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A Tablet-Based Curriculum-Based Measurement Protocol for Kindergarten Writing

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Child Behavior Questionnaire-Short Form for Teachers: Informant Correspondences and Divergences.

Hedwig Teglasi¹, Laura Schussler², Kathleen Gifford²

¹University of Maryland, College Park, MD, USA hteglasi@umd.edu.

|January 10, 2015

Summary

Teacher and parent reports on child temperament differ, but patterns align with psychological theories. Adapted questionnaires show reliable teacher-rated scales comparable to parent versions.

Keywords:

effortful control executive function factor structure social competence teacher informant temperament

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Area of Science:

Child Psychology
Developmental Psychology
Educational Psychology

Background:

Discrepancies in information from different sources highlight the need for multiple perspectives.
Existing temperament questionnaires often lack versions for teacher informants.

Purpose of the Study:

To adapt the Child Behavior Questionnaire-Short Form (CBQ-SF) for use by preschool and kindergarten teachers.
To examine informant correspondences, internal consistencies, and construct validity of the teacher-rated CBQ-SF.

Main Methods:

Adapted the parent/caregiver CBQ-SF for teacher use.
Conducted informant correspondence analyses, internal consistency checks, and correlational studies with social competence and executive attention.
Performed separate and multigroup confirmatory factor analyses (CFAs) on parent and teacher data.

Main Results:

Informant correspondences between teachers and parents were low but patterned consistently with person perception models.
Teacher-rated scales demonstrated adequate internal consistencies, comparable to parent-rated scales.
Temperament scales showed expected relations with social competence and executive attention for both informant groups.
CFAs supported a three-factor model for both parent and teacher data, with similar but not equivalent factor structures.

Conclusions:

The adapted teacher-rated CBQ-SF provides a reliable measure of child temperament from a teacher's perspective.
Acknowledging informant differences is crucial for a comprehensive understanding of child temperament.
The findings support the utility of multi-informant assessments in child psychology and education.