Teacher Ratings Of Child Behavior Research Articles

Patterns of Parental Adherence and the Association to Child and Parenting Outcomes Following a Multicomponent School-Home Intervention for Youth With ADHD

The goal of the present study was to evaluate the role of parent adherence in the Collaborative Life Skills (CLS) program, a multicomponent school-home intervention, for predicting child and parenting outcomes. A sample of 129 children (63% male; M age = 8.22, SD = 1.10; grades 2–5) with attention-deficit/hyperactivity disorder (ADHD) and their parents participated in CLS, which included 10 weekly behavioral parent training group sessions. Each week, parents provided information on their CLS skill use between sessions (at home) as part of the intervention. Outcome measures included parent and teacher ratings of child behavior and parenting at post-intervention and 6 months follow-up. Growth mixture models examining weekly parent skill use trajectories throughout the intervention significantly predicted parent- and teacher-reported outcomes including parent-rated child behavior, teacher-rated academic competence, and positive parenting behaviors. Fifty-two percent of parents displayed moderate skill use throughout the intervention, whereas the remaining parents had either low (20%) or high (28%) initial levels of use but demonstrated high skill utilization by the middle of the intervention. Results highlight the importance of examining individual differences in parents between session strategy use for behavioral parent training interventions targeting child and parenting outcomes.

Working Memory Capacity and ADHD Symptoms in Boys: Examining the Heterogeneity of Working Memory Functioning Using Latent Profile Analysis.

Recent studies demonstrate that working memory (WM) is integral to etiological models of ADHD; however, significant questions persist regarding the relation between WM performance across tasks with varying cognitive demands and ADHD symptoms. The current study incorporates an individual differences approach to WM heterogeneity (i.e., latent profile analysis) to (a) identify differential profiles of WM across the phonological and visuospatial WM subsystems; and (b) characterize differences in symptom presentation among WM profiles. Parent and teacher ratings of child behavior, obtained for boys with (n=51) and without (n=38) a diagnosis of ADHD, were compared across latent classes of visuospatial and phonological WM performance. Latent profile analysis identified three classes of WM functioning: Low WM, Moderate WM, and High WM. Membership in the Low and Moderate WM classes was associated with greater levels of parent- and teacher-rated inattentive and hyperactive symptoms. While 84% of the ADHD group were assigned to the Low and Moderate WM classes, more than a quarter of children without ADHD exhibited Moderate WM limitations. Collectively, these findings extend prior work suggesting that there is substantial heterogeneity in WM functioning in children with and without ADHD and that these differences contribute to the expression of symptoms of inattention and hyperactivity.

Older versus Younger: The Role of Entry Age for Students who Begin Kindergarten with Disabilities

Background/Context The age at which children can enter kindergarten continues to be discussed in both educational research and practice, and the debate for whether to increase kindergarten entry age remains active on both sides. A critical oversight has been the lack of attention paid towards entry age for those students who begin school with a disability (“SWDs”). The lack of empirical evidence in this domain is highly concerning given that statewide policies and practices that affect the general schooling population will now also be affecting SWDs who are increasingly being educated in general education classrooms and schools and are hence subject to general educational policies and practices. Purpose/Objective/Research Question/Focus of the Study Our study asked the following two research questions: 1. For children who begin kindergarten with a disability, does older versus younger entry age link to differences in short- and long-term achievement outcomes? 2. For children who begin kindergarten with a disability, does older versus younger entry age link to differences in short- and long-term socio-emotional measures? Population/Participants/Subjects This study utilizes data from the newly released Early Childhood Longitudinal Study—Kindergarten Class of 1998–1999. Data were collected in several waves: the fall and spring of kindergarten (1998-99), in the spring of 1st grade (1999-00), the spring of 3rd grade (2002), the spring of 5th grade (2004), and the spring of 8th grade (2007). We analyzed data from the elementary school waves. Research Design This study examined two sets of outcomes. First was reading and math achievement. The second set included socioemotional scales based on both teacher ratings of child behavior. These outcomes were regressed on a measure for having attended kindergarten at an older entry age as well as a wide span of child and family characteristics. Error terms were clustered at the school level to account for nested data. Findings The findings of the current study suggest there is little evidence that older kindergarten entry age links to differences in academic achievement for entrants with disabilities. However, older entrants with disabilities had much fewer instances of problem behaviors compared to those children with disabilities who began school at a younger age. Older entrants with disabilities also had higher social skills compared to entrants with disabilities who entered school at a younger age, though these findings were short-run, with little evidence extending beyond first grade. Conclusions/Recommendations Later kindergarten entry may be one way to help SWDs ease the transition into schooling, given that prior research has found that kindergarten entry for SWDs can elevate stress and anxiety for this vulnerable group of students. Hence, SWDs might be especially benefitting greatly from an extra year of maturation before beginning formal schooling. Future research might examine what interventions and developmental services might be best at boosting SWDs’ development during that additional time prior to school.

