Assessment of Child Problem Behaviors by Multiple Informants: A Longitudinal Study from Preschool to School Entry

Autor/inn/en	Kerr, David C. R.; Lunkenheimer, Erika S.; Olson, Sheryl L.
Titel	Assessment of Child Problem Behaviors by Multiple Informants: A Longitudinal Study from Preschool to School Entry
Quelle	In: Journal of Child Psychology and Psychiatry, 48 (2007) 10, S.967-975 (9 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-9630
DOI	10.1111/j.1469-7610.2007.01776.x
Schlagwörter	Check Lists; Behavior Problems; Mothers; Fathers; Predictive Validity; Child Behavior; Examiners; Data Analysis; Longitudinal Studies; Preschool Education; Evaluation Methods; Child Behavior Checklist + Suchen Sie Ihr Suchwort? Checkliste; Mother; Mutter; Examiner; Prüfer; Auswertung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Pre-school education; Vorschulerziehung
Abstract	Background: Children's early problem behavior that manifests in multiple contexts is often more serious and stable. The concurrent and predictive validity of ratings of externalizing and internalizing by four informants was examined at preschool and early school age in an at-risk sample. Methods: Two hundred forty children were assessed by mothers and fathers (Child Behavior Checklist (CBCL)), and teachers and laboratory examiners (Teacher Report Form (TRF)) at ages 3 and 5 years. Results: All informants' ratings of externalizing converged on a common factor at ages 3 and 5 that showed strong stability over time (beta = 0.80). All informants' age 3 externalizing ratings significantly predicted the problem factor at age 5; mothers', fathers', and teachers' ratings were independently predictive. Ratings of internalizing (except by examiners at age 3) also converged at both ages; the problem factor showed medium stability (beta = 0.39) over time. Only fathers' ratings of age 3 internalizing predicted the age 5 problem factor. Conclusions: Findings support the value of multi-informant assessment, uphold calls to include fathers in childhood research, and suggest that examiners provide valid, though non-unique assessment data. Examiner contributions may prove useful in many research contexts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10