Child and informant influences on behavioral ratings of preschool children

Phillips, Beth M.; Lonigan, Christopher J.

doi:10.1002/pits.20476

Cited by 52 publications

(38 citation statements)

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“…Em primeiro lugar, as correlações reduzidas a modestas encontradas nos vários estudos apontam para um grau de acordo relativamente baixo entre informadores com papéis diferentes na vida da criança (pais e professores) Cranes et al, 2011;Culp et al, 2001;Gagnon et al, 1992;Gagnon et al, 2007;Goodman, 2001;Gross et al, 2004;Hinshaw et al, 1992;Klyce et al, 2011;Liu et al, 2011;Miner & Clarke-Stewart, 2008;Murray et al, 2007;Phillips & Lonigan, 2010;Renk & Phares, 2004;Stefan, Balaj, Porumb, Albu, & Miclea, 2009;Stone, Otten, Engels, Vermulst, & Janssens, 2010;Verhulst & Akkerhuis, 1989;Vitaro et al, 1991;Winsler & Wallace, 2002). Em segundo lugar, os pais (em especial a mãe) tendem a cotar os seus filhos com mais problemas de comportamento do que os professores (Cranes et al, 2011;Culp et al, 2001;Gagnon et al, 1992;Gross et al, 2004;Herrera & Little, 2005;Miner & Clarke-Stewart, 2008;Verhulst & Akkerhuis, 1989;Winsler & Wallace, 2002).…”

Section: Resultsunclassified

“…Neste sentido, encontra-se repetidamente referência ao reduzido a moderado acordo entre informadores nos relatos de problemas de comportamento (e.g., Gagnon, Vitaro, & Tremblay, 1992;Gross, Fogg, Garvey, & Julion, 2004;Offord et al, 1996). Convém, no entanto, salientar que a vasta maioria dos estudos encontrados acerca do acordo entre pais e professores se reporta a crianças em idade escolar, o que deixa a compreensão deste fenómeno menos esclarecida para a população pré-escolar (Crane et al, 2011;Grietens et al, 2004;Gross et al, 2004;Herrera & Little, 2005;Phillips & Lonigan, 2010;Winsler & Wallace, 2002). Por outro lado, é importante sublinhar que, enquanto o acordo entre informadores no que diz respeito à avaliação de problemas de comportamento tem sido amplamente estudado (e.g., , já a competência social não tem sido alvo da mesma atenção (Crane et al, 2011;Renk, 2005;Renk & Phares, 2004).…”

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Pais e/ou professores? Acordo entre informadores na avaliação socioemocional de pré-escolares

Major¹,

Seabra‐Santos²

2014

Psic.: Teor. e Pesq.

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RESUMO -Pais e professores são os informadores mais requisitados na avaliação socioemocional em idade pré-escolar. Todavia, o facto de informadores que interagem com a criança em diversos contextos poderem ter perspetivas distintas coloca, frequentemente, em causa a fiabilidade e validade desses relatos. O presente artigo tem por objetivo rever 22 estudos de 57 identificados, publicados desde 1987 até 2011, acerca do acordo entre informadores dos contextos familiar e escolar, no preenchimento de inventários comportamentais. Os vários estudos sugerem um grau de acordo reduzido a moderado e a inexistência de um informador-chave na avaliação socioemocional, alertando para a necessidade de recolha paralela da perspetiva de pais e professores, para obter um retrato mais completo dos comportamentos. São discutidas as implicações dos resultados para estudos futuros.Palavras-chave: pais, professores, acordo entre informadores, avaliação socioemocional, pré-escolar Parents and/or Teachers? Inter-Ratter Agreement on Preschoolers SocialEmotional AssessmentABSTRACT -Parents and teachers are the most requested informants for preschool social-emotional assessment. However, the fact that informants who interact with the child in different settings may have different perspectives frequently calls into question the reliability and validity of these reports. The present paper intends to review 22 studies of 57 identified, published between 1987 and 2011, about the agreement between informants from home and school settings while completing rating scales. The studies suggest a low to moderate informant agreement and the inexistence of a key-informant in social-emotional assessment, therefore drawing attention to the need to collect the perspectives of both parents and teachers, as a means of achieving a more complete picture of behaviors. Results are discussed in their implications for future research.

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Section: Resultsunclassified

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Pais e/ou professores? Acordo entre informadores na avaliação socioemocional de pré-escolares

Major¹,

Seabra‐Santos²

2014

Psic.: Teor. e Pesq.

