Parent-teacher agreement on children's problems in 21 societies

Rescorla, Leslie A. and Bochicchio, Lauren and Achenbach, Thomas M. and Ivanova, Masha Y. and Almqvist, Fredrik and Begovac, Ivan and Bilenberg, Niels and Bird, Hector and Dobrean, Anca and Erol, Nese and Fombonne, Eric and Fonseca, Antonio and Frigerio, Alessandra and Fung, Daniel S. S. and Lambert, Michael C. and Leung, Patrick W. L. and Liu, Xianchen and Marković, Ivica and Markovic, Jasminka and Minaei, Asghar and Ooi, Yoon Phaik and Roussos, Alexandra and Rudan, Vlasta and Simsek, Zeynep and van der Ende, Jan and Weintraub, Sheila and Wolanczyk, Tomasz and Woo, Bernardine and Weiss, Bahr and Weisz, John and Zukauskiene, Rita and Verhulst, Frank C.. (2014) Parent-teacher agreement on children's problems in 21 societies. Journal of clinical child and adolescent psychology, 43 (4). pp. 627-642.

[img] PDF - Published Version
Restricted to Repository staff only


Official URL: http://edoc.unibas.ch/dok/A6337503

Downloads: Statistics Overview


Parent-teacher cross-informant agreement, although usually modest, may provide important clinical information. Using data for 27,962 children from 21 societies, we asked the following: (a) Do parents report more problems than teachers, and does this vary by society, age, gender, or type of problem? (b) Does parent-teacher agreement vary across different problem scales or across societies? (c) How well do parents and teachers in different societies agree on problem item ratings? (d) How much do parent-teacher dyads in different societies vary in within-dyad agreement on problem items? (e) How well do parents and teachers in 21 societies agree on whether the child's problem level exceeds a deviance threshold? We used five methods to test agreement for Child Behavior Checklist (CBCL) and Teacher's Report Form (TRF) ratings. CBCL scores were higher than TRF scores on most scales, but the informant differences varied in magnitude across the societies studied. Cross-informant correlations for problem scale scores varied moderately across societies studied and were significantly higher for Externalizing than Internalizing problems. Parents and teachers tended to rate the same items as low, medium, or high, but within-dyad item agreement varied widely in every society studied. In all societies studied, both parental noncorroboration of teacher-reported deviance and teacher noncorroboration of parent-reported deviance were common. Our findings underscore the importance of obtaining information from parents and teachers when evaluating and treating children, highlight the need to use multiple methods of quantifying cross-informant agreement, and provide comprehensive baselines for patterns of parent-teacher agreement across 21 societies.
Faculties and Departments:07 Faculty of Psychology
UniBasel Contributors:Ooi, Yoon Phaik
Item Type:Article, refereed
Article Subtype:Research Article
Publisher:Lawrence Erlbaum Associates
Note:Publication type according to Uni Basel Research Database: Journal article
Related URLs:
Identification Number:
edoc DOI:
Last Modified:08 Jan 2018 12:11
Deposited On:06 Feb 2015 09:59

Repository Staff Only: item control page