Top

Gepubliceerd in:

26-01-2022 | Original Paper

Multi-Informant Assessment of High-Achieving Students’ Behavioral and Emotional Strengths

Auteurs: Ahmed Hassan Hemdan Mohamed, Faisal Abdelfattah, Maxwell Opoku

Gepubliceerd in: Journal of Child and Family Studies | Uitgave 8/2022

Abstract

Multi-informants, such as parents and teachers, are commonly considered as resources when evaluating students’ emotional and behavioral skills. This research aimed to examine the factor structure comparability between an Arabic version of the Behavioral and Emotional Rating Scale–Second Edition (BERS–2) and the scale’s original version. A related purpose was to explore whether the informants’ responses support the invariance of factor loadings associated with teachers and parents. A total of 907 parents and teachers of high-achieving students, randomly selected from five governorates in Oman, completed the BERS–2. Results revealed that factor variance, factor loadings, and item intercepts are almost equal across informants. However, while the results suggested an acceptable comparison of factor mean difference among the informants, mean subscale scores were significantly lower in parents than in teachers. The results warrant the need to address issues related to cross-cultural validation when translating instruments into other cultures. Also, the study results inform practitioners about the important role of cross-informant ratings in assessing high-achieving students’ behavioral strengths.

vorige artikel Development and Validation of a Short-Form Parenting Self-Efficacy Scale: Me as a Parent Scale (MaaPs-SF)

volgende artikel Correction to: Multi-Informant Assessment of High-Achieving Students’ Behavioral and Emotional Strengths

Achenbach, T. M., Ivanova, M. Y., & Rescorla, L. A. (2017). Empirically based assessment and taxonomy of psychopathology for ages 1½–90+ years: Developmental, multi-informant, and multicultural findings. Comprehensive Psychiatry, 79, 4–18. https://doi.org/10.1016/j.comppsych.2017.03.006CrossRefPubMed

Achenbach, T. M., & Rescorla, L. A. (2007). Multicultural understanding of child and adolescent psychopathology. Guilford Press

Al‐Mutairi, H., & Al‐Khurinej, A. (2008). The psychometric properties of the Arabic version of the behavioral and emotional rating scale (BERS). Digest of Middle East Studies, 17(2), 54–65CrossRef

Antshel, K. M., Faraone, S. V., Maglione, K., Doyle, A., Fried, R., Seidman, L., & Biederman, J. (2008). Temporal stability of ADHD in the high-IQ population: Results from the MGH longitudinal family studies of ADHD. Journal of the American Academy of Child and Adolescent Psychiatry, 47(7), 817–825. https://doi.org/10.1097/CHI.0b013e318172eecfCrossRefPubMed

Benner, G., Beaudoin, K., Mooney, P., Uhing, B., & Pierce, C. (2008). Convergent validity with the BERS-2 teacher rating scale and the Achenbach teacher’s report form: A replication and extension. Journal of Child and Family Studies, 17(3), 427–436. https://doi.org/10.1007/s10826-007-9156-zCrossRef

Bianco, M., & Harris, B. (2014). Strength-based RTI: Developing gifted potential in Spanish-speaking English language learners. Gifted Child Today, 37(3), 169–176. https://doi.org/10.1177/1076217514530115CrossRef

Blaas, S. (2014). The relationship between social-emotional learning difficulties and underachievement of gifted students. Journal of Psychologists and Counsellors in Schools, 24(2), 243–255. https://doi.org/10.1017/jgc.2014.1CrossRef

Buckley, J. A., Ryser, G., Reid, R., & Epstein, M. H. (2006). Confirmatory factor analysis of the Behavioral and emotional rating scale-2 (BERS-2) parent and youth rating scales. Journal of Child and Family Studies, 15(1), 27–37. https://doi.org/10.1007/s10826-005-9000-2CrossRef

Byrne, B. (2012). Multivariate applications series. Structural equation modeling with Mplus: Basic concepts, applications, and programming. Routledge/Taylor & Francis Group

Canivez, G. L., von der Embse, N. P., & McGill, R. J. (2021). Construct validity of the BASC-3 teacher rating scales: Independent hierarchical exploratory factor analyses with the normative sample. School Psychology, 36(4), 235–254. https://psycnet.apa.org/doi/10.1037/spq0000444CrossRef

