Swipe om te navigeren naar een ander artikel
The aims of this study were to examine mother-teacher agreement on oppositional defiant disorder (ODD) and conduct disorder (CD) symptoms and diagnoses in preschool children; to determine if context is a source of disagreement; and to explore if sex, referral status, and age moderated agreement rates. Participants included 158 male and 139 female 3- to 5-year old preschool children, their mothers, and teachers. A structured interview, the Kiddie-Disruptive Behavior Disorder Schedule was used for maternal report and teachers completed the Early Childhood Inventory. Results indicated that mothers reported more symptoms and diagnoses of ODD and CD than teachers, and mother-teacher agreement on both ODD and CD symptoms and diagnoses was low. Level of mother-teacher agreement increased when reporting on behavior in the same context; however, the rates remain modest. Referral status increased the likelihood of mother and teacher agreement on several ODD and CD symptoms, as well as ODD and CD diagnosis. These data suggest that context plays a role in mother-teacher agreement in the assessment of young children’s ODD and CD symptoms.
Log in om toegang te krijgen
Met onderstaand(e) abonnement(en) heeft u direct toegang:
Achenbach, T. M., & Rescorla, L. A. (2004). Empirically based assessment and taxonomy: Applications to infants and toddlers. In R. DelCarmen-Wiggins & A. Carter (Eds.), Handbook of infant, toddler, and preschool mental health assessment (pp. 161–182). New York: Oxford University Press, Inc.
American Psychiatric Association. (2000). Diagnostic and statistical manual of mental disorders (4th ed., text rev.). Washington, DC: Author. CrossRef
Cai, X., Kaiser, A. P., & Hancock, T. B. (2004). Parent and teacher agreement on child behavior checklist items in a sample of preschoolers from low-income and predominately African American families. Journal of Clinical Child and Adolescent Psychology, 33, 303–312. doi: 10.1207/s15374424jccp3302_12. PubMedCrossRef
deNijs, P. F., Ferdinand, R. F., Bruin, E. I., Dekker, M. C., van Duijn, C. M., & Verhulst, F. C. (2004). Attention-deficit/hyperactivity disorder (ADHD): parents’ judgment about school, teachers’ judgment about home. European Child & Adolescent Psychiatry, 13, 315–320. doi: 10.1007/s00787-004-0405-z. CrossRef
DSM-V ADHD and Disruptive Behavior Disorders Workgroup (2011). Oppositional defiance disorder initial literature review [Website posting]. Retrieved from: http://www.dsm5.org/ProposedRevision/Pages/proposedrevision.aspx?rid=106#.
Grietens, H., Onghena, P., Prinzie, P., Gadeyne, E., VanAssche, V., Ghesquiere, P., & Hellinckx, W. (2004). Comparison of mothers’, fathers’, and teachers’ reports on problem behavior in 5- to 6-year-old children. Journal of Psychopathology and Behavioral Assessment, 26, 137–145. doi: 10.1023/B:JOBA.0000013661.14995.59. CrossRef
Hinshaw, S. P., & Lee, S. S. (2003). Conduct and oppositional defiant disorders. In E. Mash & R. Barkley (Eds.), Child psychopathology (2nd ed., pp. 144–198). New York: The Guilford Press.
Keenan, K., Wakschlag, L. S., & Danis, B. (2001). Kiddie-disruptive behavior disorder schedule (version 1.1). Available at: email@example.com.
Keenan, K., Wakschlag, L. S., Danis, B., Hill, C., Humphries, M., Duax, J., & Donald, R. (2007). Further evidence of the reliability and validity of DSM-IV ODD and CD in Preschool Children. Journal of the American Academy of Child and Adolescent Psychiatry, 46, 457–468. doi: 10.1097/CHI.0b013e31803062d3. PubMedCrossRef
Kraemer, H. C., Measelle, J. R., Ablow, J. C., Essex, M. J., Boyce, W. T., & Kupfer, D. J. (2003). A new approach to integrating data from multiple informants in psychiatric assessment and research: mixing and matching contexts and perspectives. The American Journal of Psychiatry, 160, 1566–1577. doi: 10.1176/appi.ajp. 160.9.1566. PubMedCrossRef
Lavigne, J. V., Cicchetti, C., Gibbons, R. D., Binns, H. J., Larsen, L., & DeVito, C. (2001). Oppositional defiant disorder with onset in preschool years: longitudinal stability and pathways to other disorders. Journal of the American Academy of Child and Adolescent Psychiatry, 40, 1393–1400. doi: 10.1097/00004583-200112000-00009. PubMedCrossRef
National Center for Education Statistics, United States Department of Education, Institute of Education Sciences. (n.d.). Percentage of the population 3 to 34 years old enrolled in school, by sex, race/ethnicity, and age: Selected years, 1980 through 2008. Retrieved February 1, 2010, from http://nces.ed.gov/programs/digest/d09/tables/dt09_006.asp.
Orvaschel, H. (1995). Schedule for affective disorders and schizophrenia for school-aged children—epidemiologic version 5 (K-SADS-E). Ft. Lauderdale: Nova Southeastern University, Center for Psychological Studies.
Phares, V., Compas, B. E., & Howell, D. C. (1989). Perspectives on child behavior problems: comparisons of children’s self reports with parent and teacher reports. Psychological Assessment: A Journal of Consulting and Clinical Psychology, 1, 68–71. doi: 10.1037/1040-3518.104.22.168.
Sprafkin, J., & Gadow, K. D. (1996). Early childhood symptom inventories manual. Stony Brook: Checkmate Plus.
- Mother-Teacher Agreement on Preschoolers’ Symptoms of ODD and CD: Does Context matter?
- Springer US