Tassé M J, Lecavalier L
University of North Carolina at Chapel Hill, USA.
Am J Ment Retard. 2000 Jul;105(4):252-9. doi: 10.1352/0895-8017(2000)105<0252:CPATRO>2.0.CO;2.
A comparison between parent and teacher ratings of 109 school children on the French version of the Nisonger Child Behavior Rating Form, which measures social competence and problem behaviors of children with developmental disabilities, was conducted. Results indicated no significant differences between parent and teacher ratings on the two social competence subscales and two problem behavior subscales. Ratings differed significantly on three problem behavior subscales: (a) Conduct Problem, (b) Insecure/Anxious, and (c) Hyperactive. These results may be indicative of complementary information according to the context (home vs. school). Also, results support the premise that it is important to collect information from multiple sources in order to obtain a complete and global assessment of the child's problem behavior/psychopathology.
对109名学童进行了一项比较，比较家长和教师对法语版《尼松格儿童行为评定量表》的评分，该量表用于测量发育障碍儿童的社会能力和问题行为。结果表明，在两个社会能力分量表和两个问题行为分量表上，家长和教师的评分没有显著差异。在三个问题行为分量表上评分存在显著差异：(a)品行问题，(b)不安全/焦虑，(c)多动。这些结果可能表明根据背景（家庭与学校）可获得补充信息。此外，结果支持这样一个前提，即从多个来源收集信息对于全面、整体评估儿童的问题行为/精神病理学很重要。
