ABSTRACT
In this study we examined parent and teacher agreement at the item level of the newly revised Child Behavior Checklist/1 1/2-5 (CBCL/1 1/2-5) and Caregiver-Teacher Report Form/1 1/2-5 (CTRF/1 1/2-5) in 505 preschool children from low-income and predominantly African American families. Parents generally rated more children as having problem behaviors than did teachers. Lack of agreement between parents and teachers at the item level was indicated by low correlation coefficients, kappa values, and co-identification of children with specific behavior problems. High levels of parent-teacher agreement were obtained only when rank orders of problem behaviors were compared. No significant sex effect was found on parent and teacher agreement at the item level. Problem behaviors most often indicated by parents and teachers reflected the roles and responsibilities of parents and teachers in the home and school settings. Our findings suggest informant and setting specificity of parent- and teacher-identified problem behaviors in young children.
Subject(s)
Attitude , Black or African American/statistics & numerical data , Child Behavior Disorders/ethnology , Child Behavior Disorders/psychology , Faculty , Parents , Surveys and Questionnaires , Adolescent , Adult , Aged , Aged, 80 and over , Child , Child Behavior Disorders/diagnosis , Child, Preschool , Humans , Middle Aged , Prevalence , Reproducibility of Results , Socioeconomic FactorsABSTRACT
This study examined the performance of 701 low-income African American preschoolers (36 to 52 months old) on the Preschool Language Scale-3 (PLS-3, I. L. Zimmerman, V. G. Steiner, & R. E. Pond, 1992). On average, African American children performed about 1 SD below the expected means for their ages on both the Expressive Communication and Auditory Comprehension subscales. Independent sample t tests showed no significant differences between African American children and a comparison sample of 50 European American children. Item analysis was used to examine the potentially problematic items of the PLS-3 for each age cohort of children. We found that 6 items appeared to be particularly difficult for the African American sample. The findings suggest that the PLS-3 is generally an informative language test for African American preschoolers; however, scores should be interpreted with caution.
