Teacher-Classified Peer Social Status: Preliminary Validation and Associations with Behavior Ratings

Andrade, Brendan F.; Waschbusch, Daniel A.; King, Sará; Thurston, Catherine; McNutt, Lisa; Terrio, Branka; Children, Northern Partners in Action for; Youth, Nova Scotia

doi:10.1177/073428290502300306

Cited by 24 publications

(36 citation statements)

References 42 publications

(40 reference statements)

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“…Although peer ratings are considered to be preferred measures of children's peer acceptance, there is support for the reliability and validity of teacher ratings of peer acceptance and considerable agreement among peers and teachers about children's social status (e.g., Andrade et al, 2005;Cole, 1990;Rudolph et al 1994;. Still, differences in the informants or measures used may contribute to discrepant findings.…”

Section: Discussionmentioning

confidence: 95%

Biased Self-Perceptions, Peer Rejection, and Aggression in Children

White

Kistner

2011

J Abnorm Child Psychol

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This study examined whether children's biased self-perceptions of peer acceptance are associated in a linear or curvilinear fashion with aggression, whether associations are moderated by peer rejection status, and whether associations apply uniquely to reactive aggression. Children in the 4th through 7th grades completed a self-report measure on their social functioning (SPPC; Harter 1982), and teachers reported on children's social functioning and aggression. Self-perceptual bias was operationalized as the standardized residual difference between children's self-perceptions and their teachers' perceptions of their peer acceptance. Rejected status moderated associations between biased self-perceptions and reactive aggression. Among non-rejected children, biased perceptions were not significantly associated with reactive aggression. In contrast, among peer-rejected children, reactive aggression was elevated in those who greatly underestimated as well as in those who even modestly overestimated their peer acceptance. This pattern was observed whether or not proactive aggression was statistically controlled. In contrast, biased self-perceptions were not associated with proactive aggression for rejected or nonrejected children. Implications are discussed with regard to future research and potential interventions for aggressive children.

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Section: Discussionmentioning

confidence: 95%

Biased Self-Perceptions, Peer Rejection, and Aggression in Children

White

Kistner

2011

J Abnorm Child Psychol

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“…Specifically, the peer impairment scale is a 6-point Likert rating (0 = “not at all” and 5 = “a great deal”) used to assess teachers’ views of the negative impact of the child’s behavioral difficulties on peer relationships (i.e., Do the child’s difficulties interfere with their peer relationships?). The validity and reliability of teacher ratings of peer behavior have been supported in a number of studies (Andrade, Waschbusch & King, 2005; Coie & Dodge, 1988; Ledingham et al, 1982). …”

Section: Methodsmentioning

confidence: 95%

Prosocial skills may be necessary for better peer functioning in children with symptoms of disruptive behavior disorders

Andrade

Browne

Tannock

2014

PeerJ

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Children with disruptive behavior disorders experience substantial social challenges; however, the factors that account for (i.e., mediate), or influence (i.e., moderate), peer problems are not well understood. This study tested whether symptoms of Oppositional Defiant Disorder and Conduct Disorder were associated with peer impairment and whether prosocial skills mediated or moderated these associations. Teacher ratings were gathered for 149 children (Mage = 9.09, SD = 1.71, 26% female) referred for behavioral concerns to an urban child psychiatry clinic. Path-analytic linear regressions testing mediation and moderation effects showed that prosocial skills significantly moderated the negative effects of symptoms of Conduct Disorder on peer impairment. Children showed less peer impairment only when they had relatively few conduct symptoms and high prosocial skills. Measurement of prosocial skills, in addition to conduct problems, may best capture factors which contribute to peer problems of children with disruptive behaviors.

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“…Alternative methods have been suggested to address these concerns, including (a) using only positive nomination procedures (Bell-Dolan, Foster, & Tishelman, 1989), (b) asking for negative behavioral nominations but not least-liked nominations (Merrell, 1993), and (c) using teacher report of child social status (Andrade et al, 2005;Connolly & Doyle, 1981;Dishion, 1990;Dishion, Andrews, & Crosby, 1995;French & Waas, 1985b;Ladd, 1983;Landau, Milich, & Whitten, 1984;Olson & Lifgren, 1988;Pekarik, Prinz, & Neale, 1976;Roff, Sells, & Golden, 1972;Wu, Hart, Draper, & Olsen, 2001).…”

Section: Community Standardsmentioning

confidence: 98%

“…Socially accepted children also demonstrate cooperative, helpful, considerate, and socially outgoing behaviors . Furthermore, socially accepted children adjust well to new social settings and consistently earn the positive regard of new peer groups (Andrade et al, 2005;Maedgen & Carlson, 2000;McFadyen-Ketchum & Dodge, 1998;Parkhurst & Asher, 1992;Schwartz, Dodge, Pettit, & Bates, 2000).…”

Section: Introductionmentioning

confidence: 98%