Assessing agreement with intraclass correlation coefficient and concordance correlation coefficient for data with repeated measures

Chen, Chia-Cheng; Barnhart, Huiman X.

doi:10.1016/j.csda.2012.11.004

Cited by 34 publications

(23 citation statements)

References 8 publications

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“…Inter‐class (Pearson r s) and intra‐class correlation coefficients (ICCs, for inter‐rater reliability) were calculated to determine parent–teacher agreement for each of the PKBS‐2 scales and subscales. Besides bivariate correlations (Pearson coefficient), the ICC has been used as a measure of rater reliability for quantitative data (Chen & Barnhart, ) because it represents a useful index for cross‐informant agreement (e.g., Langberg et al., ). Furthermore, for a more general approach, the mean correlation was also calculated according to Fisher's r ‐to‐ z transformation.…”

Section: Methodsmentioning

confidence: 99%

Are We Talking About the Same Child? Parent-Teacher Ratings of Preschoolers’ Social-Emotional Behaviors

Major

Seabra‐Santos

Martin³

2015

Psychol. Schs.

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The parent‐teacher agreement has become an important issue of children's psychological assessment. However, the amount of research available for preschool children is small and mainly based on one index of agreement with samples of modest size/representativeness. This study examined parent‐teacher agreement (correlations) and discrepancies (t tests) on preschoolers' social skills and problem behaviors for the normative Portuguese sample (N = 1,000) of the Preschool and Kindergarten Behavior Scales – 2nd Edition (PKBS‐2). Analyses were replicated according to the child's gender and mothers' educational level. Correlational analyses suggest weak to moderate informant agreement (mean correlation = .32). Parents' and teachers' ratings are significantly different for all PKBS‐2 scores, with parents assigning higher scores both on social skills and problem behaviors. Results highlight the importance of both parents' and teachers' perspectives to achieve a more comprehensive picture of preschoolers' social‐emotional behaviors, and reinforce the evidence of reliability of the PKBS‐2 Portuguese version.

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Section: Methodsmentioning

confidence: 99%

Are We Talking About the Same Child? Parent-Teacher Ratings of Preschoolers’ Social-Emotional Behaviors

Major

Seabra‐Santos

Martin³

2015

Psychol. Schs.

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“…Chen and Barnhart60 provide guidance on CCC and ICC. The CCC is similar to the ICC but that the CCC does not rely on ANOVA assumptions.…”

Section: What Is the Type Of Outcome Variable And What Is The Most Apmentioning

confidence: 99%

Reliability and agreement studies: a guide for clinical investigators

Hernáez

2015

Gut

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“…First, Pearson product‐moment ( r s; interclass) and intraclass correlations (ICCs) were used as the index of teacher and classroom aide agreement for each of the PKBS‐2 scores. The ICC was used according to its usefulness as a measure of absolute cross‐informant agreement for quantitative data (Chen & Barnhart, ). The mean correlation was calculated according to Fisher's r ‐to‐ z transformation.…”

Section: Methodsmentioning

confidence: 99%

Preschool teachers and classroom aides: Same context, similar perceptions of children's behaviors?

Major

Seabra‐Santos

Gaspar

2018

Psychology in the Schools

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This study explored the correspondence and differences between school staff perceptions of preschool children's social skills and behavior problems. One hundred preschoolers were assessed by 14 pairs of teachers and classroom aides with the Preschool and Kindergarten Behavior Scales -2 nd Edition (PKBS-2 Portuguese version).Indexes of agreement and disagreement were calculated. Risk levels and item analyses of PKBS-2 scores according to both informants' ratings were compared. A higher level of agreement was obtained for social skills scores than for behavior problems (mean correlation of .62). No statistically significant differences between informants were obtained for the risk levels, and item analyses revealed a similar pattern of behaviors that were most and least rated by both informants. Results indicate that the classroom aides' perspective on preschool assessment represents a reliable input, which justifies that they network with teachers in addressing preschoolers' socialemotional and behavioral challenges.

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Assessing agreement with intraclass correlation coefficient and concordance correlation coefficient for data with repeated measures

Cited by 34 publications

References 8 publications

Are We Talking About the Same Child? Parent-Teacher Ratings of Preschoolers’ Social-Emotional Behaviors

Are We Talking About the Same Child? Parent-Teacher Ratings of Preschoolers’ Social-Emotional Behaviors

Reliability and agreement studies: a guide for clinical investigators

Preschool teachers and classroom aides: Same context, similar perceptions of children's behaviors?

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