Multiple Informant Agreement of Child, Parent, and Teacher Ratings of Child Anxiety within Community Samples

Miller, Lynn D.; Martinez, Yvonne; Shumka, Ellen; Baker, Heather

doi:10.1177/070674371405900107

Cited by 55 publications

(39 citation statements)

References 16 publications

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“…Our results are consistent with previous studies that suggested teachers have only modest sensitivity to children's internalizing symptoms, where teachers have been prompted with standardized scales (Achenbach, McConaughy, & Howell, ; Miller, Martinez, Shumka, & Baker, ), or hypothetical vignettes (Loades & Mastroyannopoulou, ). Additionally, by asking teachers to rate all their pupils, we were able to establish that the children teachers perceived as experiencing the lowest levels of anxiety did indeed report fewer symptoms than their peers, whereas children perceived to be in the middle range reported similar levels of symptoms to those thought to be the most anxious.…”

Section: Discussionsupporting

confidence: 91%

Teachers’ recognition of anxiety and somatic symptoms in their pupils

Neil

Smith

2017

Psychology in the Schools

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Anxiety and somatic symptoms in children are common and debilitating, yet frequently go unidentified and untreated. This study investigated whether teachers can recognize children's anxiety and somatic symptoms, and how they identify children they perceive to be anxious or somatizing. A sample of 1,346 7-to 11-year-old children, their 51 class teachers, and 144 parents took part in the study. Data on children's anxiety and somatic symptoms were collected using standardized scales and simple 1-5 teacher rating scales. Teachers were also asked to identify children they perceived to have "debilitating" levels of anxiety and (separately) somatic symptoms and to provide brief qualitative descriptions to explain their choices. Small but significant positive associations were found between teachers' and children's reports of anxiety and somatic symptoms. Identified children reported similar levels of anxiety than children not identified, but significantly greater levels of somatic symptoms, although the size of this difference was modest. Teachers commonly described crying and avoidance as signs of anxiety. Findings suggest that teachers show limited sensitivity to the variation in pupils' levels of anxiety and somatic symptoms, and may struggle to identify children who may benefit from interventions or extra support in these domains.

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Section: Discussionsupporting

confidence: 91%

Teachers’ recognition of anxiety and somatic symptoms in their pupils

Neil

Smith

2017

Psychology in the Schools

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“…It has however to be pointed out that the observed relation between anxiety and the other constructs of interest was limited to the measure of general anxiety, and more precisely to the teachers' proxy report of children's anxiety. This pattern of results is consistent with previous studies, in which the agreement between children's self-reports and the proxy reports of general anxiety from either parents' (e.g., [78,114]) or teachers' (e.g., [7,78]) was commonly quite low (see the recent metaanalysis by [22]). Teachers' capacity to detect the anxiety symptoms, when present, was repeatedly demonstrated (e.g., [58,68,79,101]), and the discrepancy with children's self-ratings was hypothesized to depend on the children's difficulty to appraise a multifaceted and complex construct such as general anxiety is.…”

Section: Independent Effects Of Cognitive and Affective Components Onsupporting

confidence: 91%

The interplay between affective and cognitive factors in shaping early proficiency in mathematics

Cargnelutti

Tomasetto

Passolunghi

2017

Trends in Neuroscience and Education

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Performing math tasks is a complex process that requires the recruitment of many cognitive and affective factors. Research on the interplay between cognitive and affective factors associated with math ability is surprisingly scarce in primary school children. In the present study, we examined the contribution of both general and mathspecific anxiety to math performance in a large sample of second-grade schoolchildren, and also their relation with different measures of both domain-general (i.e., spatial and verbal working memory, intelligence) and domain-specific cognitive correlates of math ability (i.e., different skills tapping the approximate number system, ANS). Results revealed a negative relation between general anxiety (but not math anxiety) and math performance, beyond the contribution of the cognitive abilities. Importantly, specific components of both verbal working memory (i.e., digit span) and ANS (i.e., approximate addition) mediated the relation between general anxiety and math performance. The educational implications of these findings are discussed.

