Parent-teacher agreement on children’s externalizing behaviors: Results from a community sample of Portuguese elementary-school children

Santos, Gilda; Farrington, David P.; Agra, Cândido da; Cardoso, Carla

doi:10.1016/j.childyouth.2020.104809

Cited by 8 publications

(8 citation statements)

References 54 publications

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“…Our study showed that the teacher-parent agreement on scale scores for the same child was low to moderate, which is in line with most other studies [ 1 , 3 , 14 ]. The discrepancy between teacher and parent reports might be due to different observation contexts.…”

Section: Discussionsupporting

confidence: 92%

“…The discrepancy between teacher and parent reports might be due to different observation contexts. Indeed, children’s behavior may vary in the home and at school, which may give rise to a lack of consistency in many cases [ 3 ]. Another possible explanation for the discrepancy in reports might be that parents and teachers have different emotional relationships with children and different expectations of their behavior [ 36 ].…”

Section: Discussionmentioning

confidence: 99%

“…Equally important, as noted by De Los Reyes, parents and teachers may have different “decision thresholds” for considering a child’s behavior as problematic or deviant [ 10 ]. As suggested by some studies, one reason for the lower frequency of teacher reports of EBPs may be that teachers are more familiar with age-appropriate behaviors, and therefore more tolerant towards certain behavioral problems than parents [ 3 , 4 ]. Lower ratings might also be due to the fact that teachers look after a larger number of children, which may make it difficult for them to discern individual children’s problems.…”

Section: Discussionmentioning

confidence: 99%

“…Teachers are important because children spend a significant number of hours in school, thus teachers have ample time and opportunity to observe students’ behavior in a structured environment that is different from their home setting, and make comparisons among children of similar ages [ 2 ]. Because teachers can usually be reached relatively easily, their ratings of children’s behavioral problems are often used [ 3 ]. Although frequently used worldwide, teacher reports are still sparse in the low-and-middle-income countries (LMIC), and even more sparse when it comes to comparing teacher reports to parent reports.…”

Section: Introductionmentioning

confidence: 99%

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Teacher reports of emotional and behavioral problems in Nepali schoolchildren: to what extent do they agree with parent reports?

Mahat²,

Brøndbo

et al. 2022

BMC Psychiatry

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Background Teacher reports of child emotional and behavioral problems (EBPs) are sparse in many low- and middle-income countries, especially when compared to reports from parents. Cross-informant information is pivotal to clinicians when dealing with mentally ill children. In this study from Nepal, we examined teacher reports of child EBPs, the agreement between teacher and parent reports, and how this agreement varied by type of EBP and child gender. Methods This cross-sectional, observational study included 3808 schoolchildren aged 6–18 years from 16 districts of Nepal. Teacher and parent reports of EBPs were measured by the Nepali versions of the Teacher Report Form (TRF) and the Child Behavior Checklist (CBCL), respectively. Linear mixed model analysis was used for group comparisons and intraclass correlations. Agreement between TRF and CBCL scale scores were analyzed using Pearson’s correlation coefficient. Results The prevalence of EBPs according to teacher reports was 15.4%, whereas the previous parent reported prevalence was 19.1%. Also, the mean TRF score was significantly lower than mean CBCL score for the 90 common items. Mean TRF scores for Total Problems, Externalizing Problems, and Internalizing Problems were 26.9 (standard deviation, SD 24.5), 6.1 (SD 7.2), and 7.9 (SD 7.3), respectively. Consistent with parent reports, mean TRF scores for Total Problems and Externalizing Problems were higher among boys than girls, whereas no significant gender differences were found for Internalizing Problems. Teacher-parent agreement was moderate (r = .38), and slightly higher for Externalizing Problems than for Internalizing Problems (r = .37 versus r = .34). Moderate to low correlations were found for all syndrome scales, with coefficients ranging from r = .26 (Social Problems) to r = .37 (Attention Problems). The effect of child gender on the teacher-parent agreement was significant for Internalizing Problems only, with a higher agreement for girls than for boys. Conclusion Nepali teachers reported fewer child EBPs than parents. Teacher-parent agreement was moderate and varied by type of EBP and child gender. Our findings underscore the importance of obtaining information on child EBPs from both parents and teachers when evaluating and treating children in low- and middle-income countries like Nepal.

