barbara; Leventhal, Bennett L.; Wakschlag, Lauren S.
Titel	Integrative Consensus: A Systematic Approach to Integrating Comprehensive Assessment Data for Young Children with Behavior Problems
Quelle	In: Infants and Young Children, 27 (2014) 2, S.92-110 (19 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0896-3746
DOI	10.1097/IYC.0000000000000008
Schlagwörter	Behavior Problems; Evaluation Methods; Parent Role; Teacher Role; At Risk Persons; Emotional Problems; Developmentally Appropriate Practices; Mothers; Low Income Groups; Preschool Teachers; Preschool Children; Comparative Analysis; Referral; Predictor Variables; Rating Scales; Interpersonal Competence; Disability Identification; Parent Attitudes; Teacher Attitudes; Holistic Approach + Suchen Sie Ihr Suchwort? Parental role; Elternrolle; Lehrerrolle; Risikogruppe; Entwicklungsbezogene Bildung; Mother; Mutter; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Pre-school age; Preschool age; Child; Children; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Prädiktor; Rating-Skala; Interpersonale Kompetenz; Elternverhalten; Lehrerverhalten; Holistischer Ansatz
Abstract	Comprehensive assessments that include parents and teachers are essential when assessing young children vulnerable to emotional and behavioral problems given the multiple systems and contexts that influence and support optimal development (U. Bronfenbrenner & P. A. Morris, 2006; M. J. Guralnick, 2011). However, more data complicate clinical and educational decision making given the challenge of integrating comprehensive data. We report on initial efforts to develop and apply Integrative Consensus procedures designed to synthesize comprehensive assessment data using developmentally informed guidelines. Mother-teacher dyads (N = 295) reported on disruptive behavior in a sample of 295 low-income 3- to 5-year-olds; one-third referred for disruptive behaviors, one-third nonreferred with behavioral concerns, and one-third nonreferred. Two clinicians trained in Integrative Consensus procedures independently applied the framework, with findings highlighting that children identified as disruptive by Integrative Consensus ratings plus mother or teacher ratings significantly predicted behavior problems and impaired social skills. Children identified as disruptive via Integrative Consensus were 4 times more likely to be rated as impaired by their mother at follow-up than by mother or teacher report. Reliability estimates were high (? = 0.84), suggesting that the method has promise for identifying young children with behavior problems while systematically integrating comprehensive data. (As Provided).
Anmerkungen	Lippincott Williams & Wilkins. Available from: Wolters Kluwer. 351 West Camden Street, Baltimore, MD 21201. Tel: 800-638-3030; e-mail: MR-WKCustomerSupport@wolterskluwer.com; Web site: http://www.lww.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01