Psychometric properties of the caregiver-teacher report form in a sample of Norwegian preschool children

Stensen, Kenneth; Jozefiak, Thomas; Lydersen, Stian

doi:10.1080/08039488.2022.2027519

Cited by 5 publications

(5 citation statements)

References 27 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…This study is limited by its reliance on teacher report as a sole indicator of internalizing symptomatology and social competence, unsubstantiated by behavioral observation or self-report data. Even so, internalizing behaviors are particularly challenging to detect, increasing the likelihood of underreporting (Stensen et al, 2022) or conflating these behaviors with autism-related symptoms (Pandolfi et al, 2014) when measured by teacher or parent report. To ensure accurate classification, future research that examines internalizing behaviors in autistic students should include student self-report and parent report alongside behavioral observations.…”

Section: Discussionmentioning

confidence: 99%

“…Our sample showed a Time 1 α of 0.95 and an ω of 0.95 (95% CI [0.94, 0.97]). Research finds teachers more likely to underreport the presence of internalizing behaviors compared to self-report measures as the internally focused symptoms are often difficult to detect; as such, these instruments tend to have high specificity in terms of identifying children in the nonclinical range, with mixed sensitivity in terms of identifying children with clinically significant symptomatology (Stensen et al, 2022).…”

Section: Methodsmentioning

confidence: 99%

See 1 more Smart Citation

Longitudinal associations between internalizing behaviors and social skills for autistic students during the early school years.

Pereira¹,

Hamsho²,

Susilo³

et al. 2024

School Psychology

View full text Add to dashboard Cite

Autistic students experience greater social difficulties and heightened internalizing behaviors (e.g., anxiety, depression, withdrawal) relative to their nonautistic peers, yet little is known about how these domains influence one another over time. This 1.5-year longitudinal study analyzed the associations between teacherreported social skills and internalizing behaviors across three time points for 177 autistic students aged 4-7 years. Cross-lagged panel analyses indicated an association between earlier internalizing behaviors and later social skills for autistic students, whereby lower internalizing behaviors predicted greater growth in social skills from one school year to the next. These changes in social skills followed children across multiple teachers and classroom contexts. The opposite cross-lagged path was not supported as early social skills did not predict changes in internalizing behaviors over time. Internalizing behaviors showed similar associations with later social skills for autistic students regardless of cognitive ability, for those in general and special education classrooms, and for those whose teachers did and did not have autism-specific training. Findings suggest that promoting students' early emotional well-being and targeting internalizing behaviors may indirectly enable social development over time. Impact and ImplicationsThis study examined developmental cascades of young autistic students' social skills and internalizing behaviors (e.g., anxiety, depression, withdrawal) across the early school years. Those with higher internalizing behaviors early in elementary school showed attenuated growth in social skills over 1.5 years relative to children who had fewer early internalizing behaviors. These findings can aid school psychologists efforts to intentionally support young autistic students social-emotional transition to formal schooling.

show abstract

Section: Discussionmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Longitudinal associations between internalizing behaviors and social skills for autistic students during the early school years.

Pereira¹,

Hamsho²,

Susilo³

et al. 2024

School Psychology

View full text Add to dashboard Cite

show abstract

“…Score reliability was estimated from the CFA, using both Cronbach's alpha (α) [36] and McDonald's omega (ω) [37], expecting coefficients above 0.70 as a threshold for both coefficients [38]. Both approaches are estimates of internal consistency; however, the infrequently reported McDonald's ω may be regarded as a better option as it is less restrictive than Cronbach's α in allowing the means and variances of true scores, as well as the error variance, to vary [24,39]. Furthermore, the assumption of tau-equivalence (i.e.…”

Section: Discussionmentioning

confidence: 99%

“…It is important to understand what factors influence parent activation, and how to target these factors to develop and deliver more helpful interventions [23]. Moreover, to ensure the appropriateness of the P-PAM, it is important to validate the questionnaire for its intended population, as the prevalence and informant perception of mental health problems may vary across cultures and groups [24]. Thus, further research is vital to explore the relevance of the P-PAM in parents of children with ADHD, and to assess the psychometric properties of the P-PAM among parents on behalf of their child.…”