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“…Though the ADIS/ASA incorporates clinical judgment, clinicians were constrained in their judgments to information provided by the parent in this study. Self and teacher reports of internalizing symptoms, like anxiety, often differ in youth with (Blakeley-Smith, Reaven, Ridge, & Hepburn, 2012;Kaat & Lecavalier, 2015) and without ASD (Miller, Martinez, Shumka, & Baker, 2014), and these differences in perspective may provide important, complementary insights regarding the expression and pervasiveness of a child's symptoms (De Los Reyes & Kazdin, 2005). Future studies should examine differences in the prevalence of symptoms based on parent, child and composite (diagnoses endorsed by parent or child) reports and also what mental age and verbal abilities may be required for various child and parent report measures to be useful.…”

Section: Limitationsmentioning

confidence: 99%

Clinically Significant Anxiety in Children with Autism Spectrum Disorder and Varied Intellectual Functioning

Kerns

Winder-Patel

Iosif

et al. 2020

Journal of Clinical Child & Adolescent Psychology

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Objective: To evaluate how distinct presentations of anxiety symptoms and intellectual impairment influence the measurement and estimated rate of clinically significant anxiety in autism spectrum disorder (ASD). Method: The sample included 75 children (ages 9-13 years) with ASD and varied IQ and 52 typically developing (TD) controls and parents. Parents completed anxiety symptom scales and a diagnostic interview, designed to (1) differentiate anxiety and ASD and (2) examine DSMspecified and unspecified ("distinct") anxiety presentations in each child, including fears of change, special interests, idiosyncratic stimuli and social confusion rather than evaluation. Children completed standard intellectual and ASD diagnostic assessments. Results: 69% of those with ASD had clinically-significant anxiety, including 21% DSM-specified anxiety disorders, 17% distinct anxiety, and 31% both. Only 8% of TD children had clinicallysignificant anxiety, all DSM-specified. DSM-specified anxiety disorders in children with ASD and intellectual impairment (IQ<70) were predominantly specific phobias. DSM-specified anxiety other than specific phobia was significantly less common in children with, versus without, intellectual impairment; this was not the case for distinct anxiety. The sensitivities of anxiety scales were moderate to poor, particularly in cases with intellectual impairment. Conclusions: ASD is associated with more frequent and varied presentations of clinical anxiety, which may align with and differ from the specified anxiety disorders of the DSM. Standard parent report anxiety scales have reduced sensitivity to detect clinical anxiety in ASD, particularly in children with intellectual impairment. "This summer [1937] we brought him to a playground slide and on the first afternoon when the other children were sliding on it he would not get about it, and when we put him up to slide down it he seemed horrorstruck. The next morning when nobody was present, however, he walked out, climbed the ladder, and slid down and he has slid on it frequently since, but slides only when no other child is present to join him in sliding." Case 1, "Donald" "He frets when the bread is put in the oven to be made into toast, and is afraid it will get burned and be hurt. He is upset when the sun sets. He is upset because the moon does not always appear in the sky at night." Case 8, "Alfred"

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Multiple Informant Agreement of Child, Parent, and Teacher Ratings of Child Anxiety within Community Samples

Abstract: Correlations between parent and teacher with child ratings were poor over 3 time points, and significant differences were found for sex and grade. Research is needed to understand reasons for poor concordance between parent, child, and teacher ratings of anxiety for all children.

Cited by 55 publications

References 16 publications

Teachers’ recognition of anxiety and somatic symptoms in their pupils

Teachers’ recognition of anxiety and somatic symptoms in their pupils

The interplay between affective and cognitive factors in shaping early proficiency in mathematics

Clinically Significant Anxiety in Children with Autism Spectrum Disorder and Varied Intellectual Functioning

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