Teacher ratings of externalizing behavior at school entry for boys and girls: similar early predictors and different correlates

Article Abstract:

Research on the predictors of teacher ratings of externalizing child behavior was conducted. The study involved 156 toddlers, wherein they were assessed at 18 months using the Strange Situation. The findings showed that parent negative behavior in the home, child negative behavior in the playgroup and single-mother family status were predictors of teacher ratings of externalizing behaviors. At the age of five, boys rated with higher externalizing behavior demonstrated negative behavior and poor performance, whereas girls showed better cognitive performance.

Psychological aspects, Parent and child, Parent-child relations, Toddlers

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DSM-IV Ad/HD: Confirmatory factor models, prevalence, and gender and age differences based on parent and teacher ratings of Australian primary school children

Article Abstract:

Confirmatory factor analysis was used to compare three models, based on parent and teacher ratings of primary school children, using scales from the Diagnostic and statistical manual of mental disorders (DSM-IV) Attention-Deficit/Hyperactivity Disorder (AD/HD). The study supported the division of the AD/HD symptoms into inattention (IA) and hyperactive-impulsive (HI) groups, as provided in DSM-IV. Boys were rated higher than girls overall.

Research, Observations, Attention-deficit hyperactivity disorder, Attention deficit hyperactivity disorder, Epidemiological research, Cross sectional studies

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Behavioral and emotional problems in Chinese children: Teacher reports for ages 6 to 11

Article Abstract:

A study aimed to determine the reliability and validity of the Chinese Version of Teacher's Report Form (TRF-CV). The TRF-CV exhibited satisfactory psychometric properties. There were high correlations been American cross-informant syndromes and Chinese syndromes, supporting the cross-cultural validity of the TRF.

China, Child psychology

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