Parent-Teacher Concordance in Rating Preschooler Difficulties in Behavioural and Cognitive Functioning and Their Dyadic Predicting of Fluid Intelligence

• Authors: Anna Orylska , Aneta Brzezicka , Ewa Racicka-Pawlukiewicz , Rafał Albinski , Grzegorz Sedek
• Languages of publication: EN

Abstracts

EN

Objective: Present research examined children’s behavioural and cognitive functioning by using data from a screening study based on reports given by parents and teachers, and investigated the strongest predictors of children’s fluid intelligence. Method: Scales: Conners Early Childhood Behaviour Scale (CEC BEH [S]) and Behaviour Rating Inventory of Executive Function-Preschool (BRIEF-P) were filled out by parents and teachers of preschool children. Raven’s Coloured Progressive Matrices (CPM) was used to measure fluid intelligence among preschool children. Results: Parent-teacher concordance was low to moderate. Working memory in BRIEF-P estimated by teachers and parents mediated the relationship between inattention/hyperactivity in CEC BEH [S] and fluid intelligence among preschoolers. The difficulties with working memory assessed by teachers and parents were significant predictors of Raven scores; however, predictions based on teachers’ assessments were stronger. Conclusion: Clinicians should collect reports from various observers in order to implement prevention programs and optimize clinical diagnoses for children. Information from both parents and teachers give significant and complementary contribution to understanding difficulties with cognitive and behavioural functioning of preschoolers.

Keywords

EN

behavioural and cognitive functioning of preschoolers; parent-teacher agreement; intelligence in preschoolers

• Publisher: Committee for Psychological Sciences, Polish Academy of Sciences
• Journal: Polish Psychological Bulletin
• Year: 2016
• Volume: 47
• Issue: 1
• Pages: 81-91

