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Agreement between Parent and Teacher Ratings of Problem Behaviors

Title: Agreement between Parent and Teacher Ratings of Problem Behaviors: The Role of Children's Executive Function.
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Inaccessible until May 31, 2021 due to copyright restrictions.

Name(s): Osborne, Colleen M., author
Lonigan, Christopher J., Professor Directing Thesis
Kofler, Michael J., Committee Member
Schatschneider, Christopher, Committee Member
Florida State University, degree granting institution
College of Arts and Sciences, degree granting college
Department of Psychology, degree granting department
Type of Resource: text
Genre: Text
Master Thesis
Issuance: monographic
Date Issued: 2019
Publisher: Florida State University
Place of Publication: Tallahassee, Florida
Physical Form: computer
online resource
Extent: 1 online resource (68 pages)
Language(s): English
Abstract/Description: Discrepancies between parent and teacher ratings of problem behaviors have been reported consistently throughout the literature. This study is built on the Attribution Bias Context Model, which suggests that the differences in the ratings of behavior may reflect different observable behaviors across contexts rather than different interpretations of the behavior by the informants. The purpose of this study was to examine the degree to which discrepancies in parents’ and teachers’ ratings of behaviors of young children were associated with children’s executive function (EF). Using a sample of 125 children attending first and second grade in North Florida, EF was directly assessed using a battery of EF measures that was developed for use with this age group, and both parents and teachers completed the Strengths and Weakness of ADHD-related and Normal Behavior (SWAN) questionnaire and Connors Teacher Rating Scale-15 (CTRS) to assess problem behaviors. Quantile regression was used to assess the changes in the relation of the discrepancy between parent and teacher ratings of externalizing problem behaviors and the children’s level of EF using a difference score for each subscale of both questionnaires. Although results from the SWAN inattention subscale were consistent with the hypothesis, results from other subscales and the CTRS were not consistent with the hypothesis. Scores for the Dimension Change Card Sorting (DCCS) task was significantly related to all of the difference scores except for both hyperactivity/impulsivity subscales.
Identifier: 2019_Spring_Osborne_fsu_0071N_15021 (IID)
Submitted Note: A Thesis submitted to the Department of Psychology in partial fulfillment of the requirements for the degree of Master of Science.
Degree Awarded: Spring Semester 2019.
Date of Defense: March 6, 2019.
Bibliography Note: Includes bibliographical references.
Advisory Committee: Christopher J. Lonigan, Professor Directing Thesis; Michael Kofler, Committee Member; Christopher Schatschneider, Committee Member.
Subject(s): Clinical psychology
Persistent Link to This Record: http://purl.flvc.org/fsu/fd/2019_Spring_Osborne_fsu_0071N_15021
Host Institution: FSU

Choose the citation style.
Osborne, C. M. (2019). Agreement between Parent and Teacher Ratings of Problem Behaviors: The Role of Children's Executive Function. Retrieved from http://purl.flvc.org/fsu/fd/2019_Spring_Osborne_fsu_0071N_15021