Chen, F. (2007). Sensitivity of goodness of fit indexes to lack of measurement invariance. Structural Equation Modeling, 14(3), 464–504. https://doi.org/10.1080/10705510701301834CrossRef

Chen, F., Curran, P., Bollen, K., Kirby, J., & Paxton, P. (2008). An empirical evaluation of the use of fixed cutoff points in RMSEA test statistic in structural equation models. Sociological Methods & Research, 36(4), 462–494. https://doi.org/10.1177/0049124108314720CrossRef

Climie, E. A. & Mastoras, S. M. (2015). ADHD in schools: Adopting a strengths-based perspective. Canadian Psychology, 56, 295–300. https://doi.org/10.1037/cap0000030

Dimitrov, D. (2010). Testing for factorial invariance in the context of construct validation. Measurement and Evaluation in Counseling and Development, 43(2), 121–149. https://doi.org/10.1177/0748175610373459CrossRef

Eklund, K., Tanner, N., Stoll, K., & Anway, L. (2015). Identifying emotional and behavioral risk among gifted and nongifted children: A multi-gate, multi-informant approach. School Psychology Quarterly, 30(2), 197–211. https://doi.org/10.1037/spq0000080CrossRefPubMed

Epstein, M. H. (1999). The development and validation of a scale to assess the emotional and behavioral strengths of children and adolescents. Remedial and Special Education, 20(5), 258–262.CrossRef

Epstein, M. H., Hertzog, M. A., & Reid, R. (2001). The behavioral and emotional rating scale: Long term test-retest reliability. Behavioral Disorders, 26(4), 314–320. https://doi.org/10.1177/019874290102600403CrossRef

Epstein, M. H., Ryser, G., & Pearson, N. (2002b). Standardization of the behavioral and emotional rating scale: Factor structure, reliability, and criterion validity. Journal of Behavioral Health Services & Research, 29(2), 208–216. https://doi.org/10.1007/BF02287707CrossRef

Epstein, M. H., Harniss, M. K., Pearson, N., & Ryser, G. (1999). The behavioral and emotional rating scale: Test-retest and inter-rater reliability. Journal of Child & Family Studies, 8(3), 319–327. https://doi.org/10.1023/A:1022067329751CrossRef

Epstein, M. H., Nordness, P., Nelson, J., & Hertzog, M. (2002a). Convergent validity of the behavioral and emotional rating scale with primary grade—level students. Topics in Early Childhood Special Education, 22(2), 114–121. https://doi.org/10.1177/02711214020220020601CrossRef

Epstein, M. H. (2004). Behavioral and emotional rating scale: A strength-based approach to assessment (2nd ed.). PRO-Ed

Epstein, M. H., & Sharma, J. (1998). Behavioral and emotional rating scale: A strength-based approach to assessment. PRO-Ed

Epstein, M. H., Nordness, P. D., Nelson, J. R. & Hertzog, M. (2002). Convergent validity of the Behavioral and Emotional Rating Scale with primary grade students. Topics in Early Childhood Education, 23, 141–148. https://doi.org/10.1177/2F02711214020220020601

Eren, F., Çete, A. Ö., Avcil, S. & Baykara, B. (2018). Emotional and behavioral characteristics of gifted children and their families. Archives of Neuropsychiatry, 55(2), 105. https://doi.org/10.5152/2Fnpa.2017.12731

Freeman, J. (2007). What happens when gifted and talented children grow up. Teoksessa Tirri, K.(toim.) Values and Foundations in Gifted Education. Bern: Peter Lang, 43–56.

