2014
Cross-informant agreement and teacher nomination technique in the assessment of children behavior problems
KLIMUSOVÁ, Helena, Iva BUREŠOVÁ a Ivo ČERMÁKZákladní údaje
Originální název
Cross-informant agreement and teacher nomination technique in the assessment of children behavior problems
Název česky
Shoda posuzovatelů a učitelská nominační technika v diagnostice problémového chování dětí
Autoři
KLIMUSOVÁ, Helena (203 Česká republika, garant, domácí), Iva BUREŠOVÁ (203 Česká republika, domácí) a Ivo ČERMÁK (203 Česká republika, domácí)
Vydání
Lisboa, Portugal, Psychology Applications & Developments, od s. 174-182, 9 s. Advances in Psychology and Psychological Trends Series, 2014
Nakladatel
InScience Press
Další údaje
Jazyk
angličtina
Typ výsledku
Kapitola resp. kapitoly v odborné knize
Obor
50100 5.1 Psychology and cognitive sciences
Stát vydavatele
Portugalsko
Utajení
není předmětem státního či obchodního tajemství
Forma vydání
tištěná verze "print"
Odkazy
Kód RIV
RIV/00216224:14210/14:00077967
Organizační jednotka
Filozofická fakulta
ISBN
978-989-97866-9-1
Klíčová slova anglicky
CBCL; informant’s agreement; nomination technique; teachers; child problem behavior
Štítky
Příznaky
Mezinárodní význam, Recenzováno
Změněno: 31. 1. 2016 22:42, doc. PhDr. Iva Burešová, Ph.D.
Anotace
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.
Návaznosti
MUNI/A/0838/2013, interní kód MU |
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