The Pattern of Stability and Change in Parental Locus of Control Over 6 Years and Teacher Ratings of Child Behavior.

A previous study from our group showed that parents’ locus of control (LOC) obtained before the birth of their child was associated with the child’s behavior at school in School Years 3 (ages 7–8) and 6 (ages 10–11). Here we examine whether a change in parental LOC over the first 6 years of the child’s life was associated with differences in his or her behavior as rated by their teachers. As before, we use data from the Avon Longitudinal Study of Parents and Children (ALSPAC). A modified version of the adult Nowicki–Strickland internal–external LOC scale was completed by mothers and fathers in their own home during pregnancy and 6 years later. Externality was defined as a score greater than the median and internality as equal to, or less than, the median. Outcomes were the five individual subscales and the total difficulties of Goodman’s Strengths and Difficulties Questionnaire (SDQ) completed by the children’s class teachers at the end of School Years 3 and 6. As predicted, we found that parents who remained externally oriented, or became external, had children with more behavioral difficulties in primary school compared with parents who remained or became internal. Type of behavior difficulties varied somewhat with whether mothers or fathers remained or changed toward externality. These results support the possibility that changes in parental LOC are associated with children’s personal and social adjustment. Consequently, programs to change parental LOC may be worth evaluating.

Sluggish Cognitive Tempo as a Possible Predictor of Methylphenidate Response in Children With ADHD: A Randomized Controlled Trial.

To examine whether sluggish cognitive tempo (SCT) symptomatology moderates dose response to methylphenidate and whether the impact of SCT on medication response is distinct from attention-deficit/hyperactivity disorder (ADHD) subtype effects. Stimulant-naive children with ADHD predominantly inattentive type (ADHD-I; n = 126) or ADHD combined type (ADHD-C; n = 45) aged 7-11 years were recruited from the community from September 2006 to June 2013 to participate in a prospective, randomized, double-blind, 4-week crossover trial of long-acting methylphenidate. ADHD diagnosis and subtype were established according to DSM-IV criteria using a structured interview and teacher ADHD symptom ratings. SCT symptoms were assessed using a teacher-rated scale with 2 factors (Sluggish/Sleepy and Daydreamy). Primary outcomes included (1) categorization of children as methylphenidate responders, methylphenidate nonresponders, or placebo responders by 2 blinded physicians and (2) parent and teacher ratings of child behavior on the Vanderbilt ADHD Diagnostic Rating Scales while subjects were on treatment with placebo or 1 of 3 methylphenidate dosages (low, medium, high). Increased SCT Sluggish/Sleepy factor scores were associated with being a methylphenidate nonresponder or placebo responder rather than a methylphenidate responder (P = .04). Sluggish/Sleepy factor scores were also linked to diminished methylphenidate dose response for parent- and teacher-rated inattention symptoms (Sluggish/Sleepy factor × dose P = .004). SCT Daydreamy symptoms and ADHD subtype (ADHD-I vs ADHD-C) were not associated with methylphenidate responder status and did not moderate methylphenidate dose response for inattention symptoms. SCT Sluggish/Sleepy symptoms, but not SCT Daydreamy symptoms or ADHD subtype, predicted methylphenidate nonresponse. This novel finding, if replicated, may have important implications for assessing SCT as part of ADHD care. ClinicalTrials.gov identifier: NCT01727414.

