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Concordance Between Mothers' and Teachers' Perceptions of Behavior Problems of Children with Developmental Delays

BARBARA K. KEOGH, PhD, is an emerita professor in the Graduate School of Education at the University of California—Los Angeles, and a professor in the Department of Psychiatry. She is a licensed clinical psychologist in California. Her research interests are in children with developmental and learning problems, and in learning disabilities. She was the recipient of the 1992 Research Award from the Council for Exceptional Children. Address: Barbara K. Keogh, Department of Psychiatry and Biobehavioral Sciences, University of California—Los Angeles, School of Medicine, 760 Westwood Plaza, Los Angeles, CA 90024.

Lucinda P. Bernheimer

LUCINDA P. BERNHEIMER, PhD, is a key investigator with the University of California—Los Angeles Sociobehavioral Group. For the past 15 years, together with the first author, she has been involved in longitudinal research on children with developmental delays and their families. Her research interests include family adaptation, and child and family outcomes over time.

The concordance between mothers' and teachers' perceptions of behavior problems and competencies of 74 children with nonspecific developmental delays was assessed using standardized and study-developed scales. Each child was rated by both his or her mother and teacher. The relationship between adults' perceptions and children's cognitive status was also assessed. Mean child chronological age was 131.6 months (SD = 8.2 months); mean Stanford-Binet Intelligence Test was 66.13 (SD = 20.37). Correlations between mothers' and teachers' scores across problem dimensions averaged .43 (range .18–.60). Differences in ratings of boys and girls within rater sources were minimal, although teachers rated boys higher than girls in learning problems. Few correlations between children's cognitive status and adults' ratings of behavior problems and competencies reached statistical significance. Findings underscore the importance of taking child attributes, settings, and observer influences into account when assessing children with developmental delays.

Journal of Emotional and Behavioral Disorders, Vol. 6, No. 1, 33-41 (1998)
DOI: 10.1177/106342669800600103


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