Department of Psychology, TU Dortmund University, Dortmund, Germany.
Department of Psychology, Philipps-University Marburg, Marburg, Germany.
J Clin Psychol. 2019 Dec;75(12):2210-2232. doi: 10.1002/jclp.22840. Epub 2019 Aug 1.
The present study examined parent-teacher agreement and discrepancy when assessing kindergarten children's behavioral and emotional problems, social-emotional skills, and developmental status.
Parents and teachers of overall n = 922 kindergarten children (M = 3.99; 449 girls) rated the children using the Conners Early Childhood, the Strengths and Difficulties Questionnaire, and the Questionnaire for Assessing Preschool Children's Behavior.
Agreement was moderate for problem behaviors and social-emotional skills and substantial for developmental status. Agreement was stronger for externalizing than for internalizing problems. Agreement on the clinical relevance of problem behaviors and of social-emotional skills was stronger for children with a clinical diagnosis than for those without. Parents tended to report more problems, but also greater social-emotional skills and developmental status, than teachers.
The findings corroborate the importance of situational specificity for understanding interrater agreement and discrepancy. Future teacher questionnaires should more specifically assess children's functioning in kindergarten.
本研究考察了在评估幼儿园儿童的行为和情绪问题、社会情绪技能和发展状况时，家长和教师的一致性和差异。
共有 922 名幼儿园儿童的家长和教师（M=3.99；449 名女孩）使用康纳幼儿量表、长处和困难问卷以及评估学龄前儿童行为问卷对儿童进行了评估。
在行为问题和社会情绪技能方面，一致性为中等程度，在发展状况方面，一致性为强。与内部问题相比，外部问题的一致性更强。对于有临床诊断的儿童，对行为问题和社会情绪技能的临床相关性的一致性比没有临床诊断的儿童更强。与教师相比，父母往往报告更多的问题，但也报告了更大的社会情绪技能和发展状况。
这些发现证实了理解评价者之间一致性和差异的情境特异性的重要性。未来的教师问卷应更具体地评估儿童在幼儿园的功能。