Parenting practices in middle childhood mediate the relation between growing up with a parent having bipolar disorder and offspring psychopathology from childhood into early adulthood.

The offspring of parents with bipolar disorder (OBD) are at high risk for developing mental disorders. In addition to genetic factors, environmental risk is purported to be associated with these negative outcomes. However, few studies have examined this relation. Using concurrent and longitudinal data, we examined if support, structure, and control provided by parents in middle childhood mediated the relation between having a parent with or without bipolar disorder, and offspring mental health. The sample included 145 offspring (77 OBD, 68 controls) aged 4 to 14 years and their parents. Parent and teacher ratings of child behavior were collected, and diagnostic assessments were conducted in offspring 12 years later (n = 101). Bootstrapping analyses showed that low levels of structure mediated the relation between having a parent with bipolar disorder and elevated internalizing and externalizing difficulties during middle childhood. For the longitudinal outcomes, parental control emerged as the strongest mediator of the relation between parents' bipolar disorder and offspring psychopathology. Suboptimal childrearing may have different immediate and enduring consequences on mental health outcomes in the OBD. Parental structure has robust effects on emotional and behavioral problems in middle childhood, while levels of control promote psychological adjustment in the OBD as they mature.

Teacher ratings of child behavior in preschool: A MIMIC investigation of the BESS TRS-P.

The purpose of this study was to conduct further investigations of the latent structure underlying the Behavioral and Emotional Screening System Teacher Rating Scale-Preschool (BESS TRS-P) by examining latent variable differences due to demographic factors of the preschool children being rated. A U.S. representative sample of teacher ratings of more than 1,200 preschoolers was used to examine the latent structure of the BESS TRS-P. A multiple indicator-multiple causes (MIMIC) model used with a bifactor model showed differences on selected latent factor means relative to a child's age and gender, but no relationship with child's race. Use of age and/or gender scoring norms may produce a more accurate estimate of a child's latent score. (PsycINFO Database Record

Negative Affectivity and Effortful Control in Mothers With Borderline Personality Disorder and in Their Young Children.

Research has examined temperament in individuals with borderline personality disorder (BPD) but not in their offspring, despite offspring's risk of developing BPD and the importance of temperament in the etiology of BPD. We recruited a low-socioeconomic sample of 36 mothers with BPD and their children ages 4 through 7, and 34 normative comparisons. Replicating prior studies, mothers with BPD reported themselves as having more negative affectivity (frustration, fear) and less effortful control (inhibitory control, attentional control, activation control) than did comparisons. Mothers with BPD also reported that their offspring had more negative affectivity (anger/frustration, fear) and less effortful control (inhibitory control, attentional focusing) than did comparisons. We were concerned about potential bias and shared method variance. We therefore provided validity support for mothers' ratings of their children with teacher ratings of child behavior and child self-report via their story-stem completion narratives. We discuss children's temperamental vulnerability versus differential susceptibility to the environment.

Play Behavior Differences Among Preschoolers with ADHD: Impact of Comorbid ODD and Anxiety

The acquisition of positive peer play behavior is an important aspect of child development and an indicator of social competence. Engaging in peer play may pose challenges for children with internalizing and externalizing disorders, particularly those with comorbid disorders. Existing literature contains little information on the peer play behaviors of children with attention-deficit/hyperactivity disorder (ADHD), and even less research is available examining the play behaviors of children with comorbid disorders. The present study assessed the peer play behaviors and social competence of 107 preschoolers with varying combinations of ADHD, oppositional defiant disorder (ODD), and anxiety symptoms. Assessment methods included direct observations and teacher ratings of child behavior. Results indicated there were no differences in observed peer play behaviors or negative behaviors toward peers, but there were differences in teacher-rated social competence between the groups. Results are discussed in terms of assessment method variations as well as directions for additional research in this critical area and implications for practice.

