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- Agreement and disagreement on emotional and behavioral problems in a sample of preschool-age childrenPublication . Carneiro, Alexandra; Dias, Pedro; Pinto, Raquel; Baiao, Rita; Mesquita, Ana; Soares, IsabelThe present study aimed to identify predictors of agreement and disagreement concerning emotional and behavioral problems reported by the mothers and teachers of preschool-aged children. Participants included 172 (89 boys) children, their mothers, and their preschool teachers. Mothers were asked to complete the Child Behavior Checklist for Ages 11/2-5 (CBCL 11/2-5), the Brief Symptom Inventory (BSI), and a sociodemographic questionnaire, and were observed engaging in an interactive task with their child. Preschool teachers completed the Caregiver Teacher Report Form for Ages 11/2-5 (CTRF). The results show low cross-informant agreement. None of the studied variables predicted cross-informant agreement; however, maternal psychopathology and the presence of an assistant in the classroom were predictors of disagreement between mothers and teachers. Although these results highlight the influence of maternal and school context variables on the disagreement among informants' reports on the emotional and behavioral problems of preschool-aged children, additional research in this field is needed.
- Meta-analysis on parent–teacher agreement on preschoolers’ emotional and behavioural problemsPublication . Carneiro, Alexandra; Soares, Isabel; Rescorla, Leslie; Dias, PedroBased on a meta-analysis, this study aimed to examine cross-informant agreement between parents and teachers about Internalizing, Externalizing and Total Problems in preschool children using community and clinical samples and to test the effects of the type of sample, the measure used for assessments, and child sex on agreement between informants. The meta-analysis involved 23 studies assessing cross-informant agreement for preschool children. Informants were parents and teachers. The level of cross-informant agreement tended to be low. Meta-regression analyses showed that the child’s sex, the type of sample, and the measure used for assessments did not predict the level of cross-informant agreement on emotional and behavioural problems. The findings were in line with previous research results. Furthermore, the studied variables did not contribute to the prediction of agreement, suggesting the development of further studies that focus on other variables that may interfere with agreement in informants’ reports and will contribute to explaining different ratings of internalizing and externalizing problems in preschool-aged children.
- Behavioral/emotional problems of preschoolers: caregiver/teacher reports from 15 societiesPublication . Rescorla, Leslie A.; Achenbach, Thomas M.; Ivanova, Masha Y.; Bilenberg, Niels; Bjarnadottir, Gudrun; Denner, Silvia; Dias, Pedro; Dobrean, Anca; Döpfner, Manfred; Frigerio, Alessandra; Gonçalves, Miguel; Guõmundsson, Halldór; Jusiene, Roma; Kristensen, Solvejg; Lecannelier, Felipe; Leung, Patrick W. L.; Liu, Jianghong; Löbel,Sofia P.; Machado, Bárbara César; Markovic, Jasminka; Mas, Paola A.; Esmaeili, Elaheh Mohammad; Montirosso, Rosario; Plück, Julia; Pronaj, Adelina Ahmeti; Rodriguez, Jorge T.; Rojas, Pamela O.; Schmeck, Klaus; Shahini, Mimoza; Silva, Jaime R.; Ende, Jan van der; Verhulst, Frank C.This study tested societal effects on caregiver/teacher ratings of behavioral/emotional problems for 10,521 preschoolers from 15 societies. Many societies had problem scale scores within a relatively narrow range, despite differences in language, culture, and other characteristics. The small age and gender effects were quite similar across societies. The rank orders of mean item ratings were similar across diverse societies. For 7,380 children from 13 societies, ratings were also obtained from a parent. In all 13 societies, mean Total Problems scores derived from parent ratings were significantly higher than mean Total Problems scores derived from caregiver/teacher ratings, although the size of the difference varied somewhat across societies. Mean cross-informant agreement for problem scale scores varied across societies. Societies were very similar with respect to which problem items, on average, received high versus low ratings from parents and caregivers/teachers. Within every society, cross-informant agreement for item ratings varied widely across children. In most respects, results were quite similar across 15 very diverse societies.