Gonzalez, J., Ryser, G., Epstein, M., & Shwery, C. (2006). The behavioral and emotional rating scale-second edition: parent rating scale (BERS-II PRS): a Hispanic cross-cultural reliability study. Assessment for Effective Intervention, 31(3), 33–43. https://doi.org/10.1177/073724770603100303CrossRef

Goodman, R. (1997). The strengths and difficulties questionnaire: A research note. Journal of Child Psychology and Psychiatry, 38, 581–586. https://doi.org/10.1111/j.1469-7610.1997.tb01545.xCrossRefPubMed

Gresham, F. M., Elliott, S. N., Cook, C. R., Vance, M. J., & Kettler, R. (2010). Cross-informant agreement for ratings for social skill and problem behavior ratings: An investigation of the social skills improvement system-rating scales. Psychological Assessment, 22(1), 157–166. https://doi.org/10.1037/a0018124CrossRefPubMed

Gresham, F. M., & Kern, L. (2004). Internalizing behavior problems in children and adolescents. In R. B. Rutherford, Jr, M. M. Quinn, & S. R. Mathur (Eds.), Handbook of research in emotional and behavioral disorders (pp. 262–281). The Guilford Press

Hallahan, D. P., Kauffman, J. M., & Pullen, P. C. (2012). Exceptional learners. An introduction to special education (12th ed.). Pearson

Harris, M. E., & Tiedemann-Fuller, M. (2010). Frequencies of T-score differences between achenbach child behavior checklist and teacher’s report form summary scales. Journal of Psychoeducational Assessment, 28(1), 54–59. https://doi.org/10.1177/0734282909333071CrossRef

Helt, C. A. (2008). The role of IQ and gender in the social-emotional functioning of adolescents (Unpublished dissertation). University of Northern Colorado

Hunsley, J., & Mash, E. J. (2007). Evidence-based assessment. Annual Review of Clinical Psychology, 3, 29–51. https://doi.org/10.1146/annurev.clinpsy.3.022806.091419CrossRefPubMed

Individuals with Disabilities Education Act, 34 C.F.R. § 300.8 (c) (2004). Sec. 300.8 Child with a disability. https://sites.ed.gov/idea/regs/b/a/300.8/

Jackson, P. S., & Peterson, J. (2003). Depressive disorder in highly gifted adolescents. Journal of Secondary Gifted Education, 14(3), 175–186. https://doi.org/10.4219/jsge-2003-429CrossRef

Jimerson, S. R., Sharkey, J. D., Nyborg, V., & Furlong, M. J. (2004). Strength-based assessment and school psychology: A summary of synthesis. The California School Psychologist, 9(1), 9–19. https://doi.org/10.1007/BF03340903CrossRef

Jimerson, S. R., Sharkey, J. D., Nyborg, V., & Furlong, M. J. (2004). Strength-based assessment and school psychology: A summary and synthesis. The California School Psychologist, 9(1), 9–19. https://doi.org/10.1007/BF03340903CrossRef

Kauffman, J. M., & Landrum, T. J. (2013). Characteristics of emotional and behavioral disorders of children and youth. International Edition (10th ed.). Pearson

Kokkinos, C. M., Panayiotou, G., & Davazoglou, A. M. (2005). Correlates of teacher appraisals of student behaviors. Psychology in the Schools, 42, 79–89. https://doi.org/10.1002/pits.20031CrossRef

Laija-Rodriguez, W., Grites, K., Bouman, D. et al. Leveraging Strengths Assessment and Intervention Model (LeStAIM): A theoretical strength-based assessment framework. Contemporary School Psychology 17, 81–91 (2013). https://doi.org/10.1007/BF03340990

Lambert, M. C., Epstein, M., Ingram, S., Simpson, A., & Bernstein, S. (2017). Psychometrics and measurement invariance of the Emotional and Behavioral Screener. Behavioral Disorders, 39(2), 89–101. https://doi.org/10.1177/019874291303900205CrossRef

Lapalme, M., Bégin, V., & Le Corff, Y., et al. (2020). Comparison of discriminant validity indices of parent, teacher, and multi-informant reports of behavioral problems in elementary schoolers. Journal of Psychopathology and Behavioral Assessment, 42(1), 58–68. https://doi.org/10.1007/s10862-019-09782-7CrossRef

Lappalainen, K., Savolainen, H., Kuorelahti, M., & Epstein, M. H. (2009). An international assessment of the emotional and behavioral strengths of youth. Journal of Child and Family Studies, 18(6), 746–753. https://doi.org/10.1007/s10826-009-9287-5CrossRef

