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Parent-teacher agreement on children's problems in 21 societies
Leslie A Rescorla1, Lauren Bochicchio, Thomas M Achenbach
1a Bryn Mawr College.
Summary
Parent and teacher agreement on child behavior problems varies significantly across 21 societies. Findings emphasize the need for multi-informant assessments in child clinical evaluations.
Area of Science:
- Child Psychology
- Developmental Psychology
- Cross-Cultural Psychology
Background:
- Parent-teacher agreement on child behavior is crucial for clinical insights.
- Previous research indicates modest agreement, but cross-cultural data is limited.
Purpose of the Study:
- To investigate parent-teacher agreement across 21 societies using Child Behavior Checklist (CBCL) and Teacher's Report Form (TRF) data.
- To examine variations in agreement by society, age, gender, and problem type.
- To assess agreement on problem item ratings and deviance thresholds.
Main Methods:
- Utilized data from 27,962 children across 21 diverse societies.
- Employed five distinct methods to quantify parent-teacher agreement.
- Analyzed Child Behavior Checklist (CBCL) and Teacher's Report Form (TRF) ratings.
Main Results:
- Parents generally reported more problems than teachers, with variations across societies.
- Cross-informant correlations were higher for externalizing than internalizing problems.
- Within-dyad agreement on specific items varied widely, and non-corroboration was common.
Conclusions:
- Parent-teacher agreement on child behavior is complex and culturally influenced.
- Multiple assessment methods and informants are essential for accurate child evaluations.
- Findings provide a baseline for understanding cross-cultural parent-teacher agreement patterns.
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