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

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dc.contributor.authorDe Los Reyes, Andres
dc.contributor.authorHenry, David B.
dc.contributor.authorTolan, Patrick H.
dc.contributor.authorWakschlag, Lauren S.
dc.date.accessioned2009-03-03T14:53:24Z
dc.date.available2009-03-03T14:53:24Z
dc.date.issued2009
dc.descriptionWe gratefully acknowledge contributions of our collaborators on the DB-DOS study, Margaret Briggs-Gowan, Alice Carter, Barbara Danis, Carri Hill, Kate Keenan, Helen Egger, Dominic Cicchetti, and Bennett Leventhal and our student, Melanie Dirks.en
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 (De Los Reyes and Kazdin Psychological Bulletin 131:483–509, 2005), which posits that informant discrepancies are indicative of crosscontextual 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.sponsorshipThis project was supported by NIMH grants R01 MH68455 and MH62437 and National 0–3 to Lauren Wakschlag, and support from the Shaw and Children’s Brain Research Foundations. The contributions of Patrick H. Tolan and David B. Henry were supported by CDC grant U49/CE 000732, NICHD grant R01 HD042030 and NIDA grant R01 DA020829.en
dc.format.extent337975 bytes
dc.format.mimetypeapplication/pdf
dc.identifier.urihttp://hdl.handle.net/1903/8945
dc.language.isoen_USen
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
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.typeArticleen

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