Strengths-based assessment of children with SED: Consistency of reporting by teachers and parents

被引：0

作者：

Friedman K.A. ^{[1
]}

Leone P.E. ^{[1
,3
]}

Friedman P. ^{[2
]}

机构：

[1] Department of Special Education, University of Maryland, College Park, MD

[2] Department of Psychoeducational Studies and Human Development, Howard University, Washington, DC

[3] University of Maryland, Department of Special Education, 1240 Benjamin Building, College Park

来源：

Journal of Child and Family Studies | 1999年 / 8卷 / 2期

关键词：

Assessment; Parent-teacher concordance; Serious emotional disturbance; Strengths; Trait variance;

D O I：

10.1023/A:1022035817456

中图分类号：

学科分类号：

摘要：

Parents and teachers rated the strengths of a group of 20 children diagnosed as having serious emotional disturbance. The degree of consistency between different informants' reports was examined to determine whether certain items and scales on the Behavioral and Emotional Rating Scale (BERS) were more appropriately answered by different sources or in different situations, and whether there were method effects associated with each group. A repeated measures ANOVA and correlations between the informants on each subscale demonstrated significant convergent and discriminant validity as well as possible assessment biases. Results also supported the need for developing separate norms for different informants. © 1999 Human Sciences Press, Inc.

引用

页码：169 / 180

页数：11