Dates

published

2016-04-01

online

2016-05-14

Contributors

author

Anna Orylska

• SWPS University of Social Sciences and Humanities, Warsaw, Poland

author

Aneta Brzezicka

• SWPS University of Social Sciences and Humanities, Warsaw, Poland

author

Ewa Racicka-Pawlukiewicz

• Medical University of Warsaw,·Department of Child Psychiatry, Poland

author

Rafał Albinski

• SWPS University of Social Sciences and Humanities, Warsaw, Poland

author

Grzegorz Sedek

• SWPS University of Social Sciences and Humanities, Warsaw, Poland

References

• Achenbach, T. M. (1995). Empirically based assessment and taxonomy: Applications to clinical research. Psychological Assessment, 7(3), 261-274.[Crossref]
• Achenbach, T. M., McConaughy, S. H., & Howell, C. T. (1987). Child/ adolescent behavioral and emotional problems: Implications of cross-informant correlations for situational specificity. Psychological Bulletin, 101, 213-232. doi: 10.1037/0033-2909.101.2.213.[Crossref]
• Alloway, T. P., & Alloway, R. G. (2010). Investigating the predictive roles of working memory and IQ in academic attainment. Journal of Experimental Child Psychology, 106, 20-29.[Crossref]
• Alloway, T. P., Elliott, J., & Place, M. (2010). Investigating the relationship between attention and working memory in clinical and community samples. Child Neuropsychology, 16(3), 242-254.[Crossref]
• Ardila, A., Pineda, D., & Rosselli, M. (2000). Correlation between intelligence test scores and executive function measures. Archives of Clinical Neuropsychology, 15(1), 31-36.[Crossref]
• Arffa, S. (2007). The relationship of intelligence to executive function and non-executive function measures in a sample of average, above average, and gifted youth. Archives of Clinical Neuropsychology, 22, 969-978.[Crossref]
• Arffa, S., Lovell, M., Podell, K., & Goldberg, E. (1998). WCST performance in above average and superior school children: Relationship to intelligence and age. Archives of Neuropsychology, 13, 713-720.
• Barkley, R. A. (2001). The executive functions and self-regulation: An evolutionary neuropsychological perspective. Neuropsychology Review, 11, 1-29.[Crossref]
• Baron, I. (2003). Neuropsychological evaluation of the child. New York, NY: Oxford University Press.
• Biederman, J., Faraone, S. V., Milberger, S., & Doyle, A. (1992). Diagnoses of attention-deficit hyperactivity disorder from parent reports predict diagnoses based on teacher report. Journal of the American Academy of Child & Adolescent Psychiatry, 32, 315-317.[Crossref]
• Biederman, J., Keenan, K., & Earaone, S. V. (1990). Parent-based diagnosis of attention deficit disorder predicts a diagnosis based on teacher report. Journal of the American Academy of Child & Adolescent Psychiatry, 29, 698-701.[Crossref]
• Bodnar, L. E., Prahme, M. C., Cutting, L. E., Denckla, M. B., & Mahone, E. M. (2007). Construct validity of parent ratings of inhibitory control. Child Neuropsychology, 13, 345-362.[Crossref]
• Briggs-Gowan, M. J., Carter, A. S., & Schwab-Stone, M. (1996, December). Discrepancies among mother, child, and teacher reports: Examining the contributions of maternal depression and anxiety. Journal of Abnormal Child Psychology, 24(6), 749-765.[Crossref]
• Cai, X., Kaiser, A. P., & Hancock T. B. (2004). Parent and Teacher Agreement on Child Behavior Checklist Items in a Sample of Preschoolers From Low-Income and Predominantly African American Families. Journal of Clinical Child and Adolescent Psychology, 33, 303-312.[Crossref]
• Campbell, S. B. (2002). Behavior problems in preschool children. Clinical and developmental issues (2nd ed.). New York, United States: Guilford.
• Chilcoat, H. D., & Breslau, N. (1997). Does psychiatric history bias mothers’ reports? An application of a new analytic approach. Journal of the American Academy of Child and Adolescent Psychiatry, 36, 971-979.[Crossref]
• Clinical Practice Guideline (2011). ADHD: Clinical Practice Guideline for the Diagnosis, Evaluation, and Treatment of Attention-Deficit/ Hyperactivity Disorder in Children and Adolescents. doi: 10.1542/ peds.2011-2654.[Crossref]
• Conners, C. K. (2009). Conners Early Childhood. Manual. North Tonawanda, NY: Multi Health Systems Inc.
• Deb, S., Dhaliwal, A. J., & Roy, M. (2008). The usefulness of Conners’ Rating Scales-Revised in screening for Attention Deficit Hyperactivity Disorder in children with intellectual disabilities and borderline intelligence. Journal of Intellectual DisabilityResearch, 52, 950-965.
• Dige, N., Maahr, E., & Backenroth-Ohsako, G. (2008). Memory tests in subgroups of adult attention deficit hyperactivity disorder reveals simultaneous capacity deficit. International Journal of Neuroscience, 118(4), 569-591.[Crossref]
