Journal
JOURNAL OF INTELLECTUAL DISABILITIES
Volume 18, Issue 2, Pages 176-187Publisher
SAGE PUBLICATIONS LTD
DOI: 10.1177/1744629514528828
Keywords
intellectual disability; behavioral measurement methods; parents; mental health
Categories
Funding
- Advocates for the Rights of Citizens with Developmental Disabilities of Washington and the Department of Psychology at the University of Washington
- Gatzert Child Welfare
- W.W. Stout Fellowships
Ask authors/readers for more resources
This study investigated parent and teacher ratings of behavior problems in children with and without intellectual disabilities at three time points over the course of 9 years. The group of children with intellectual disabilities (IDs) had higher behavior problem ratings than the group of children with no IDs (NIDs) across the three time points. Parents and teachers generally agreed on behavior, with the exception of attention problems and externalizing problems. The ratings of problem behavior remained stable over the three time points. Our findings imply that children with ID may be more likely to be perceived as having greater externalizing behaviors by teachers than by parents and that parents may perceive children as having greater attention problems than teachers. For the majority of the subscales, the lack of differences between parent and teacher ratings over time implies relative stability of ratings over a 9-year period from young childhood through adolescence for individuals with and without ID.
Authors
I am an author on this paper
Click your name to claim this paper and add it to your profile.
Reviews
Recommended
No Data Available