Socioeconomic Factors in Relation to Discrepancy in Parent versus Teacher Ratings of Child Behavior

Discrepancies between observers are common in studies of child behavior problems that rely on behavior ratings. Although modest concordance between informants is well-documented, little is known about characteristics that predict discrepancies. In 477 children aged 5 to 12 years, maternal age and indicators of socioeconomic status (SES; maternal education, family income) were evaluated in relation to score discrepancies between the Child Behavior Checklist and Teacher Report Form for Total, Externalizing and Internalizing Problems. Family income <$35,000 was independently associated with discrepancies in which mothers rated more clinically significant child behavior problems than teachers for Total, Externalizing and Internalizing Problems [odds ratio (OR) = 3.26, 95% confidence interval (CI ), 1.19-8.96, OR = 2.76, 95% CI 1.03-7.34 and OR = 3.07, 95% CI 1.30-7.26, respectively]. Maternal education was not associated with discrepancies, but younger mothers were less likely to rate child's behavior in the clinical range for Externalizing Problems than teachers (OR per year of age = 0.88, 95% CI 0.81-0.96). These results suggest that studies that utilize only maternal or teacher report of child behavior may have misclassification of outcomes that is dependent on SES and could produce biased results.

Wheezing, sleeping, and worrying: The hidden risks of asthma and obesity in school‐age children

AbstractThe present study investigated the co‐occurrence of asthma and obesity in a sample of 193 children (mean age = 7.76 years). Specifically, this study was interested in delineating the associated comorbidities of internalizing symptoms and sleep disruptions among younger (younger than 7 years) and older elementary age children with asthma who were also overweight. Information about child internalizing symptoms (among other areas of functioning) was collected from teacher ratings of child behavior. Data regarding nighttime waking, morning symptoms, and school days missed were obtained from parent reports. Findings suggest that older elementary age children with asthma who are overweight are more likely to experience internalizing symptoms and more nighttime waking than their average weight peers. Implications include the important role of teachers in identifying these children who might be at increased risk for internalizing symptoms and the consequences of such symptoms. © 2009 Wiley Periodicals, Inc.

Behavior Change and Perceptions of Change: Evaluating the Effectiveness of a Token Economy

ABSTRACT Token economies often reduce problematic classroom behavior in preschool settings. In the present study, direct observation and teacher ratings of child behavior and treatment acceptability were utilized to evaluate the effectiveness of a token economy in a Head Start classroom. Because many teachers express concerns about the effort required to implement and maintain token systems, this study compared the relative efficacies of group and individualized contingency management programs. Direct observation data for three children revealed that both the individual and group contingency were superior to a baseline condition in which no systematic behavior management program was utilized. In addition, the whole group contingency was generally as effective as the individual contingency. However, despite reductions in classroom rule violations for the three target children, the acceptability of the token program was variable and little change was observed in the teacher's ratings of their behavior. The results suggest the ongoing need for multiple measures of treatment outcome (e.g., teacher and student ratings of acceptability and effectiveness, direct observation) even for empirically supported school-based interventions.

Physical Discipline and Child Behavior Problems: A Study of Ethnic Group Differences

Objective. This study examines ethnic group differences in the relation between parents' use of physical discipline and children's externalizing behavior problems in younger children and assesses both same-source and distinct-source data. Design. One hundred and twelve mothers of African American (N = 63) and European American (N = 49) children were interviewed regarding their parenting strategies and their child's behavior. Preschool teacher ratings of child behavior were obtained. Results. Regression analyses revealed significant main effects for gender and discipline on externalizing behavior problems. All 2-way interactions with ethnicity were significant, but only when predicting teacher-rated behavior problems. Post-hoc analyses showed that for African American men, there was a significant negative correlation between mother-reported physical discipline and teacher-rated externalizing behavior problems. Similar correlations for African American women and the European American gender groups were not significant. Conclusions. These findings show ethnic differences in the relation between physical discipline and externalizing behavior problems for young children when distinct-source information is obtained. The study extends the literature by showing this effect is particularly strong for boys.

Mental health service use in a community head start population.

