Parent-Teacher Concordance in Rating Preschooler Difficulties in Behavioural and Cognitive Functioning and Their Dyadic Predicting of Fluid Intelligence

Orylska, Anna; Brzezicka, Aneta; Racicka-Pawlukiewicz, Ewa; Albiński, Rafał; Sędek, Grzegorz

doi:10.1515/ppb-2016-0009

Cited by 5 publications

(3 citation statements)

References 53 publications

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“…The variability among studies was large and p-values were unstable. Previous studies indicate that there is typically low correspondence between teacher-and parental ratings of disruptive behavior [92], one potential reason being that disruptive behavior can be more prominent at home compared to school. Symptoms can be present in only one setting and still constitute major distress with such a low level of functioning that the disruptive behavior is considered to be at a clinical level.…”

Section: Discussionmentioning

confidence: 99%

The Efficacy of Parent Management Training With or Without Involving the Child in the Treatment Among Children with Clinical Levels of Disruptive Behavior: A Meta-analysis

Helander

Asperholm

Wetterborg

et al. 2022

Child Psychiatry Hum Dev

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A systematic review and meta-analysis was conducted where we evaluated the effects of Parent Management Training (PMT), Parent–Child Interaction Therapy (PCIT) and PMT combined with child cognitive behavioral therapy (CBT) using data from 25 RCTs on children with clinical levels of disruptive behavior (age range 2–13 years). Results showed that PMT (g = 0.64 [95% CI 0.42, 0.86]) and PCIT (g = 1.22 [95% CI 0.75, 1.69]) were more effective than waiting-list (WL) in reducing parent-rated disruptive behavior, and PMT also in improving parental skills (g = 0.83 [95% CI 0.67, 0.98]) and child social skills (g = 0.49 [95% CI 0.30, 0.68]). PCIT versus WL had larger effects in reducing disruptive behavior than PMT versus WL. In the few studies found, the addition of child CBT to PMT did not yield larger effects than PMT or WL. These results support offering PMT to children with clinical levels of disruptive behavior and highlight the additional benefits of PCIT for younger ages.

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Section: Discussionmentioning

confidence: 99%

The Efficacy of Parent Management Training With or Without Involving the Child in the Treatment Among Children with Clinical Levels of Disruptive Behavior: A Meta-analysis

Helander

Asperholm

Wetterborg

et al. 2022

Child Psychiatry Hum Dev

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show abstract

“…In addition, every child forgets things or is careless occasionally. Therefore, these types of behaviors may be viewed as normative by parents and teachers (109,110). However, one exception is that "avoids, expresses reluctance about, or has difficulties engaging in tasks that require sustained mental effort (such as schoolwork or homework)" reported by the teachers on the SNAP-IV was included in the high order group.…”

Section: Discussionmentioning

confidence: 99%

A Deep Learning Approach for Missing Data Imputation of Rating Scales Assessing Attention-Deficit Hyperactivity Disorder

Cheng

Tseng

Chang³

et al. 2020

Front. Psychiatry

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A variety of tools and methods have been used to measure behavioral symptoms of attention-deficit/hyperactivity disorder (ADHD). Missing data is a major concern in ADHD behavioral studies. This study used a deep learning method to impute missing data in ADHD rating scales and evaluated the ability of the imputed dataset (i.e., the imputed data replacing the original missing values) to distinguish youths with ADHD from youths without ADHD. The data were collected from 1220 youths, 799 of whom had an ADHD diagnosis, and 421 were typically developing (TD) youths without ADHD, recruited in Northern Taiwan. Participants were assessed using the Conners' Continuous Performance Test, the Chinese versions of the Conners' rating scale-revised: short form for parent and teacher reports, and the Swanson, Nolan, and Pelham, version IV scale for parent and teacher reports. We used deep learning, with information from the original complete dataset (referred to as the reference dataset), to perform missing data imputation and generate an imputation order according to the imputed accuracy of each question. We evaluated the effectiveness of imputation using support vector machine to classify the ADHD and TD groups in the imputed dataset. The imputed dataset can classify ADHD vs. TD up to 89% accuracy, which did not differ from the classification accuracy (89%) using the reference dataset. Most of the behaviors related to oppositional behaviors rated by teachers and hyperactivity/impulsivity rated by both parents and teachers showed high discriminatory accuracy to distinguish ADHD from non-ADHD. Our findings support a deep learning solution for missing data imputation without introducing bias to the data.

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“…Children are thought to display a different range of emotions and behaviours depending on the situation and the setting, hence allowing parents and teachers to observe children's behaviours within the context of home and school [25,66,67]. It is also noted that parents and teachers may exhibit systematic discrepancies in their observations as they may have different benchmarks to compare a child to (for example, a sibling at home or other students in class), and also have varying degrees of tolerance if a child displays any problematic behaviours [24,68].…”

Section: Plos Onementioning

confidence: 99%

Perceptions of Pacific children’s academic performance at age 6 years: A multi-informant agreement study

et al. 2020

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In New Zealand, Pacific immigrants are among the fastest growing ethnic minorities but, as a group, they are also at most risk of not realising their literacy and educational aspirations critical for achieving their human potential and wellbeing. This may be due, in part, to a misalignment in the shared understanding of academic success between students, parents and their teachers within largely non-Pacific school environments. This study aims to report levels of agreement in child-mother, child-teacher, and mother-teacher perceptions of Pacific children's academic performance at age 6 years. Method A cohort of Pacific infants born during 2000 in Auckland, New Zealand, was followed as part of the Pacific Islands Families study. Maternal home interviews were conducted at 6-weeks and 6-years postpartum, together with separate child and teacher elicitations at 6-years. Pairwise agreement of academic performance responses was assessed using Cohen's weighted κ statistic, along with symmetry and marginal homogeneity tests. Results At 6-years, information was available for 1,001 children and their mothers, and teachers' evaluations for 549 children. Negligible to slight agreements and significant asymmetry were found between the child-mother (κ = 0.03, 95% CI:-0.03, 0.09), child-teacher (κ = 0.04, 95% CI: 0.01, 0.08), and mother-teacher (κ = 0.07, 95% CI: 0.03, 0.11) pairwise assessments-with children and mothers more likely to rate Pacific children's academic performance higher than their teachers. Significantly higher concordances with teacher assessments were found among mothers with post-secondary education, proficiency in English, and stronger alignment with New Zealand culture and for children who performed strongly on a standardised measure of performance relative to their peers.

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Parent-Teacher Concordance in Rating Preschooler Difficulties in Behavioural and Cognitive Functioning and Their Dyadic Predicting of Fluid Intelligence

Cited by 5 publications

References 53 publications

The Efficacy of Parent Management Training With or Without Involving the Child in the Treatment Among Children with Clinical Levels of Disruptive Behavior: A Meta-analysis

The Efficacy of Parent Management Training With or Without Involving the Child in the Treatment Among Children with Clinical Levels of Disruptive Behavior: A Meta-analysis

A Deep Learning Approach for Missing Data Imputation of Rating Scales Assessing Attention-Deficit Hyperactivity Disorder

Perceptions of Pacific children’s academic performance at age 6 years: A multi-informant agreement study

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