Show simple item record

Linking informant discrepancies to observed variations in young children’s disruptive behavior

dc.contributor.authorDe Los Reyes, Andres
dc.contributor.authorHenry, David B.
dc.contributor.authorTolan, Patrick H.
dc.contributor.authorWakschlag, Lauren S.
dc.date.accessioned2009-02-10T13:37:35Z
dc.date.available2009-02-10T13:37:35Z
dc.date.issued2009
dc.identifier.urihttp://hdl.handle.net/1903/8932
dc.descriptionArticle in press in the Journal of Abnormal Child Psychologyen
dc.description.abstractPrior work has not tested the basic theoretical notion that informant discrepancies in reports of children’s behavior exist, in part, because different informants observe children’s behavior in different settings. We examined patterns of observed preschool disruptive behavior across varying social contexts in the laboratory and whether they related to parent-teacher rating discrepancies of disruptive behavior in a sample of 327 preschoolers. Observed disruptive behavior was assessed with a lab-based developmentally sensitive diagnostic observation paradigm that assesses disruptive behavior across three interactions with the child with parent and examiner. Latent class analysis identified four patterns of disruptive behavior: (a) low across parent and examiner contexts, (b) high with parent only, (c) high with examiner only, and (d) high with parent and examiner. Observed disruptive behavior specific to the parent and examiner contexts were uniquely related to parent-identified and teacher-identified disruptive behavior, respectively. Further, observed disruptive behavior across both parent and examiner contexts was associated with disruptive behavior as identified by both informants. Links between observed behavior and informant discrepancies were not explained by child impairment or observed problematic parenting. Findings provide the first laboratory-based support for the Attribution Bias Context Model, which posits that informant discrepancies are indicative of cross-contextual variability in children’s behavior and informants’ perspectives on this behavior. These findings have important implications for clinical assessment, treatment outcomes, and developmental psychopathology research.en
dc.description.sponsorshipLauren S. Wakschlag: NIMH grants R01 MH68455 and MH62437, National 0-3, and Shaw and Children’s Brain Research Foundations; Patrick H. Tolan and David B. Henry: CDC grant U49/CE 000732, NICHD grant R01 HD042030, and NIDA grant R01 DA020829en
dc.format.extent308324 bytes
dc.format.mimetypeapplication/pdf
dc.language.isoen_USen
dc.relation.ispartofseriesJournal of Abnormal Child Psychologyen
dc.subjectattribution bias contexten
dc.subjectcorrespondenceen
dc.subjectdisagreementen
dc.subjectdisruptive behavioren
dc.subjectinformant discrepanciesen
dc.titleLinking informant discrepancies to observed variations in young children’s disruptive behavioren
dc.typePreprinten
dc.relation.isAvailableAtCollege of Behavioral & Social Sciencesen_us
dc.relation.isAvailableAtPsychologyen_us
dc.relation.isAvailableAtDigital Repository at the University of Marylanden_us
dc.relation.isAvailableAtUniversity of Maryland (College Park, MD)en_us


Files in this item

Thumbnail

This item appears in the following Collection(s)

Show simple item record