Examining the relationship between mother and teacher ratings of kindergarten students' behaviour using a strength-based measure

• Main Author: Popovic, Jillian
• Language: English
• Published: University of British Columbia 2009
• Subjects: Kindergarten students; Behaviour problems
• Online Access: http://hdl.handle.net/2429/5036

The Devereux Early Childhood Assessment (DECA; L.eBuffe & Naglieri, 1999), a standardized strength-based measure, was used with 125 kindergarten children from two different regions in British Columbia to investigate the relationship between mother and teacher ratings of students’ strengths and behaviour problems. Results suggest that the level of agreement between mother and teacher ratings for children’s strengths is similar to the level of agreement between mother and teacher ratings for children’s problem behaviours. The level of agreement between motherreported and teacher-reported scores was found to be low for all DECA scales and most DECA items, with some differences found upon examination of the sample by gender. The findings revealed three main trends: first, a higher degree of correspondence and a lower degree of difference was found between mother and teacher ratings for the Self-Control scale and items, compared to the other scales and items; second, a lower degree of correspondence and a higher degree of difference was found between mother and teacher ratings for the Attachment scale and items, compared to other scales and items; third, the level of agreement between mothers and teachers ratings was higher for boys than for girls. These patterns of cross-informant correspondences and differences are discussed in the context of the need for practitioners to obtain rating information from both mothers and teachers, since each rater provides a unique perspective. Furthermore, the importance of highlighting children’s strengths in the assessment process is emphasized.