Peer‐ and self‐rated correlates of a teacher‐rated typology of child adjustment

Abstract

External correlates of a teacher-rated typology of child adjustment developed using the Behavior Assessment System for Children were examined. Participants included 377 elementary school children recruited from 26 classrooms in the southeastern United States. Multivariate analyses of variance and planned comparisons were used to determine whether the teacher-rated behavior subtypes could be differentiated and, if so, to create more complete descriptions of each cluster. Self-perceptions of academic, social, and emotional adjustment as well as peer perceptions of behavioral attributes and social status were found to provide convergent evidence for the typology. Divergent evidence emerged related to internalizing difficulties. Parallels between the teacherrated typology and peer-relations research were drawn. Most notably, peers rated Mildly Disruptive (MD) children as bullying and disruptive, consistent with teacher report. However, peers also rated MD children as "cool" and with high levels of social dominance and social control, consistent with recent reports of popular bullies.

Brief Report: Sociometric Status and Behavioral Characteristics of Peer Nominated Buddies for a Child with Autism

“…Consistent with the original RCP measure, participants were asked to pretend that they were assigning roles (i.e., 11 RCP items) for an upcoming class play and to nominate three classmates who fit each role (e.g., ''This person makes good grades, is smart, and usually knows the right answer;'' ''Smart'' item). The RCP procedure shows good reliability, concurrent validity, and predictive validity (e.g., Masten et al 1985;Gest et al 2006), including analysis of single items which are deemed reliable due to the use of multiple peer raters (Lindstrom et al 2007). As with the other peer nomination measures, RCP nominations were standardized within classroom and gender (i.e., M = 0; SD = 1).…”

Psychometrics and Cross-Cultural Comparisons of the Illustration-Based Assessment of Liability and Exposure to Substance Use and Antisocial Behavior© for Children

“…Also, participants were ages five to nine. Adding to these arduous testing circumstances, validity criteria consisted of adult ratings [3,4]. …”

“…These objectives require measuring overall risk and specific sources of risk in children and can be especially useful in family programs for selective/indicated prevention [2]. The best informants for many early manifestations of behavior problems, risk factors, and intervention outcomes are the children [3, 4]. However, obstructions to reliable, valid and pragmatic child report tools include ubiquitous features of extant assessments such as reading requirements, potential biases in interviews due to social desirability or child embarrassment and boredom with these tasks.…”

Analýza metodologických přístupů k výzkumu chování žáků ve školách: problematika neporovnatelnosti žákovského sebehodnocení

“…When using students as a data source on school misbehavior, we can also make students assess the behavior of their peers -peer-reports. Lindstrom, Lease, and Kamphaus (2007) state that peers provide unique information regarding child behavior when compared to adult raters (parents, teachers). They summarize that peers are very familiar with their classmates, interact with them in a greater number of settings, and have access to a wider array of exchanges than adults.…”