ERIC Number: EJ1040603
Record Type: Journal
Publication Date: 2014-Jun
Abstractor: As Provided
Reference Count: 29
Impact of Children's Identified Disability Status on Parent and Teacher Behavior Ratings
Schwehr, Ethan; Bocanegra, Joel O.; Kwon, Kyongboon; Sheridan, Susan M.
Contemporary School Psychology, v18 n2 p133-142 Jun 2014
This study was an examination of the possible influence of a child's pre-identified disability on parent and teacher behavior ratings and whether a child's disability status affected parent ratings, when controlling for parenting stress. The sample included 206 kindergarten through third grade students and their teachers and parents from a Midwestern town and surrounding area. The results indicated that a child's identified disability had a greater impact on parent ratings than teacher ratings of a child's behavior. Compared to parents of a child without a disability, parents of a child with an identified disability reported significantly higher levels of externalizing problems and significantly lower levels of adaptive and social skills. In contrast, the negative effect of a child's identified disability on teacher ratings was evident only in adaptive and social skills. Additionally, after controlling for parenting stress, a child's identified disability accounted for a small but significant proportion of the variance in parent ratings of child externalizing problems and social skills. The findings may inform school psychology practice regarding behavior assessment and case conceptualization.
Descriptors: Parent Attitudes, Disability Identification, Children, Stress Variables, Child Rearing, Early Childhood Education, Child Behavior, Teacher Attitudes, Behavior Rating Scales, Interpersonal Competence, Adjustment (to Environment), School Psychology, Kindergarten, Grade 1, Grade 2, Grade 3
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Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Kindergarten; Primary Education; Grade 1; Elementary Education; Grade 2; Grade 3
Authoring Institution: N/A
IES Funded: Yes
Grant or Contract Numbers: R324A100115