Cross-informant agreement and teacher nomination technique in
the assessment of children behavior problems

C 2014

Cross-informant agreement and teacher nomination technique in the assessment of children behavior problems

KLIMUSOVÁ, Helena, Iva BUREŠOVÁ and Ivo ČERMÁK

Basic information

Original name

Cross-informant agreement and teacher nomination technique in the assessment of children behavior problems

Name in Czech

Shoda posuzovatelů a učitelská nominační technika v diagnostice problémového chování dětí

Authors

KLIMUSOVÁ, Helena (203 Czech Republic, guarantor, belonging to the institution), Iva BUREŠOVÁ (203 Czech Republic, belonging to the institution) and Ivo ČERMÁK (203 Czech Republic, belonging to the institution)

Edition

Lisboa, Portugal, Psychology Applications & Developments, p. 174-182, 9 pp. Advances in Psychology and Psychological Trends Series, 2014

Publisher

InScience Press

Other information

Language

English

Type of outcome

Kapitola resp. kapitoly v odborné knize

Field of Study

50100 5.1 Psychology and cognitive sciences

Country of publisher

Portugal

Confidentiality degree

není předmětem státního či obchodního tajemství

Publication form

printed version "print"

References:

URL

RIV identification code

RIV/00216224:14210/14:00077967

Organization unit

Faculty of Arts

ISBN

978-989-97866-9-1

Keywords in English

CBCL; informant’s agreement; nomination technique; teachers; child problem behavior

Abstract

V originále

The aim of our study was to (1) examine the degree of agreement among children, parents and teachers on the scales and items of the Czech version of the Child Behavior Checklist, and (2) to assess a teacher nomination technique as a short and simple tool for the recognition of children with higher levels of self-reported problems. The first part of the study was conducted on a sample of 300 children (aged 11-16). The overall degree of cross-informant agreement was low, particularly for ratings of boys. The highest correlations were found between the ratings of parents and teachers (median correlation 0.336), followed by the correlations between the ratings of parents and children (median correlation 0.316). The agreement between teachers and children's ratings was generally poor (median correlation 0.115), with the exception of moderate agreement on the Externalizing Behavior scales. The nomination technique was mainly based on the TRF scales and contained nine short descriptions; the sample consisted of 145 children from non-clinical population (aged 11-12). Only a low proportion of children were named by the teachers at each problem child description. Four significant associations were found between the teacher's ratings in the nomination technique and the categorical ratings based on children self-reports (YSR). Results of both parts of the study are consistent with previous findings and emphasize the importance of utilizing multiple sources in the assessment of children behavior problems.

Links

MUNI/A/0838/2013, interní kód MU

Name: Vývoj seberegulace v kontextu zvládání zátěže, self-efficacy a self-esteem. (Acronym: DESEREG)

Investor: Masaryk University, Category A

Files attached

nomination.pdf

Request the author's version of the file

Citovat

KLIMUSOVÁ, Helena, Iva BUREŠOVÁ and Ivo ČERMÁK. Cross-informant agreement and teacher nomination technique in the assessment of children behavior problems. In Pracana, Clara. Psychology Applications & Developments. Lisboa, Portugal: InScience Press, 2014, p. 174-182. Advances in Psychology and Psychological Trends Series. ISBN 978-989-97866-9-1.

@inbook{1214764,
   author = {Klimusová, Helena and Burešová, Iva and Čermák, Ivo},
   address = {Lisboa, Portugal},
   booktitle = {Psychology Applications & Developments},
   editor = {Pracana, Clara},
   keywords = {CBCL; informant’s agreement; nomination technique; teachers; child problem behavior},
   howpublished = {tištěná verze "print"},
   language = {eng},
   location = {Lisboa, Portugal},
   isbn = {978-989-97866-9-1},
   pages = {174-182},
   publisher = {InScience Press},
   title = {Cross-informant agreement and teacher nomination technique in the assessment of children behavior problems},
   url = {http://insciencepress.org/wp-content/uploads/2013/09/PDA_Book.pdf},
   year = {2014}
}

TY  - CHAP
ID  - 1214764
AU  - Klimusová, Helena - Burešová, Iva - Čermák, Ivo
PY  - 2014
TI  - Cross-informant agreement and teacher nomination technique in the assessment of children behavior problems
VL  - Advances in Psychology and Psychological Trends Series
PB  - InScience Press
CY  - Lisboa, Portugal
SN  - 9789899786691
KW  - CBCL
KW  - informant’s agreement
KW  - nomination technique
KW  - teachers
KW  - child problem behavior
UR  - http://insciencepress.org/wp-content/uploads/2013/09/PDA_Book.pdf
L2  - http://insciencepress.org/wp-content/uploads/2013/09/PDA_Book.pdf
N2  - The aim of our study was to (1) examine the degree of agreement among children, parents and teachers on the scales and items of the Czech version of the Child Behavior Checklist, and (2) to assess a teacher nomination technique as a short and simple tool for the recognition of children with higher levels of self-reported problems. The first part of the study was conducted on a sample of 300 children (aged 11-16). The overall degree of cross-informant agreement was low, particularly for ratings of boys. The highest correlations were found between the ratings of parents and teachers (median correlation 0.336), followed by the correlations between the ratings of parents and children (median correlation 0.316). The agreement between teachers and children's ratings was generally poor (median correlation 0.115), with the exception of moderate agreement on the Externalizing Behavior scales. The nomination technique was mainly based on the TRF scales and contained nine short descriptions; the sample consisted of 145 children from non-clinical population (aged 11-12). Only a low proportion of children were named by the teachers at each problem child description. Four significant associations were found between the teacher's ratings in the nomination technique and the categorical ratings based on children self-reports (YSR). Results of both parts of the study are consistent with previous findings and emphasize the importance of utilizing multiple sources in the assessment of children behavior problems.
ER  -

KLIMUSOVÁ, Helena, Iva BUREŠOVÁ and Ivo ČERMÁK. Cross-informant agreement and teacher nomination technique in the assessment of children behavior problems. In Pracana, Clara. \textit{Psychology Applications \&{} Developments}. Lisboa, Portugal: InScience Press, 2014, p.~174-182. Advances in Psychology and Psychological Trends Series. ISBN~978-989-97866-9-1.

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