• DuPaul, G. J., & Kern, L. (2011). Young Children with ADHD: Early Identification and Intervention. Washington, DC, United States: American Psychological Association
• Duhig, A. M., Renk, K., Epstein, M. K., & Phares, V. (2000). Interparental agreement on Internalizing, Externalizing, and Total Problems: A meta-analysis. Clinical Psychology: Science and Practice, 7, 435-453.[Crossref]
• Egeland, B., Kalkoske, M., Gottesman, N., & Erickson, M. F. (1990). Preschool behavior problems: Stability and factors accounting for change. Journal of Child Psychology and Psychiatry, 31, 891-909.[Crossref]
• Epkins, C. C. (1996). Parent ratings of children’s depression, anxiety, and aggression: A cross-sample analysis of agreement and differences with child and teacher ratings. Journal of Clinical Psychology, 52, 599-608.[Crossref]
• Friedman, N. P., Miyake, A., Corley, R. P., Young, S. E., DeFries, J. C., & Hewitt, J. K. (2006). Not all executive functions are related to intelligence. Association for Psychological Science, 2, 172-179.[Crossref]
• Garon, N., Bryson, S. E., & Smith, I. M. (2008). Executive function in preschoolers: A review using a integrative framework. Psychological Bulletin, 134, 31-60.
• Gioia, G. A., Espy, K. A., & Isquith, P. K. (2003). BRIEF-P Behavior Rating Inventory of Executive Functions - Preschool Version. Professional Manual. Lutz, FL: Psychological Assessment Resources.
• Gonzalez, R., & Griffin, D. (2012). Dyadic data analysis. In H. Cooper, P. M. Camic, D. L. Long, A. T. Panter, D. Rindskopf, K. J. Sher, ... K. J. Sher (Eds.), APA handbook of research methods in psychology, Vol 3: Data analysis and research publication (pp. 439-450). Washington, DC, US: American Psychological Association.
• Greenfield Spira, E., & Fischel, J. E. (2005). The impact of preschool inattention, hyperactivity, and impulsivity on social and academic development: a review.Journal of Child Psychology and Psychiatry 46(7), 755-773.[Crossref]
• Greenhouse, S. W., & Geisser, S. (1959). On methods in the analysis of profile data. Psychometrika, 24(2), 95-112.[Crossref]
• Grietens, H., Onghena, P., Prinzie, P., Gadeyne, E., Van Assche, V., Ghesquie’re, P., & Hellinckx, W. (2004). Comparison of Mothers’, Fathers’, and Teachers’ Reports on Problem Behavior in 5- to 6-Year-Old Children. Journal of Psychopathology and Behavioral Assessment, 26(2), 137-146.
• Holmes, J., Hilton, K. A., Place, M., Alloway, T. P., Elliott, J. G., & Gathercole, S. E. (2014). Children with low working memory and children with ADHD: Same or different?. Frontiers in Human Neuroscience, 8.[Crossref]
• Isquith, P. K., Gioia, G. A., & Espy, K. A. (2004). Executive function in preschool children: Examination through everyday behavior. Developmental Neuropsychology, 26, 403-422.[Crossref]
• Kenny, D. A., Kashy, D. A., & Cook, W. L. (2006). Dyadic data analysis. New York, NY, US: Guilford Press.
• Kolko, D. J., & Kazdin, A. E. (1993). Emotional/behavioral problems in clinic and nonclinical children: Correspondence among child, parent and teacher reports. Journal of Child Psychology and Psychiatry, 34, 991-1006.[Crossref]
• Kołakowski, A., & Pisula, A. (2011). Sposób na trudne dziecko. Przyjazna terapia behawioralna. [Help a difficult child. Friendly behavioral therapy]. Gdańsk, Poland: Gdańskie Wydawnictwo Psychologiczne GWP.
• Korsch, F., & Petermann, F. (2014). Agreement Between Parents and Teachers on Preschool Children’s Behavior in a Clinical Sample with Externalizing Behavioral Problems. Child Psychiatry and Human Development, 45, 617-627.[Crossref]
• Mahone, E. M., & Hoffman, J. (2007). Behavior rating of executive function among preschoolers with ADHD. The Clinical Neuropsychologist, 21(4), 569-586.[Crossref]
• Merrell, K. W. (1999). Behavioral, social, and emotional assessment of children and adolescents. Hillsdale, New York, United States: Erlbaum.
• Mitsis, E. M., McKay, K. E., Schulz, K. P., Newcorn, J. H., & Halperin, J. M. (2000). Parent-teacher concordance for DSM-IV attention deficit/ hyperactivity disorder in a clinic-referred sample. Journal of the American Academy of Child & Adolescent Psychiatry, 39, 308-313.[Crossref]
• Naglieri, J. A., Goldstein, S., Delauder, B. Y., & Schwebach, A. (2005). Relationships between the WISC-III and the Cognitive Assessment System with Conners’ rating scales and continuous performance tests. Archives of Clinical Neuropsychology, 20(3), 385-401.[Crossref]
• Narad, M. E., Garner, A. A., Peugh, J. L., Tamm, L., Antonini, T. N., Kingery, K. M, .... Epstein, J. N. (2015). Parent-Teacher Agreement on ADHD Symptoms Across Development. Psychological Assessment, 27, 239-248.[Crossref]
• Oberauer, K., Süß, H. M., Wilhelm, O., & Wittman, W. W. (2008). Which working memory functions predict intelligence? Intelligence, 36, 641-652.[Crossref]