Evaluating access to and delivery of mental health services for young children was a primary objective of the national research demonstration program Starting Early Starting Smart (SESS). To present preliminary findings on family mental health and use of services in a community Head Start population at time of entry into a longitudinal study as part of the SESS program. Children enrolled for Head Start entry in 1998 and 1999 (N = 290; mean age, 4.3 years). Of these children, 52% were boys. Data on demographic factors, child and parent mental health, and service use were collected from the sample at baseline. Information was gathered from primary caregivers and teachers using standardized questionnaires and structured interviews. There was low concordance between parent and teacher ratings of child behavior. Factors predicting behavior problems in young children varied according to whether the parent or teacher rated the child as having behavior problems. Sex (male) and home environment were associated with teachers rating the child as having a behavior problem. Parent mental health problems and problems in the parent-child relationship were associated with parent ratings. Only home environment was associated with child-focused service utilization (services that help parents manage children's behavior). Demographic risk factors were not associated with child behavior problems or use of mental health services in this group of Head Start children. Findings suggest that children with behavioral problems have unmet mental health service needs. Interventions designed to address both parent mental health needs and sensitivity to the developmental needs of children may increase child-focused mental health service utilization.

The Potential Effect of Instrument Titles on Teacher Ratings of Child Behavior

Abstract The present study investigated the possible effect of instrument titles on prospective teacher ratings of child behavior utilizing a posttest-only control group experimental design. Though statistical analyses revealed no main effects for label (label vs. no label) or major focus of study (regular education vs. special education), all groups rated a normal child's behavior in the clinically elevated range on several dependent variables. Implications tor those professionals in the fields of education and psychology are discussed along with the need for additional research in the area.

Predictors of early school age outcomes in very low birth weight children.

The purpose of this study was to examine predictors of outcome in very low birth weight (< 1500 g) children. The very low birth weight sample consisted of 68 children weighing less than 750 g at birth and 65 children weighing 750 to 1499 g at birth who had been matched to the less than 750 g birth weight children in terms of hospital of birth, age, sex, and race. Mean ages for these two groups were 6.7 and 6.9 years, respectively. Outcomes were measured in terms of tests of cognitive function, neuropsychological abilities, and academic achievement and parent and teacher ratings of child behavior and school performance. A weighted sum of the number of major neonatal medical complications (Neonatal Risk Index) provided a composite measure of biological risk. Social risks were also assessed. Results indicated that the Neonatal Risk Index was the most consistent predictor of outcomes. Even after taking social risks into account, neonatal risk predicted overall cognitive ability and other achievement, neuropsychological, and behavior outcomes. Individual neonatal complications that predicted outcomes included severe cerebral ultrasonographic abnormality, chronic lung disease, necrotizing enterocolitis, and apnea of prematurity. Research and therapy to prevent or reduce neonatal complications and amelioration of social risks are of critical importance in improving outcomes of very low birth weight.

Methylphenidate Dosing: Twice Daily Versus Three Times Daily

To evaluate the short-term efficacy and side effects associated with two methylphenidate hydrochloride (MPH) dosing patterns. Twenty-five boys with attention deficit hyperactivity disorder (ADHD) participated in a 5-week, triple-blind, placebo-controlled, crossover evaluation of MPH administered twice (b.i.d.) versus thrice (t.i.d.) per day (mean dose = 8.8 +/- 5 mg, .30 +/- .1 mg/kg/dose). Four dosing conditions (placebo, titration [gradual increase to target dose], b.i.d., and t.i.d.) were used. Dependent measures obtained on a weekly basis included: parent and teacher ratings of child behavior, parent-child conflicts, parent report of stimulant side effects, child self-report of mood symptoms, a sleep log, laboratory measures of attention, and actigraphic recording of sleep activity. All dosing conditions resulted in significant effects on ADHD symptoms when compared with baseline. Relative to placebo, t.i.d. dosing was characterized by improvement on the greatest number of behavioral measures, and both b.i.d. and t.i.d. were generally more effective than titration. Direct comparisons of b.i.d. and t.i.d. dosing revealed that t.i.d. was associated with greater improvement on the Conners Parent Rating Scale Impulsivity/Hyperactivity factor, with a similar marginally significant effect for the ADD-H Teacher Rating Scale Hyperactivity factor. The analysis of clinically significant change favored a three-times-a-day dosing schedule over placebo on both parent and teacher ratings of impulsivity/hyperactivity and attention. Compared with placebo, appetite suppression was rated, on average, as more severe in the t.i.d. and titration conditions, but not in the b.i.d. condition. However, the number of subjects who exhibited any or severe appetite suppression did not differ significantly between the b.i.d. and t.i.d. schedules. Although there was no difference in sleep duration for children on b.i.d. and t.i.d. schedules, total sleep time appeared to decrease slightly on t.i.d. relative to placebo according to both parent ratings and actigraphic assessment. There were no significant differences between b.i.d. and t.i.d. on any other side effects or sleep variables. For many children with ADHD, t.i.d. dosing may be optimal. There are few differences in acute side effects between b.i.d. and t.i.d. MPH dosing. The dosing schedule should be selected according to the severity and time course of ADHD symptoms rather than in anticipation of dosing schedule-related side effects.