LeBuffe, P. A., Shapiro, V. B., & Naglieri, J. A. (2009). Devereux student strengths assessment: A measure of social-emotional competencies of children in kindergarten through eighth grade. Kaplan Early Learning

Lerner, R. M., Bowers, E. P., Geldhof, G. J., Gestsdóttir, S., & DeSouza, L. (2012). Promoting positive youth development in the face of contextual changes and challenges: The roles of individual strengths and ecological assets. New Directions for Youth Development, 135, 119–128. https://doi.org/10.1002/yd.20034CrossRef

Delisle, J. R., & Lewis, B. A. (2003). The survival guide for teachers of gifted kids. Barnes and Noble Publishing

LoCicero, K. A., & Ashby, J. S. (2000). Multidimensional perfectionism in middle school age gifted students: A comparison to peers from the general cohort. Roeper Review, 22, 278–319. https://psycnet.apa.org/doi/10.1080/02783190009554030CrossRef

De Los Reyes, A., & Kazdin, A. E. (2005). Informant discrepancies in the assessment of childhood psychopathology: A critical review, theoretical framework, and recommendations for further study. Psychological Bulletin, 131(4), 483–509. https://doi.org/10.1037/0033-2909.131.4.483CrossRefPubMed

De Los Reyes, A., Thomas, S. A., Goodman, K. L., & Kundey, S. M. (2013). Principles underlying the use of multiple informants’ reports. Annual Review of Clinical Psychology, 9, 123–149. https://doi.org/10.1146/annurev-clinpsy-050212-185617CrossRefPubMed

De Los Reyes, A., Augenstein, T. M., Wang, M., Thomas, S. A., Drabick, D. A. G., Burgers, D. E., & Rabinowitz, J. (2015). The validity of the multi-informant approach to assessing child and adolescent mental health. Psychological Bulletin, 141(4), 858–900. https://doi.org/10.1037/a0038498CrossRefPubMedPubMedCentral

Martel, M. M., Markon, K., & Smith, G. T. (2017). Research review: Multi-informant integration in child and adolescent psychopathology diagnosis. Journal of Child Psychology and Psychiatry, 58(2), 116–128. https://doi.org/10.1111/jcpp.12611CrossRefPubMed

Martin, L. T., Burns, R. M., & Schonlau, M. (2010). Mental disorders among gifted and nongifted youth: A selected review of the epidemiologic literature. Gifted Child Quarterly, 54(1), 31–41. https://doi.org/10.1177/0016986209352684CrossRef

Masten, A. S. (2001). Ordinary magic. American Psychologist, 56(3), 227–238. https://doi.org/10.1037//0003-066x.56.3.227CrossRefPubMed

Masten, A. S. (2009). Ordinary magic: Lessons from research on resilience in human development. Education Canada, 49(3), 28–32

Merikangas, K. R., He, J. P., Burstein, M., Swanson, S. A., Avenevoli, S., Cui, L., & Swendsen, J. (2010). Lifetime prevalence of mental disorders in US adolescents: Results from the National Comorbidity Survey Replication–Adolescent Supplement (NCS-A). Journal of the American Academy of Child & Adolescent Psychiatry, 49(10), 980–989. https://doi.org/10.1016/j.jaac.2010.05.017CrossRef

Merrell, K. W., Cohn, B. P., & Tom, K. M. (2011). Development and validation of a teacher report measure for assessing social-emotional strengths of children and adolescents. School Psychology Review, 40(2), 226–241. https://doi.org/10.1080/02796015.2011.12087714CrossRef

Mönks, F. J., & Mason, E. J. (2000). Developmental psychology and giftedness: theories and research. In K. A. Heller, F. J. Mönks, R. J. Sternberg, & R. F. Subotnik (Eds.), International handbook of giftedness and talent (pp. 141–157). Elsevier

Mooney, P., Epstein, M. H., Ryser, G., & Pierce, C. D. (2005). Reliability and validity of the behavioral and emotional rating scale, 2nd edition: parent rating scale. Children and Schools, 27(3), 147–155. https://doi.org/10.1093/cs/27.3.147CrossRef

