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ERIC Number: EJ1048937
Record Type: Journal
Publication Date: 2015-Feb
Pages: 12
Abstractor: As Provided
ISSN: ISSN-0271-1214
Teacher and TA Ratings of Preschoolers' Externalizing Behavior: Agreement and Associations with Observed Classroom Behavior
Wolcott, Catherine Sanger; Williford, Amanda P.
Topics in Early Childhood Special Education, v34 n4 p211-222 Feb 2015
The present study investigated teachers' and teacher aides' (TAs) agreement in their ratings of preschoolers' externalizing behavior and their associations with observed classroom behavior for a sample of children at risk of developing a disruptive behavior disorder. One hundred twenty-two teachers rated 360 students' externalizing behavior in the first month of school, and within the next 6 weeks, children were observed in their classroom. Results indicated that teacher and TA reports were moderately correlated, teacher-rated severity of oppositional defiant disorder behaviors was related to agreement, and teacher/TA agreement did not predict observed externalizing behavior. In general, using teacher and TA ratings together versus a single informant's rating did not provide a better estimate of information gathered from observational measures. Results demonstrate the importance of gathering observations and rating scales when evaluating preschoolers' externalizing problems. Future work should explore factors that contribute to teachers', TAs', and observational methods' differential evaluations of externalizing behavior.
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Preschool Education; Early Childhood Education
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
IES Funded: Yes
Grant or Contract Numbers: R324A100215