Mother-Teacher Agreement on Preschoolers' Symptoms of ODD and CD: Does Context Matter?

Autor/inn/en	Strickland, Jennifer; Hopkins, Joyce; Keenan, Kate
Titel	Mother-Teacher Agreement on Preschoolers' Symptoms of ODD and CD: Does Context Matter?
Quelle	In: Journal of Abnormal Child Psychology, 40 (2012) 6, S.933-943 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0091-0627
DOI	10.1007/s10802-012-9622-y
Schlagwörter	Mothers; Behavior Disorders; Preschool Children; Parent Child Relationship; Interviews; Referral; Preschool Teachers; Symptoms (Individual Disorders); Parent Teacher Cooperation + Suchen Sie Ihr Suchwort? Mother; Mutter; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Interviewing; Interviewtechnik; Erzieher; Erzieherin; Kindergärtnerin; Psychiatrische Symptomatik; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung
Abstract	The aims of this study were to examine mother-teacher agreement on oppositional defiant disorder (ODD) and conduct disorder (CD) symptoms and diagnoses in preschool children; to determine if context is a source of disagreement; and to explore if sex, referral status, and age moderated agreement rates. Participants included 158 male and 139 female 3- to 5-year old preschool children, their mothers, and teachers. A structured interview, the Kiddie-Disruptive Behavior Disorder Schedule was used for maternal report and teachers completed the Early Childhood Inventory. Results indicated that mothers reported more symptoms and diagnoses of ODD and CD than teachers, and mother-teacher agreement on both ODD and CD symptoms and diagnoses was low. Level of mother-teacher agreement increased when reporting on behavior in the same context; however, the rates remain modest. Referral status increased the likelihood of mother and teacher agreement on several ODD and CD symptoms, as well as ODD and CD diagnosis. These data suggest that context plays a role in mother-teacher agreement in the assessment of young children's ODD and CD symptoms. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10