Can Teachers’ Behavior Ratings Be Used to Screen Early Adolescent Boys for Psychiatric Diagnoses?

Carbonneau, René; Tremblay, Richard E.; Vitaro, Frank; Saucier, Jean‐François

doi:10.1159/000085773

Cited by 5 publications

(4 citation statements)

References 73 publications

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“…The first gate of the screening process involved teacher ratings of students’ aggressive behaviors. Although teacher ratings of children’s conduct problem behaviors in general (e.g., Hill et al, 2004; Kassing et al, 2019), and aggressive behavior in particular (Carbonneau et al, 2005; Hodgins et al, 2013; Verhulst et al, 1994; Whipp et al, 2019) have been found to have validity in predicting students’ long-term outcomes, and do so better than parent ratings, the potential for teacher bias in behavior ratings also exists. Teacher race has been found to affect their ratings of children’s behavior from the preschool years (Wymer et al, 2022; Yoder & Williford, 2019) through the later school years (Redding, 2019), with Black children found to have lower ratings of externalizing behavior problems when rated by Black teachers.…”

Section: Methodsmentioning

confidence: 99%

Intervention format and therapist–child agreement associated with therapeutic alliance and outcomes.

Lochman,

Laird,

McDaniel

et al. 2024

Journal of Consulting and Clinical Psychology

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Objective: The study examined the effects of therapeutic alliance (TA; relational bond, task collaboration) on externalizing behavior outcomes, how TA can operate differently when children are seen in individual versus group sessions, and how therapist-child disagreement in perceptions of TA affects outcomes. Method: Three hundred sixty children (Ages 9.2-11.8; 65% male; 78.1% Black) identified as having high rates of aggressive behavior by the fourth-grade teachers, and their 20 elementary schools were randomized to group versus individual delivery of the cognitive behavioral intervention, Coping Power. TA ratings were collected from children and therapists at mid and end of intervention using the Therapeutic Alliance Scale for Children. Teacher ratings of children's externalizing and internalizing behavior problems were collected prior to intervention and at 1-year follow-up after intervention using the Behavior Assessment System for Children. Results: Children receiving the intervention individually reported significantly higher trait-like levels of task collaboration than did children seen in groups. Independent of intervention format, higher trait-like levels of therapist-rated bond and task collaboration predicted reduced levels of externalizing problems, and higher trait-like levels of child-and therapist-rated task-collaboration and therapist-rated bond predicted reduced levels of internalizing problems. Differences between therapist and child reports of bond predicted weaker reductions in internalizing behavior for children seen in groups. Conclusions: It is essential to train therapists to develop and assess for TA by midintervention with children with aggressive behavior problems, especially if they are seen in small groups, and to determine if therapists may misperceive the strength of TA.What is the public health significance of this article? Therapeutic alliance affects outcomes for children with aggressive behavior and findings add to the strength of the evidence-base for cognitive behavioral intervention. Therapeutic alliance is stronger in individual delivery of intervention to these children. Group-based delivery likely requires intensive training to assist therapists to establish strong task collaboration.

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Section: Methodsmentioning

confidence: 99%

Intervention format and therapist–child agreement associated with therapeutic alliance and outcomes.

Lochman,

Laird,

McDaniel

et al. 2024

Journal of Consulting and Clinical Psychology

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“…Elementary school teachers spend most of every school day with their pupils and are able to rate each child, as compared with many other children of the same sex and age. Teacher ratings of externalizing problems are reliable, 15 concurrently associated with externalizing disorders, 16 and predictive of future externalizing behaviour. 17 However, knowledge of the validity of teacher ratings for predicting criminal offending through adolescence and early adulthood is limited.…”

Section: Limitationsmentioning

confidence: 96%

Teachers' Ratings of Childhood Behaviours Predict Adolescent and Adult Crime among 3016 Males and Females