• Peugh, J. L., DiLillo, D., & Panuzio, J. (2013). Analyzing mixed-dyadic data using structural equation models. Structural Equation Modeling, 20(2), 314-337.
• Querido, J. G., Eyberg, S. M., & Boggs, S. R. (2001). Revisiting the accuracy hypothesis in families of young children with conduct problems. Journal of Clinical Child Psychology, 30, 253-261.[Crossref]
• Rahbari, N., & Vaillancourt, T. (2015). Longitudinal Associations Between Executive Functions and Intelligence in Preschool Children. A Multi-Method, Multi-Informant Study. Canadian Journal of School Psychology, 1-18.
• Raven, J. C., Court, J. H., & Raven, J. (1986). Manual for Raven’s progressive matrices and vocabulary scales, Research Supplement No. 3. London: Lewis.
• Riccio, C. A., Hall, J., Morgan, A., Hynd, G. W., Gonzalez, J. J., & Marshall, R. M. (1994). Executive function and the Wisconsin Card Sorting Test: Relationship with behavioral ratings and cognitive ability. Developmental Neuropsychology, 10, 215-229.[Crossref]
• Richters, J. E. (1992). Depressed mothers as informants about their children: A critical review of the evidence for distortion. Psychological Bulletin, 112, 485-499.[Crossref]
• Rohrer-Baumgartner, N., Zeiner, P., Egeland, J., Gustavson, K., Skogan, A. H., Reichborn-Kjennerud, T., & Aase, H. (2014). Does IQ influence associations between ADHD symptoms and other cognitive functions in young preschoolers? Behavioral and Brain Functions, 10.
• Salthouse, T. A., Atkinson, T. M., & Berish, D. E. (2003). Executive functioning as a potential mediator of age-related cognitive decline in normal adults. Journal of Experimental Psychology: General, 132, 566-594.
• Satake, H., Yoshida, K., Yamashita, H., Kinukawa, N., & Takagishi, T. (2003). Agreement Between Parents and Teachers on Behavioral/ Emotional Problems in Japanese School Children Using the Child Behavior Checklist. Child Psychiatry and Human Development, 34(2), 111-126.[Crossref]
• Sawyer, M. G., Baghurst, P., & Mathias, J. (1992). Differences between informants’ reports describing emotional and behavioral problems in community and clinic-referred children: A research note. Journal of Child Psychology and Psychiatry, 33, 441-449.[Crossref]
• Sherman, E. S., & Brooks, B. L. (2010). Behavior Rating Inventory of Executive Function-Preschool Version (BRIEF-P): Test review and clinical guidelines for use. Child Neuropsychology, 16(5), 503-519.[Crossref]
• Skogan, A. H., Zeiner, P., Egeland, J., Urnes, A., Reichborn-Kjennerud, T., & Aase, H. (2015). Parent ratings of executive function in young preschool children with symptoms of attention-deficit/-hyperactivity disorder. Behavioral and Brain Functions, 11.[Crossref]
• Sointu, E., Savolainen, H., Lappalainen, K., & Epstein, M. (2012). Parent, Teacher and Student Cross Informant Agreement of Behavioral and Emotional Strengths: Students With and Without Special Education Support. Journal of Child and Family Studies, 21, 682-690.
• Spiker, D., Kraemer, D., Constantine, N. A., & Bryant, D. (1992). Reliability and validity of behavior problem checklist as measures of stable traits in low birth weight, premature preschoolers. Child Development, 63, 1481-1496.[Crossref]
• Stanger, C., & Lewis, M. (1993). Agreement among parents, teachers, and children on internalizing and externalizing behavior problems. Journal of Clinical Child Psychology, 22, 107-115.[Crossref]
• Szustrowa, T., Jaworowska, A. (2003). TMK - Test Matryc Ravena w Wersji Kolorowej [CPM - Raven›s Coloured Progressive Matrices]. Warszawa, Poland: Pracownia Testów Psychologicznych.
• Touliatos, J., & Lindholm, B. W. (1981). Concordance of parents’ and teachers’ ratings of children’s behavior problems. Journal of Abnormal Child Psychology, 9(3), 347-354.[Crossref]
• Treutler, C. M., & Epkins, C. C. (2003). Are discrepancies among child, mother, and father reports on children’s behavior related to parents’ psychological symptoms and aspects of parent-child relationships? Journal of Abnormal Child Psychology, 31(1), 13-27.[Crossref]
• Verhulst, F. C., & Akkerhuis, G.W. (1989). Agreement between parents’ and teachers’ ratings of behavioral/emotional problems of children aged 4-12. Journal of Child Psychology and Psychiatry, 30, 123-136.
• Wechsler, D. (2002). The Wechsler Preschool and Primary Scale for Intelligence (3rd ed.). San Antonio, TX: The Psychological Corporation.
• Youngstrom, E., Loeber, R., & Stouthamer-Loeber, M. (2000). Patterns and correlates of agreement between parent, teacher, and male adolescent ratings of externalizing and internalizing problems. Journal of Consulting and Clinical Psychology, 68, 438-450.[Crossref]

Identifiers

DOI

10.1515/ppb-2016-0009