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Research on Child and Adolescent Psychopathology

Gepubliceerd in:

09-11-2023

Comparing the Predictive Utility of Parent and Teacher Reports of Externalizing Behaviors on Concurrent Academic Achievement in Preschool-Aged Children

Auteurs: Christopher DeCamp, Christopher J. Lonigan

Gepubliceerd in: Research on Child and Adolescent Psychopathology | Uitgave 5/2024

Abstract

Discrepancies between teacher and parent reports of children’s externalizing behaviors are well documented. However, less research has examined the associations these different ratings have with objective indicators of functioning in other domains. The goal of this study was to compare the strength of association of parent and teacher reports of externalizing behaviors with children’s early academic skills. The sample consisted of 695 children (376 boys, 318 girls, 1 unknown) who ranged between 48 months and 63 months of age (mean age = 55.05; SD = 3.63) at time of initial assessment. Children completed standardized measures of early academic skills; parents and teachers completed the Conners Rating Scale. Steiger’s Z tests were performed to compare the strength of associations between parent and teacher ratings on children’s early academic skills. Multi-level regressions examined the unique predictive variance each rater accounted for. Teacher ratings of inattentive and oppositional defiant behaviors had stronger associations with children’s early academic skills than did parent ratings for most measures of early academic skills, but there were no significant differences for ratings of hyperactive/impulsive behaviors. Multivariate analyses revealed that only teacher ratings of inattentive behaviors accounted for notable portions of unique variance in early academic skills. Children’s externalizing behaviors were related to their early academic skills. However, these results suggest that teachers contributed more unique variance, possibly due to their access to a normative reference group.

vorige artikel Does Anxiety Systematically Bias Estimates of Executive Functioning Deficits in Pediatric Attention-Deficit/Hyperactivity Disorder?

volgende artikel Assessing the Longitudinal Associations Between Decision-Making Processes and Attention Problems in Early Adolescence

Because multi-level regression models were used, b-weights (i.e., unstandardized regression parameters) are reported in the tables. Interpretation of b-weights are in the units of measurement of the variables (e.g., a one-unit increase in teacher CRS inattention scores results in a 3.35 raw score decrease in CMA-A scores).

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Titel: Comparing the Predictive Utility of Parent and Teacher Reports of Externalizing Behaviors on Concurrent Academic Achievement in Preschool-Aged Children
Auteurs: Christopher DeCamp
Christopher J. Lonigan
Publicatiedatum: 09-11-2023
Uitgeverij: Springer US
Gepubliceerd in: Research on Child and Adolescent Psychopathology / Uitgave 5/2024
Print ISSN: 2730-7166
Elektronisch ISSN: 2730-7174
DOI: https://doi.org/10.1007/s10802-023-01144-y

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