Abstract
Research shows mostly poor inter-rater rater agreement between parents (P) and teachers (T) on measures of children’s social-emotional functioning (SEF). The lack of P-T agreement on children’s SEF can contribute to poor goal clarity and inconsistency of child support across home and school environments. This study examined whether P-T agreement on child SEF improved as a result of participation in the gaming-based Secret Agent Society Program (SAS). SAS consisted of 9 weekly child group sessions, parent-coaching sessions, teacher tip sheets, and a home-school diary to track and reward children’s social-emotional skill use at home and at school. Nonsignificant correlations between P-T-ratings of children’s SEF at pretreatment were hypothesized, whereas significant correlations were hypothesized at posttreatment.
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