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Section: Discussionsupporting

confidence: 92%

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Teacher reports of emotional and behavioral problems in Nepali schoolchildren: to what extent do they agree with parent reports?

Mahat²,

Brøndbo

et al. 2022

BMC Psychiatry

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“…Quanto aos fatores socioeconômicos, a literatura aponta a existência de associação entre o nível de escolaridade dos responsáveis e a renda familiar com a ocorrência de dificuldades emocionais e comportamentais em crianças (Pérez-Marfil et al, 2020;Merez, Tottenham, & Noble, 2018). Pesquisas atuais referem que crianças com baixo nível socioeconômico familiar obtiveram maiores escores para sintomas internalizantes e externalizantes (Pérez-Marfil et al, 2020;Boe et al, 2014;Bromberger et al, 2017;Mills-Koonce, Willoughby, Garret-Peters, Wagner, & Vernon-Feagans, 2016 (Santos, Farrington, Agra, & Cardoso, 2020). Nesse estudo, percebe-se que os responsáveis não classificaram a maior parte das crianças em nível Contextos Clínicos, v. 13, n. 1, jan./abr.…”

Section: Discussionunclassified

Associação de Sintomas Psicopatológicos entre Crianças e Responsáveis

Heinen

Sartoretto

Oliveira

2020

ctc

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Esse estudo teve como objetivo investigar a associação de sintomas psicopatológicos entre crianças e cuidadores. Este é um estudo quantitativo e transversal. Para a avaliação, utilizou-se o Child Behavior Checklist (CBCL/6-18) e o Adult Self-Report (ASR), inventários que avaliam aspectos clínicos e de funcionamento da criança e dos responsáveis, respectivamente. Participaram 70 adultos que preencheram ambos inventários. Os dados foram analisados no programa Statistical Package for Social Sciences (SPSS), versão 24.0. Os sintomas avaliados basearam-se nas variáveis dos inventários. Os resultados apresentam correlação positiva entre as sintomatologias ansiedade/depressão, isolamento/depressão, problemas somáticos, problemas internalizantes, problemas externalizantes e total de problemas entre responsáveis e crianças. Houve discrepância na classificação dos escores entre adultos e crianças nas variáveis ansiedade/depressão e total de problemas. Percebe-se que houve correlação positiva entre a presença de sintomatologia psicopatológica dos cuidadores e a existência dos mesmos sintomas nas crianças. Esses achados vão ao encontro de estudos que apontam a importância de estudar o componente familiar como fator de risco para o desenvolvimento de sintomas de transtornos mentais na infância. Frente a isso, torna-se necessário considerar os fatores de proteção e risco ao avaliar e planejar o tratamento para o público infanto-juvenil. Palavras-chave: avaliação de sintomas; psicopatologia; infância.

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Examining Conduct Problems in a Community Sample during Middle Childhood: The Role of Frontal EEG Asymmetry, Temperament, and Working Memory

Zerrouk,

Ann Bell

2024

Res Child Adolesc Psychopathol

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Previous literature shows that aspects of temperament, executive functioning, and EEG frontal asymmetry are related to externalizing behaviors in children. We examined whether frontal EEG asymmetry measured at age 6 would moderate the impact of negative affectivity, attentional control, and working memory at age 6 on conduct problems at age 9. Behavioral tasks were given to assess children’s attentional control and working memory. Parents completed questionnaires about their children’s negative affectivity and conduct problems. Results showed that greater negative affectivity reported at age 6 predicted for more conduct problems reported at age 9, regardless of EEG frontal asymmetry. Lower levels of attentional control and working memory at age 6 predicted for more conduct problems reported at age 9 when children also exhibited greater left EEG frontal asymmetry, which has been linked to approach motivation. These findings illustrate the importance of assessing multiple intrinsic factors, both independent and interactive, that contribute to children’s conduct problems.

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Parent-teacher agreement on children’s externalizing behaviors: Results from a community sample of Portuguese elementary-school children

Cited by 8 publications

References 54 publications

Teacher reports of emotional and behavioral problems in Nepali schoolchildren: to what extent do they agree with parent reports?

Teacher reports of emotional and behavioral problems in Nepali schoolchildren: to what extent do they agree with parent reports?

Associação de Sintomas Psicopatológicos entre Crianças e Responsáveis

Examining Conduct Problems in a Community Sample during Middle Childhood: The Role of Frontal EEG Asymmetry, Temperament, and Working Memory

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