Characteristics Associated With Parent-Teacher Concordance on Child Behavior Problem Ratings in Low-Income Preschoolers

被引:10
作者
Munzer, Tiffany G. [1 ]
Miller, Alison L. [2 ,3 ]
Brophy-Herb, Holly E. [6 ]
Peterson, Karen E. [2 ,4 ]
Horodynski, Mildred A. [7 ]
Contreras, Dawn [6 ,8 ]
Sturza, Julie [2 ]
Kaciroti, Niko [2 ,5 ]
Lumeng, Julie C. [1 ,2 ,4 ]
机构
[1] Univ Michigan, Sch Med, Dept Pediat, Ann Arbor, MI USA
[2] Univ Michigan, Ctr Human Growth & Dev, 300 N Ingalls St,10th Floor, Ann Arbor, MI 48109 USA
[3] Univ Michigan, Sch Publ Hlth, Dept Hlth Behav & Hlth Educ, Ann Arbor, MI 48109 USA
[4] Univ Michigan, Sch Publ Hlth, Dept Nutr Sci, Ann Arbor, MI 48109 USA
[5] Univ Michigan, Dept Biostat, Ann Arbor, MI 48109 USA
[6] Michigan State Univ, Dept Human Dev & Family Studies, E Lansing, MI 48824 USA
[7] Michigan State Univ, Coll Nursing, E Lansing, MI 48824 USA
[8] Michigan State Univ Extens, Hlth & Nutr Inst, E Lansing, MI USA
基金
美国农业部;
关键词
behavior ratings; concordance; parent; preschool; teacher; EXTERNALIZING BEHAVIOR; SELF-EFFICACY; DISCREPANCIES; PREDICTORS; AGREEMENT; SYMPTOMS; DISORDER; MOTHERS; ADHD;
D O I
10.1016/j.acap.2017.10.006
中图分类号
R72 [儿科学];
学科分类号
100202 ;
摘要
OBJECTIVE: Assessment of pediatric behavior problems often requires rating scales from multiple reporters in different settings (eg, home and school); however, concordance between reporters may be low. Pediatricians must reconcile differences to inform treatment. We sought to examine characteristics predicting parent-teacher concordance on ratings of preschoolers' behavior problems. METHODS: Data from 562 preschoolers were used from the Growing Healthy study, an obesity prevention trial in Head Start programs (2011-2015). Parents and teachers completed the Eyberg Child Behavior Inventory (ECBI)/Student Behavior Inventory (SBI) and the Social Competence and Behavior-Evaluation (SCBE). Outcome variables were: parent-teacher concordance (teacher minus parent score on each subscale of ECBI/SBI and SCBE); teacher reports problem behavior, parent does not (children rated in the top quintile of challenging behavior by teacher but not parent); and parent reports problem behavior, teacher does not (children rated in the top quintile of challenging behavior by parent but not teacher). Multiple linear and logistic regression models were created for each subscale outcome, including the following covariates: child sex, child race/ethnicity, parent age, parent education, family structure, parent depressive symptoms, and parenting self-efficacy, and time of school year. RESULTS: Lower concordance was associated with child female sex, and child black or Hispanic race/ethnicity; parent older age, lower education, more depressive symptoms, and greater self efficacy; and beginning of school year. CONCLUSIONS: Low parent-teacher concordance may reflect different perceptions of child behavior. Pediatricians could consider parent depressive symptoms, culture, and implicit bias when interpreting differences in behavior ratings by parents and teachers.
引用
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页码:452 / 459
页数:8
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