Mother and Teacher Assessments of Behavior Problems in Abused Children

Mother and teacher ratings of behavior problems in abused and nonabused children were compared. The extent to which ratings were related to maternal depressive symptoms was examined. The sample for this report consists of 172 elementary school-age abused children and a matched comparison group of 155 nonabused children. Maternal and teacher ratings of child behavior were obtained with the parent and teacher versions of the Achenbach Child Behavior Checklist. Maternal depressive symptomatology was assessed with the CES-Depression Scale. Mothers and teachers rated abused children, both boys and girls, as having greater behavior problems than nonabused children, with abused boys having more problems than abused girls. Regardless of abuse status, there were no significant differences by rater. Maternal depressive symptomatology had independent effects on maternal ratings but was not related to teacher ratings. The combination of abuse and maternal depressed mood resulted in the greatest problems for children. Both raters reported greater problems in the clinical range for abused boys than for nonabused boys. Few differences were noted between abused and nonabused girls for clinical problems. Intervention strategies for abused children must address their behavioral problems and must consider the extent of depressive symptoms in the children's mothers.

Effects of a school-based cognitive-behavioral intervention for ADHD children

Two variations of school-based cognitive-behavioral training (CBT) program were compared to each other and to a waiting-list control condition in the treatment of children with attention-deficit hyperactivity disorder (ADHD). The experimental interventions included a multicomponent condition that provided coordinated training programs for parents, teachers, and children and a teacher-only condition that offered training for classroom teachers only. Evaluation of outcome occurred at pre-intervention, post-intervention and at 6-week followup periods. Depedent measures included classroom behavior observations, teacher ratings of child behavior, child self-report, and teacher ratings of adjustment. The multicomponent CBT condition was significantly better than the other conditions at improving observed off-task/disruptive behavior at post-test. This improvement was maintained at followup, although treatment condition differences were no longer significant. There were no treatment condition differences on any other measures at post-intervention or followup. It was concluded that the intervention had minimal short-term effects on the ADHD children. The results are discussed within the context of several methodological limitations of the study which serve as proposals for continued research in this area.

Follow-up One Year after Parent-Child Interaction Training: Effects on Behavior of Preschool Children

A preventive mental health intervention previously reported found positive effects in a parent-child interaction training program on attention deficit and internalizing symptoms of low-income preschool children as rated by parents. Families were randomly assigned to a "minimal treatment" control group or a more extensive treatment experimental group. The present study reports follow-up results measured approximately 1 year after the end of the intervention. Parent ratings and child achievement test scores showed no difference between the two groups. Teachers blind to the condition of the intervention, however, rated experimental children as significantly superior to control children with respect to attention deficit and hyperactivity symptoms (preintervention ratings by teachers on the same variable were statistically controlled). Composite teacher ratings of child behavior also significantly favored the experimental group. Children's improvements in classroom behavior were significantly correlated with improvements parents had shown during the intervention in their behavior toward the children.