Discrepancies in parent and teacher ratings of low-income preschooler's social skills

2016 ◽  
Vol 188 (6) ◽  
pp. 759-773 ◽  
Author(s):  
Miriam Heyman ◽  
Anthoula Poulakos ◽  
Carole Upshur ◽  
Melodie Wenz-Gross
Keyword(s):  
Social Skills ◽  
Low Income ◽  
Teacher Ratings ◽  
Parent And Teacher Ratings

A Comparison of Two Peer-Referenced Assessment Techniques with Parent and Teacher Ratings of Social Skills and Problem Behaviors

2001 ◽  
Vol 26 (2) ◽  
pp. 173-182 ◽  
Author(s):  
Dan Wright ◽  
Gregory K. Torrey
Keyword(s):  
Social Skills ◽  
Problem Behaviors ◽  
Discriminant Validity ◽  
Sixth Grade ◽  
Teacher Ratings ◽  
Social Skills Rating System ◽  
Convergent And Discriminant Validity ◽  
Assessment Techniques ◽  
Peer Measures ◽  
Parent And Teacher Ratings

The relationship of parent and teacher ratings of social skills and problem behaviors, using the Social Skills Rating System with two peer-referenced measures (the Peer Nomination Technique and the Pupil Evaluation Inventory), were examined with a sample of regular education fifth- and sixth-grade students. The differential magnitudes of parent and teacher ratings with sociometric reports were examined as indicators of convergent and discriminant validity. The relationships among scales of prosocial and problem behaviors were found to be logically consistent. Teacher ratings of social skills, problem behaviors, and academic competence showed moderate correlations with both peer measures. Parent ratings of social skills and problem behaviors were similarly related, but at somewhat lower magnitudes.

Sex Differences in the Meaning of Parent and Teacher Ratings of ADHD Behaviors: An Observational Study

2017 ◽  
Vol 24 (13) ◽  
pp. 1847-1856 ◽  
Author(s):  
Brenda J. Meyer ◽  
Jim Stevenson ◽  
Edmund J. S. Sonuga-Barke
Keyword(s):  
Sex Differences ◽  
Observational Study ◽  
Secondary Analysis ◽  
Population Based ◽  
Teacher Ratings ◽  
Older Children ◽  
Males And Females ◽  
Parent And Teacher Ratings

Objective: To test explanations for the underrecognition of female ADHD by examining differences in adult ratings of boys and girls matched for levels of directly observed ADHD behaviors. Method: In a secondary analysis of a population-based sample, 3- to 4-year-olds ( n = 153, 79 male) and 8- to 9-year-olds ( n = 144, 75 male) were grouped according to levels of directly observed ADHD behaviors (low/moderate/high). Groups were then compared with parent/teacher ADHD ratings. Results: There were no sex differences in levels of directly observed ADHD behaviors within groups. For preschoolers, parents’ ratings of males, but not females, significantly increased across groups—mirroring levels of observed behaviors. For older children, both parent and teacher mean ratings were significantly higher for males than females across groups. Conclusion: Identified differences in adult ratings of males and females matched for directly observed behaviors may contribute to understanding the substantial ADHD underrecognition in females.

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