Measuring the Relationship Between Parent, Teacher, and Student Problem Behavior Reports and Academic Achievement: Implications for School Counselors

Abstract

This study investigates the relationship between academic achievement and reports of student problem behavior from teachers, parents, and child self-reports. Participants included 108 teachers, 113 parents/caregivers, and 129 students from an urban school in the Northeast region of the United States. Results suggest parent and child reports were closely related on identification of problem behaviors. The authors discuss implications for how school counselors can utilize multiple informants.

Interprofessional partnerships involving school counsellors for children with special needs: a broad based systematic review using the PRISMA framework

“…What was detailed however in some conceptual and data driven articles was that the collaboration was successful because of mutual goals, communication, and respect. This finding is consistent with the current literature which states that effective partnerships are built on common goals, collaboration, valuing each partner’s expertise, and sharing knowledge (Johnson and Hannon, ; McCormack et al ., ).…”

Adverse childhood experiences as context for youth assessment and diagnosis

“…In terms of sex, female identified children were more likely to have depression and anxiety, and male identified children were more likely to have behavioral problems. These findings are aligned with the literature on sex and mental and behavioral health conditions, in that females are often identified as more depressed and anxious (McLean et al, 2011) and males are often identified as having more behavioral problems (Johnson & Hannon, 2014;Messer et al, 2006). The findings also highlight perhaps a shift and increase in parent and guardian understanding and acknowledgement of mental and behavioral health issues in childhood (Cormier et al, 2020), hence more ''indication'' on the NCHS survey of mental and behavioral health issues among their children.…”

“…During early childhood (i.e., 0-5 years of age), there are limited measures available to assess mental health, the child typically does not have the language skills to contribute to the conversation about what they are experiencing, parents may also struggle to express their concerns, and observation by a teacher may not be available (Egger & Emde, 2011;Hoffman et al, 2016). For school-aged children (i.e., 6 −11 years of age), there are more measures available to assess mental and behavioral health, but challenges with cultural relevancy and conflict between parent-child-teacher report can also complicate the assessment at this developmental stage (Johnson & Hannon, 2014;Paniagua, 2013). Adolescents (i.e., 12-17 years of age) have similar complications as school aged children with assessment; however, other issues such as lack of engagement with the healthcare system, and under-and-over-diagnosis, are all noted as difficulties when assessing adolescents for mental and behavioral health problems (Merten et al, 2017;Moore, 2018).…”

Are We Spinning Our Wheels? The Impact of PBIS, Counseling, and Mentoring on the Behavior and Achievement of Elementary Age African American Males

“…Rose and Steen (2014) suggested that school-based counseling programs have great potential of reaching large numbers of students. Johnson and Hannon (2014) asserted that school counselors investigate behavior and academic challenges for at-risk student populations. School counselors seek to eliminate obstacles to student success by investigating the causes of counseling referrals for disciplinary infractions for disruptive behaviors.…”