Section: Introductionmentioning

confidence: 99%

Factor structure and internal consistency of the parent patient activation measure (P-PAM) in parents of children with ADHD in Norwegian paediatric mental health

et al. 2023

View full text Add to dashboard Cite

Background This study aimed to explore the internal consistency and factor validity of the 13-item self-report questionnaire Parent-Patient Activation Measure (P-PAM) in a sample of parents of children with Attention-deficit/hyperactivity disorder. Methods In a cross-sectional study, 239 parents were recruited from four outpatient clinics of the Child and Adolescent Mental Health Services and completed the P-PAM along with demographic variables. The factor structure of the P-PAM was examined through exploratory factor analysis, and internal consistency was estimated with the use of both Cronbach’s alpha and McDonald’s omega. A confirmatory factor analysis was used to estimate and test individual parameters. Results The fit indices suggest an acceptable two-factor model of P-PAM and show high internal consistency and reliability for both factors, indicating that the scale measures two concepts. Conclusions Our findings provide evidence for an acceptable factor structure and a high reliability of P-PAM as a measure of parent activation, suggesting that the theoretical factors reflect the construct of parent activation as intuitively compiled into an inner cognitive factor and an outer behavioral factor, which are related.

show abstract

“…Due to this development, both Cronbach's alpha (α) and McDonald's omega (ω) with 95% confidence interval, (CI) were calculated for all constructs. McDonald's ω is argued to have better and more realistic data assumptions [35]. Both resulted in satisfactory results, within the range of 0.7 and 0.9 [36].…”

Section: Reliabilitymentioning

confidence: 97%

International Perspectives on the Dynamics of Pre-Service Early Childhood Teachers’ Digital Competences

Madsen,

O’Connor,

Janeš

et al. 2023

Education Sciences

View full text Add to dashboard Cite

Researchers and society in general seem to be conflicted regarding the use of digital technology in early childhood education (ECE). Some are focusing on the positive aspects of using digital technology, while others are critical and position it as an enemy of early childhood practice. It has been argued that digital technology is not appropriate for young children’s cognitive, physical, social and emotional development. Nevertheless, supporting and developing young children’s beginning digital competence is implemented in curricula and teacher education globally. The need for teachers’ professional digital competence (PDC) is increasing according to the development and increased use of digital technology in society as a whole, including in the field of education. The field of research has, to a large extent, been focused on primary and secondary education, and there is a lack of research on PDC in ECE. To gain insight into the dynamics of PDC in ECE, we investigated a range of ECE contexts by including different international perspectives in a comparative study of pre-service early childhood (EC) teachers transitioning to being in-service teachers. The survey was conducted in eight different nations (Norway, Slovenia, Portugal, Poland, Turkey, Ukraine, England and Jordan) and resulted in 772 responses from pre-service teachers in the last year of their education. The paper discusses these international perspectives, considering the differences found between nations. It also investigates the dynamics of PDC, understood in this article as comprising attitudes, skills and knowledge. Following this, it also investigates how these dynamics are affecting the pre-service teachers’ expectations related to their future application of digital tools as teachers to be. The results indicate large differences between nations for both single items and multi-item scales. At the same time, the dynamics of digital practices across nations reveal that attitudes, digital skills and knowledge are statistically strong predictors of pre-service teachers’ future use of educational digital technology (EDT). This indicates both similarities and differences across nations and could serve as insight regarding the development of teacher programmes and the importance of including all aspects when developing pre-service teachers’ PDC. This article, due to its limitation, will not elaborate in depth on contextual differences, and further qualitative research is needed to understand the complexity related to educational culture and practice.

show abstract

Psychometric properties of the caregiver-teacher report form in a sample of Norwegian preschool children

Cited by 5 publications

References 27 publications

Longitudinal associations between internalizing behaviors and social skills for autistic students during the early school years.

Longitudinal associations between internalizing behaviors and social skills for autistic students during the early school years.

Factor structure and internal consistency of the parent patient activation measure (P-PAM) in parents of children with ADHD in Norwegian paediatric mental health

International Perspectives on the Dynamics of Pre-Service Early Childhood Teachers’ Digital Competences

Contact Info

Product

Resources

About