Abstract
Examined the extent of agreement among teachers from China, Indonesia, Japan, the United States, and Thailand who rated videotaped disruptive behaviors. When observing children in solitary activity, the American and Japanese teachers generally gave less extreme ratings than did teachers from the other countries. Weaker differences were found when the same children were observed in groups with their peers. These findings point to the influence of cultural factors in ratings of disruptive behaviors and bring into question the comparability of cross-cultural epidemiological estimates of disruptive behavior disorders.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