Morawska, A., & Sanders, M. R. (2008). Patenting gifted and talented children: what are the key child behavior and parenting issues? Australian and New Zealand Journal of Psychiatry, 42(9), 819–827. https://doi.org/10.1080/00048670802277271CrossRefPubMed

Mullins, S. S. (2010). Cross-informant agreement among parents and children. Theses, Dissertations and Capstones, 748. https://mds.marshall.edu/etd/748

Muthén, L., & Muthén, B. (2008–2011). Mplus user’s guide, 6e. Muthén & Muthén

Neihart, M., Reis, S. M., Robinson, N. M., & Moon, S. M. (Eds.) (2002). The social and emotional development of gifted children: What do we know? Prufrock Press Inc

Nunnally, J., & Bernstein, I. (1994). Psychometric theory (3rd ed.). McGraw-Hill

Peterson, J., Duncan, N., & Canady, K. (2009). A longitudinal study of negative life events, stress, and school experiences of gifted youth. Gifted Child Quarterly, 53(1), 34–49. https://doi.org/10.1177/0016986208326553CrossRef

Pfeiffer, S. I. (2009). The gifted: Clinical challenges for child psychiatry. Journal of the American Academy of Child and Adolescent Psychiatry, 48(8), 787–790. https://doi.org/10.1097/CHI.0b013e3181aa039dCrossRefPubMed

Plucker, J. A., & Levy, J. J. (2001). The downside of being talented. American Psychologist, 56, 75–76. https://psycnet.apa.org/doi/10.1037/0003-066X.56.1.75CrossRef

Preuss, L. J. & Dubow, E. F. (2004). A comparison between intellectually gifted and typical children in their coping responses to a school and a peer stressor. Roeper Review, 26(2), 105–111. https://doi.org/10.1080/02783190409554250

Rankin, J. A., Tomeny, T. S., & Barry, T. D. (2017). Multi-informant assessment of siblings of youth with autism spectrum disorder: Parent-child discrepancies in at-risk classification. Research in Developmental Disabilities, 68, 78–87. https://doi.org/10.1016/j.ridd.2017.07.012CrossRefPubMed

Reis, S. M., & McCoach, D. B. (2000). The underachievement of gifted students: What do we know and where do we go? Gifted Child Quarterly, 44(3), 152–170. https://doi.org/10.1177/00169862004400302CrossRef

Reis, S. M., & Renzulli, J. S. (2003). Current research on the social and emotional development of gifted and talented students: Good news and future possibilities. Psychology in the Schools, 41(1), 119–130. https://doi.org/10.1002/pits.10144CrossRef

Renzulli, J. S. (1978). What makes giftedness? Reexamining a definition. Phi Delta Kappan, 60, 180–184

Reynolds, C. R., & Kamphaus, R. W. (2015). Behavior assessment for children: Third edition. (BASC-3). [Assessment Instrument]. Pearson

Rhee, S., Furlong, M. J., Turner, J. A., & Harari, I. (2001). Integrating strength-based perspectives in psychoeducational evaluations. The California School Psychologist, 6(1), 5–17. https://doi.org/10.1007/BF03340879CrossRef

Salbach-Andrae, H., Lenz, K., & Lehmkuhl, U. (2009). Patterns of agreement among parent, teacher and youth ratings in a referred sample. European Psychiatry, 24(5), 345–351. https://doi.org/10.1016/j.eurpsy.2008.07.008CrossRefPubMed

Salmela, M., & Uusiautti, S. (2015). A positive psychological viewpoint for success at school–10 characteristic strengths of the Finnish high-achieving students. High Ability Studies, 26(1), 117–137. https://psycnet.apa.org/doi/10.1080/13598139.2015.1019607CrossRef

Savolainen, H., Nordness, P., Sointu, E., Lappalainen, K., & Epstein, M. (2013). Convergent validity of the Finnish behavioral and emotional rating scale-2 with teachers and parents as raters. Journal of International Special Needs Education, 16, 94–101. https://doi.org/10.9782/2159-4341-16.2.94CrossRef

Schreiber, J., Nora, A., Stage, F., Barlow, E., & King, J. (2006). Reporting structural equation modeling and confirmatory factor analysis results: A Review. The Journal of Educational Research, 99(6), 323–337. https://doi.org/10.3200/JOER.99.6.323-338CrossRef