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“…The longitudinal variations in young children's behaviour raise questions about the nature of social behaviour in early years and the criteria used for defining inappropriate behaviour and the extent to which they are age appropriate and sensitive to the developmental needs in young children (Egger and Angold, 2006;Phillips and Lonigan, 2010). Owing to the rapid changes in social behaviour in early years, an important challenge is to differentiate between a broad range of normative misbehaviours which are age appropriate and disruptive behaviour that is not transient and has long-term consequences for children's social and academic development.…”

Section: Changes In Social Behaviour During the Early Yearsmentioning

confidence: 99%

“…The educational significance of behavioural, emotional and social difficulties in young children has received considerable attention (Miller-Lewis et al, 2006;Phillips and Lonigan, 2010;Pike et al, 2006). Emergent behaviour difficulties in early years have been found to be predictive of social difficulties and peer rejection in later childhood (Wood, Cowan and Baker, 2002) and academic difficulties (Tomblin, Zhang, Buckwalter and Catts, 2000).…”

Section: Introductionmentioning

confidence: 99%

“…Indeed, few studies have used longitudinal designs with repeated measures on child behaviour between preschool and the end of Key Stage 1 to examine temporal aspects of behaviour (Miller -Lewis et al, 2006;Pike et al, 2006). And fewer studies have included ratings of prosocial behaviour as a counterpoint to negative behaviours (Phillips and Lonigan, 2010). The last point is important because children's wellbeing is not simply the absence of behavioural and social difficulties but also the capacity to 'flourish' through engaging prosocially with others (Keyes, 2007).…”

Section: Introductionmentioning

confidence: 99%

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Children’s social behaviour, language and literacy in early years

Hartas

2012

Oxford Review of Education

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Using a longitudinal, UK representative sample from the Millennium Cohort Study, the present study examined longitudinal variations in parent ratings of child social, emotional and behavioural difficulties and prosocial behaviour (preschool to end of Key Stage 1); the magnitude of parent-teacher agreement regarding behaviour ratings; and concurrent relationships between behaviour and language and literacy at the end of the Key Stage 1. The findings showed significant downward trends in ratings of young children's social and behavioural difficulties and an increase in ratings of prosocial behaviour over the 3-7 years period. Ratings of emotional difficulties remained fairly stable over the same period. Also, medium-to-strong language and literacy effects were found for behavioural difficulties (eg, hyperactivity) and prosocial behaviour. Finally, teacher-parent agreement regarding behaviour ratings was found to be modest but higher for social and behavioural difficulties, hyperactivity in particular than for emotional symptoms and prosocial behaviour. These findings have important implications for preschool and primary school policy and practice regarding children's social behaviour.Keywords: social behaviour, behaviour difficulties, language and behaviour Children's social behaviour, language and literacy in early years

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Prevalence and Risk Factors Associated With Attention-Deficit/Hyperactivity Disorder Among US Black Individuals

et al. 2021

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IMPORTANCEAs stated in the DSM-5, it is generally reported that the prevalence of attention-deficit/hyperactivity disorder (ADHD) is lower among Black individuals compared with the general population. However, Black individuals living in countries where they are considered a minority population group (eg, in Northern America and Europe) are underrepresented in studies evaluating ADHD.OBJECTIVE To estimate the pooled prevalence of ADHD and identify associated risk factors among US Black individuals.DATA SOURCES This systematic review and meta-analysis identified peer-reviewed studies published until October 18, 2019, using the APA PsycInfo, MEDLINE, Embase, Cochrane CENTRAL, CINAHL, ERIC, and Education Source databases.STUDY SELECTION Eligible trials were published in French or English, had empirical data on the prevalence of ADHD in samples or subsamples of Black people, and were conducted in countries with Black minority populations. All studies were assessed and passed quality evaluation. DATA EXTRACTION AND SYNTHESISThe PRISMA guideline was used for extracting and reporting data. Random-effects meta-analyses were generated to estimate the prevalence of ADHD among Black individuals using the metafor package in R. MAIN OUTCOMES AND MEASURESPrevalence and risk factors associated with ADHD among Black individuals were identified.RESULTS A total of 24 independent samples and subsamples from 21 studies published between 1979 and 2020 (154 818 Black participants) were included in this systematic review and meta-analysis. All included studies were conducted in the US. Two studies were conducted assessing adults (aged 18 years or older), 8 assessing children (0-12 years), 1 assessing adolescents (aged 13-17 years), and 13 assessing both children and adolescents. The pooled prevalence of ADHD was 14.54% (95% CI, 10.64%-19.56%). In a narrative review of the studies in this analysis, some studies found risk factors associated with ADHD, such as sociodemographic characteristics (age, sex, race, and socioeconomic status), familial factors, environmental factors, and risk behaviors, but the data did not permit a moderation analysis to assess these findings in this study. CONCLUSIONS AND RELEVANCEContrary to what is stated in the DSM-5, the results of this systematic review and meta-analysis suggest that Black individuals are at higher risk for ADHD diagnoses than the general US population. These results highlight a need to increase ADHD assessment and monitoring among Black individuals from different social backgrounds. They also higlight the importance of establishing accurate diagnoses and culturally appropriate care.

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Child and informant influences on behavioral ratings of preschool children

Cited by 52 publications

References 67 publications

Pais e/ou professores? Acordo entre informadores na avaliação socioemocional de pré-escolares

Pais e/ou professores? Acordo entre informadores na avaliação socioemocional de pré-escolares

Children’s social behaviour, language and literacy in early years

Prevalence and Risk Factors Associated With Attention-Deficit/Hyperactivity Disorder Among US Black Individuals

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