Ascertaining deviant behavior in children.

Novick, Jack; Rosenfeld, Eva; Bloch, Donald A.; Dawson, Dudley

doi:10.1037/h0023308

Cited by 46 publications

(6 citation statements)

References 21 publications

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“…Parental perceptions are usually crucial to the implementation of treatment and the evaluation of treatment outcomes. Parents have also been found to provide more complete descriptions of their children's behavior than teachers, observers, or clinicians (Novick, Rosenfeld, Bloch, & Dawson, 1966): In addition, clinician's judgments of child psychopathology are influenced more by parents' reports than by observations of children's behavior in clinical settings (McCoy, 1976).…”

mentioning

confidence: 99%

The teacher version of the Child Behavior Profile: I. Boys aged 6–11.

Edelbrock¹,

Achenbach²

1984

Journal of Consulting and Clinical Psychology

261

100

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This article reports the development and standardization of the teacher version of the Child Behavior Profile for boys aged 6-11. The teacher Profile is scored from the Teacher's Report Form (TRF), a behavior checklist designed to obtain teachers' reports of children's problem behavior, school performance, and adaptive functioning. Factor analysis of TRFs completed on 450 clinically referred boys yielded eight behavior problem syndromes labeled Anxious, Social Withdrawal, Unpopular, Self-Destructive, Obsessive-Compulsive, Inattentive, Nervous-Overactive, and Aggressive. The first two formed a second-order factor labeled Internalizing, whereas the last three formed a second^order factor labeled Externalizing. Norms have been constructed from a sample of 300 randomly selected nonreferred boys. Compared to normal boys, disturbed boys scored significantly higher on all behavior problem scales and significantly lower on teacher-reported school performance and adaptive functioning. One-week test-retest reliability averaged .89 for the behavior problem scales, whereas 2-and 4-month stability averaged .77 and .64, respectively. Computerand hand-scored versions of the new teacher Profile are described.This article reports the development of the teacher component of a behavioral assessment battery designed to serve diverse clinical, research, and training purposes pertaining to disturbed children. No informant-whether it is a parent, teacher, trained observer, clinician, or child-can provide a totally comprehensive and veridical picture of a child's behavior. Each type of informant embodies unique perspectives, qualifications, and biases. Our goal has therefore been to develop a set of assessment instruments that will capitalize on the descriptive and predictive power obtainable from each informant. Each component of this battery can stand by itself as an assessment tool, but the ultimate goal is a coordinated assessment package that will facilitate the construction of an integrated picture of a child's behavior.The components of this assessment battery are designed to tap a broad range of behavioral problems and adaptive competencies. Al-

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mentioning

confidence: 99%

The teacher version of the Child Behavior Profile: I. Boys aged 6–11.

Edelbrock¹,

Achenbach²

1984

Journal of Consulting and Clinical Psychology

261

100

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show abstract

“…mediante instrumentos basados en preguntas a los padres, con resultados muy variables. [16][17][18][19][20] La detección de muchos problemas de desarrollo en los consultorios pediátricos se hace principalmente gracias a la preocupación manifestada por los padres. Aquí también la variabilidad es muy grande; algunos trabajos muestran que la proporción de padres que expresan preocupación sobre algún aspecto del desarrollo de sus hijos es alta, del 90% 21 y otros que es de apenas un 5%.…”

Section: Discussionunclassified

Validación de un formulario para la detección de niños con alto riesgo de padecer trastornos del desarrollo. Cuestionario PRUNAPE pre-pesquisa

Lejarraga¹

2013

Arch Argent Pediat

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“…These hypothetical variables may play a particularly large role when raters are from different racial or socioeconomic backgrounds, offering further insight into the race differences observed in this study. Our inclination is to agree with Speer (1971), Novick, Rosenfeld, Block, andDawson (1966), andBecker (1960) that ratings by different adults might be treated as independent measures. This contention suggests that parents, teachers, and psychoeducational diagnosticians each have a unique contribution to make to the identification of children with special needs and the subsequent IEP planning and implementation of a child's program.…”

Section: Discussionmentioning

confidence: 99%

Do parents, teachers, and psychoeducational evaluators agree in their perceptions of the problems of black and white emotionally disturbed children?

Kaufman

Swan

Wood³

1980

Psychol. Schs.

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The aim was to examine the agreement among parents, teachers, psychologists, and educational diagnosticians in their perceptions of the problem behaviors of emotionally disturbed children. The sample of 194 emotionally disturbed boys and girls included 129 whites and 65 blacks. The use of measures of relationship showed that there was significantly greater consensus among the raters in perceptions of white than of black children; agreement was particularly poor between parents and teachers of black youngsters. The implications of these findings are discussed.The implementation of Public Law 94-142 requires that parents become dynamically involved in their children's educational programs; it also demands that children be assessed by multidisciplinary teams that will arrive at conclusions and program strategies jointly with parents. Of extreme current importance is knowledge regarding the degree to which the parents of handicapped youngsters agree with the judgment of school personnel regarding the nature and degree of their child's problems. Equally important are data showing the degree to which professionals from a variety of disciplines agree among themselves in their assessment of a handicapped child's problems.Numerous studies have produced evidence of similar factors in ratings of problem behaviors of children and adolescents. These factorial similarities are found consistently from study to study and also from rater to rater (Connersand others). However, when factor scores are obtained for groups, wide differences may exist in rating styles, thereby adding much error to analysis. Consequently, comparisons of factor scores between rater groups may obscure agreement on ratings for individual children.Relatively low interrelationships among the factor score ratings assigned an individual child by different raters have been the subject of some controversy. Quay, Sprague, Shulman, and Miller (1966), for example, correlated mothers' and fathers' ratings with teachers, ratings and obtained coefficients ranging from .32 to $41 on two of their factor scores. Becker (1960) obtained similar results, finding only a .34 correlation between factor score ratings of parents and teachers, as did Peterson, et al. (1961), who found parent vs. teacher correlations in the .24 to .41 range for three factors. Moderate

show abstract

Ascertaining deviant behavior in children.

Cited by 46 publications

References 21 publications

The teacher version of the Child Behavior Profile: I. Boys aged 6–11.

The teacher version of the Child Behavior Profile: I. Boys aged 6–11.

Validación de un formulario para la detección de niños con alto riesgo de padecer trastornos del desarrollo. Cuestionario PRUNAPE pre-pesquisa

Do parents, teachers, and psychoeducational evaluators agree in their perceptions of the problems of black and white emotionally disturbed children?

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