Sharkey, J., You, S., Morrison, G., & Griffiths, A. (2009). Behavioral and emotional rating scale-2 parent report: Exploring a Spanish version with at-risk students. Behavioral Disorders, 35(1), 53–65. https://doi.org/10.1177/019874290903500104CrossRef

Shoshani, A., & Slone, M. (2013). Middle school transition from the strengths perspective: Young adolescents’ character strengths, subjective well-being, and school adjustment. Journal of happiness studies, 14(4), 1163–1181. https://psycnet.apa.org/doi/10.1007/s10902-012-9374-yCrossRef

Silverman, L. K. (2012). Giftedness 101. Springer

Simonton, D. K. (2000). Genius and giftedness: Same or different? In K. A. Heller, F. J. Mönks, R. J. Sternberg, & R. F. Subotnik (Eds.), International handbook of research and development of giftedness and talent (2nd ed., pp. 111–121). Elmsford, NY: Pergamon

Smith, S. R. (2007). Making sense of multiple informants in child and adolescent psychopathology: A guide for clinicians. Journal of Psychoeducational Assessment, 25, 139–149. https://doi.org/10.1177/0734282906296233CrossRef

Sointu, E. T., Savolainen, H., Lappalainen, K., & Epstein, M. (2012a). Cross informant agreement of behavioral and emotional strengths between Finnish students and teachers. Scandinavian Journal of Educational Research, 56(6), 625–636. https://doi.org/10.1080/00313831.2011.621135CrossRef

Sointu, E. T., Savolainen, H., Lappalainen, K., & Epstein, M. (2012b). Parent, teacher and student cross informant agreement of behavioral and emotional strengths: Students with and without special education support. Journal of Child and Family Studies, 21, 682–690. https://doi.org/10.1007/s10826-011-9520-xCrossRef

Sointu, E. T., Geležinienė, R., Lambert, M. C., & Nordness, P. D. (2015). Internal consistency and cross-informant agreement of the Lithuanian-translated behavioral and emotional rating scale. International Journal of School & Educational Psychology, 3(2), 135–141. https://doi.org/10.1080/21683603.2015.1037975CrossRef

Sointu, E. T., Savolainen, H., Lambert, M. C., Lappalainen, K., & Epstein, M. (2014). Behavioral and emotional strength-based assessment of Finnish elementary students: Psychometrics of the BERS-2. European Journal of Psychology of Education, 29(1), 1–19. https://doi.org/10.1007/s10212-013-0184-3CrossRef

Sointu, E. T. (2014). Multi-informant assessment of behavioral and emotional strengths (Doctoral dissertation, University of Eastern Finland, Philosophical Faculty Joensuu: Itä-Suomen yliopisto)

Stevenson, N. A., VanLone, J., & Barber, B. R. (2020). A commentary on the misalignment of teacher education and the need for classroom behavior management skills. Education and Treatment of Children, 43(4), 393–404. https://doi.org/10.1007/s43494-020-00031-1CrossRefPubMed

Synhorst, L., Buckley, J., Reid, R., Epstein, M., & Ryser, G. (2008). Cross informant agreement of the behavioral and emotional rating scale-2nd edition (BERS-2) Parent and Youth Rating Scales. Child & Family Behavior Therapy, 27, 1–11. https://doi.org/10.1300/J019v27n03_01CrossRef

Taylor, R. D., Oberle, E., Durlak, J. A., & Weissberg, R. P. (2017). Promoting positive youth development through school‐based social and emotional learning interventions: A meta‐analysis of follow‐up effects. Child Development, 88(4), 1156–1171. https://doi.org/10.1111/cdev.12864CrossRefPubMed

Tennant, A., & Conaghan, P. (2007). The Rasch measurement model in rheumatology: what is it and why use it? When should it be applied, and what should one look for in a Rasch paper? Arthritis and Rheumatism, 57(8), 1358–1362. https://doi.org/10.1002/art.23108CrossRefPubMed

Terjesen, M. D., Jacofsky, M., Froh, J. & DiGiuseppe, R. (2004). Integrating positive psychology into schools: implications for practice. Psychology in the Schools, 41(1), 163–172. https://doi.org/10.1002/pits.10148.CrossRef