Hodgins

Larm

Ellenbogen³

et al. 2013

Can J Psychiatry

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Objective: To examine associations of teacher-rated conduct problems (CP) and hurtful and uncaring behaviours (HUB) at age 6 and 10 with criminal convictions up to age 24 among 1593 males and 1423 females, and to determine whether aggressive behaviour at age 12 mediated the associations of CP and HUB with criminal convictions. Method:Teachers assessed HUB and CP at ages 6 and 10 and ratings above the 90th percentile at each age and within each sex were used to assign participants to 1 of 4 groups. Teachers assessed proactive, reactive, indirect, and verbal aggression at age 12. Juvenile and adult criminal records were obtained. Results:High CP and HUB males, aged 6, were 4 times more likely than males with lower ratings to acquire convictions for violent crimes and 5 times more likely to acquire convictions for nonviolent crimes by age 24. High HUB and CP females, aged 6, were 5 times more likely than females with lower ratings to have a conviction for a nonviolent offence by age 24. Among males, both aged 6 and 10, high HUB without CP were associated with elevations at risk of convictions for violent and nonviolent crimes, while among females the elevations at risk were limited to convictions for nonviolent crimes. Different types of aggressive behaviour mediated associations of high HUB and CP with subsequent criminal convictions, but not the association of HUB without CP and crime. Conclusions:Teachers in elementary schools rated behaviours that, from age 6 onward, significantly predicted criminal convictions into early adulthood. W W W L'évaluation des comportements d'enfants par des enseignants prédit le crime chez les adolescents et les adultes parmi 3016 hommes et femmesObjectif : Examiner les associations des problèmes de conduite (PC) et des comportements blessants et insensibles (CBI) cotés par des enseignants, à 6 et 10 ans, avec des condamnations au criminel jusqu'à l'âge de 24 ans chez 1593 hommes et 1423 femmes, et déterminer si le comportement agressif à l'âge de 12 ans aidait les associations des PC et des CBI avec les condamnations au criminel. Méthode Clinical Implications• Teachers' ratings of their pupils' behaviours, as early as age 6, predict criminal convictions through adolescence and into early adulthood.• Childhood interventions to reduce these behavioural antecedents of criminality have the potential to reduce criminality and promote good psychosocial functioning.• Teachers' ratings could be used to assess the effectiveness of interventions aimed at reducing the behavioural antecedents of criminality. Limitations• No data were available to compare the present measure of HUB with a measure of CU traits.• The sample was only followed to age 24.A small group of males and females who display CP that onset in childhood and remain stable across the lifespan 1,2 are responsible for most nonviolent and violent crimes.3,4 Presently, children who become criminal offenders are not easily distinguished from others with CP. [5][6][7] Further complicating the task of identifying at risk children is...

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“…Teacher-rated measures of behavioral problems have also shown high reliability [13][14][15]. Furthermore, studies have shown that teacher ratings of problem behaviors have often been more useful than parent ratings in diagnostic and predictive outcomes, including psychiatric disorders and criminality [7,10,16,17]. Teachers' ability to observe children in a structured setting and among peers of similar ages and abilities provides them with a valuable comparison-base, making their insight important.…”

Section: Introductionmentioning

confidence: 99%

Teacher-rated aggression and co-occurring behaviors and emotional problems among schoolchildren in four population-based European cohorts

et al. 2021

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Aggressive behavior in school is an ongoing concern. The current focus is on specific manifestations such as bullying, but the behavior is broad and heterogenous. Children spend a substantial amount of time in school, but their behaviors in the school setting tend to be less well characterized than at home. Because aggression may index multiple behavioral problems, we used three validated instruments to assess means, correlations and gender differences of teacher-rated aggressive behavior with co-occurring externalizing/internalizing problems and social behavior in 39,936 schoolchildren aged 7–14 from 4 population-based cohorts from Finland, the Netherlands, and the UK. Correlations of aggressive behavior were high with all other externalizing problems (r: 0.47–0.80) and lower with internalizing problems (r: 0.02–0.39). A negative association was observed with prosocial behavior (r: -0.33 to -0.54). Mean levels of aggressive behavior differed significantly by gender. Despite the higher mean levels of aggressive behavior in boys, the correlations were notably similar for boys and girls (e.g., aggressive-hyperactivity correlations: 0.51–0.75 boys, 0.47–0.70 girls) and did not vary greatly with respect to age, instrument or cohort. Thus, teacher-rated aggressive behavior rarely occurs in isolation; boys and girls with problems of aggressive behavior likely require help with other behavioral and emotional problems. Important to note, higher aggressive behavior is not only associated with higher amounts of other externalizing and internalizing problems but also with lower levels of prosocial behavior.

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Can Teachers’ Behavior Ratings Be Used to Screen Early Adolescent Boys for Psychiatric Diagnoses?

Cited by 5 publications

References 73 publications

Intervention format and therapist–child agreement associated with therapeutic alliance and outcomes.

Intervention format and therapist–child agreement associated with therapeutic alliance and outcomes.

Teachers' Ratings of Childhood Behaviours Predict Adolescent and Adult Crime among 3016 Males and Females

Teacher-rated aggression and co-occurring behaviors and emotional problems among schoolchildren in four population-based European cohorts

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