Terrassier, J. C. (2009). Intellectually precocious children. Archives de Pediatrie: Organe Officiel de la Societe Francaise de Pediatrie, 16(12), 1603–1606. https://doi.org/10.1016/j.arcped.2009.07.019CrossRef

Treutler, C. M., & Epkins, C. C. (2003). Are discrepancies among child, mother, and father reports on children’s behavior related to parents’ psychological symptoms and aspects of parent–child relationships? Journal of Abnormal Child Psychology, 31, 13–27. https://doi.org/10.1023/A:1021765114434CrossRefPubMed

Trout, A. L., Ryan, J. B., La Vigne, S. P., & Epstein, M. H. (2003). Behavioral and Emotional Rating Scale: Two studies of convergent validity. Journal of Child & Family Studies, 12(4), 399–410. https://doi.org/10.1023/A:1026059906344CrossRef

Uhing, B. M., Mooney, P., & Ryser, G. R. (2005). Differences in strength assessment scores for youth with and without ED across the youth and parent rating scales of the BERS-2. Journal of Emotional & Behavioral Disorders, 133, 181–187. https://doi.org/10.1177/10634266050130030601CrossRef

Wang, J., & Wang, X. (2020). Structural equation modeling: Applications using Mplus (2nd ed.). Wiley

Webb, J. T. (2001). Mis-diagnosis and dual diagnosis of gifted children: Gifted and LD, ADHD, OCD, oppositional defiant disorder. In N. Hafenstein, & F. Rainey (Eds.), Perspectives in gifted education: Twice exceptional children (pp. 23–31). Ricks Center for Gifted Children, University of Denver

Webb, J. T., Gore, J. L., Amend, E. R., & DeVries, A. R. (2007). A parent’s guide to gifted children. Great Potential Press

Wellisch, M., & Brown, J. (2012). An integrated identification and intervention model for intellectually gifted children. Journal of Advanced Academics, 23, 145–167. https://doi.org/10.1177/1932202x12438877CrossRef

Werner, E. E. (2000). Protective factors and individual resilience. In J. P. Shonkoff, & S. J. Meisels (Eds.), Handbook of early childhood intervention (pp. 115–132). Cambridge University Press

Wingenfeld, S. (2002). Assessment of behavioral and emotional difficulties of children and adolescents. Peabody Journal of Education, 77(2), 85–105. https://doi.org/10.1207/S15327930PJE7702_7CrossRef

Youngstrom, E., Loeber, R., & Stouthamer-Loeber, M. (2000). Patterns and correlates of agreement between parent, teacher, and male adolescent ratings of externalizing and internalizing problems. Journal of Consulting and Clinical Psychology, 68, 1038–1050. https://doi.org/10.1037/0022-006X.68.6.1038CrossRefPubMed

Titel: Multi-Informant Assessment of High-Achieving Students’ Behavioral and Emotional Strengths
Auteurs: Ahmed Hassan Hemdan Mohamed
Faisal Abdelfattah
Maxwell Opoku
Publicatiedatum: 26-01-2022
Uitgeverij: Springer US
Gepubliceerd in: Journal of Child and Family Studies / Uitgave 8/2022
Print ISSN: 1062-1024
Elektronisch ISSN: 1573-2843
DOI: https://doi.org/10.1007/s10826-022-02239-8

Bohn Stafleu van Loghum

Deel dit onderdeel of sectie (kopieer de link)

Abstract

Log in om toegang te krijgen

Andere artikelen Uitgave 8/2022

A national examination of poverty and interactive caregiving practices among parents of young children

Poverty after Birth: How Mothers Experience and Navigate U.S. Safety Net Programs to Address Family Needs

Baby Triple P: A Randomized Controlled Trial Testing the Efficacy in First-Time Parent Couples

A Pilot Study of a Co-parenting Intervention for Parents of Children with Autism Spectrum Disorder

What can we Learn from the Experience of Non-Responders to a Parent-Only Intervention for Childhood Anxiety?

The Psychometric Properties of the Children’s Social Understanding Scale among Atypically Developing Children and Adolescents