Objective: The study examined the concordance among rating sources on attention problems of elementary school–aged children. Method: A randomly selected sample (N = 841) of children was rated by the physical educators, the teachers, and the parents, using the Attention Scales of the Motor Behavior Checklist (MBC), the Teacher Report Form, the Child Behavior Checklist, and the ADHD–Rating Scale–IV (ADHD-RS-IV ). Results: Convergent validity of the Lack of Attention Scale of the MBC with the corresponding subscales was supported. Correlations were higher between teachers’ ratings and between physical educators’ and teachers’ ratings than between physical educators’ and parents’ ratings or between teachers’ and parents’ ratings. Conclusion: Findings underscore the importance of taking the child’s settings and observer influences into account and suggest that MBC is a new promising instrument for screening attention problems in school settings.
AchenbachT. M. (1991). Manual for the Teacher’s Report Form and 1991 profile. Burlington: University of Vermont Department of Psychiatry.
2.
AchenbachT. M.DumenciL.RescorlaL. A. (2002). Ten-year comparisons of problems and competencies for national samples of youth: Self, parent, and teacher reports. Journal of Emotional and Behavioral Disorders, 10, 194-203.
3.
AchenbachT. M.McConaughyS. H.HowellC. T. (1987). Child/adolescent behavioral and emotional problems: Implications of cross-informant correlations for situational specificity. Psychological Bulletin, 101, 213-232.
4.
AchenbachT. M.RescorlaL. (2001). The manual for the ASEBA school-age forms and profiles. Burlington: University of Vermont, Research Center for Children, Youth, and Families.
5.
American Psychiatric Association. (1994). Diagnostic and statistical manual of mental disorders (4th ed.). Washington, DC: Author.
6.
American Psychiatric Association. (2000). Diagnostic and statistical manual of mental disorders (4th ed., text rev.). Washington, DC: Author.
7.
AosS.LiebR.MayfieldJ.MillerM.PennucciA. (2004). Benefits and costs of prevention and early intervention programs for youth. Olympia: Washington State Institute for Public Policy.
8.
BennettS.DworetD.WeberK. (2008). Special education in Ontario schools (6th ed.). St. David’s, Ontario, Canada: Highland Press.
9.
BruininksR.BruininksB. (2005). Bruininks-Oseretsky Test of Motor Proficiency– 2nd edition manual. Minneapolis, MN: NCS Pearson.
10.
ChenW.FaraoneS.BiedermanJ.TsuangM. (1994). Diagnostic accuracy of the Children Behavior Checklist scales for attention-deficit hyperactivity disorder: A receiver-operating characteristic analysis. Journal of Consulting and Clinical Psychology, 62, 1017-1025.
11.
CorriganB. (2003). Attention deficit hyperactivity disorder in sport: A review. International Journal of Sports Medicine, 24, 535-540.
12.
DrotarD.SteinR. E. K.PerrinE. C. (1995). Methodological issues in using the child behavior checklist and its related instruments in clinical child psychology research. Journal of Clinical Child Psychology. Special Issue: Methodological Issues in Clinical Child Psychology Research, 24, 184-192.
13.
DuPaulG. J.PowerT. J.AnastopoulosA. D.ReidR. (1998). ADHD Rating Scale-IV, checklist, norms and clinical interpretation. New York, NY: Guilford.
14.
DuPaulG. J.StonerG. (2003). ADHD in the schools: Assessment and practice. New York, NY: Guilford.
15.
EfstratopoulouM.JanssenR.SimonsJ. (2012). Differentiating children with attention-deficit/hyperactivity disorder, conduct disorder, learning disabilities and autistic spectrum disorders by means of their motor behavior characteristics. Research in Developmental Disabilities, 33, 196-204.
16.
EisenbergN.FabesR. A.GuthrieI. K.ReiserM. (2000). Dispositional emotionality and regulation: Their role in predicting quality of social functioning. Journal of Personality and Social Psychology, 78, 136-157.
17.
FergussonD. M.HorwoodL. J. (1987). The trait and method components of ratings of conduct disorder—Part 1. Maternal and teacher evaluations of conduct disorder in young children. Journal of Child Psychology and Psychiatry, 28, 249-260. Retrieved from http://dx.doi.org/10.1111%2Fj.1469-7610.1987.tb00208.x
18.
FlanaganK. S.BiermanK. L.KamC. M. (2003). Identifying at-risk children at school entry: The usefulness of multibehavioral problem profiles. Journal of Clinical Child and Adolescent Psychology, 32, 396-407.
19.
GreenbaumP. E.DedrickR. F.PrangeM. E.FriedmanR. M.(1994). Parent, teacher, and child ratings of problem behaviors of youngsters with serious emotional disturbances. Psychological Assessment, 6, 141-148.
20.
HendersonS. E.SugdenD. A. (2007). Movement Assessment Battery for Children. Second Edition. London: The Psychological Corporation.
21.
HutchisonN. L. (2004). Teaching exception children and adolescents. Toronto, Ontario, Canada: Pearson Prentice Hall.
22.
JohnsonR. C.RosénL. A. (2000). Sports behavior of ADHD children. Journal of Attention Disorders, 4, 150-160.
23.
KashaniJ. H.AllanW. D.BeckN. C.BledsoeY.ReidJ. C.(1997). Dysthymic disorder in clinically referred preschool children. Journal of the American Academy of Child & Adolescents Psychiatry, 36, 1426-1433.
24.
KauffmanJ. M.LandrumT. (2009). Characteristics of emotional and behavioral disorders of children and youth (8th ed.). Columbus, OH: Merrill.
25.
KolkoD. J.KazdinA. E. (1993). Emotional/behavioral problems in clinic and nonclinic children: Correspondence among child, parent, and teacher reports. Journal of Child Psychology and Psychiatry, 34, 991-1006.
26.
KulinnaP. H.CothranD. J.RegualosR. (2003). Development of an instrument to measure student disruptive behavior. Measurement in Physical Education and Exercise Science, 7, 25-41.
27.
LaneK. L. (2007). Identifying and supporting students at risk for emotional and behavioral disorders within multi-level models: Data driven approaches to conducting secondary interventions with an academic emphasis. Education & Treatment of Children, 30, 135-164. Retrieved from http://dx.doi.org/10.1353%2Fetc.2007.0026
28.
LoeberR.GreenS. M.LaheyB. B.Stouthamer-LoeberM. (1991). Differences and similarities between children, mothers, and teachers as informants on disruptive child behavior. Journal of Abnormal Child Psychology, 79(1), 75-95.
29.
Mol LousA.WitC. A. M.De BruynE. J.Riksen-WalrawenJ. M. (2002). Depression markers in young children’s play: A comparison between depressed and non depressed 3 to 6 years old in various play situations. Journal of Child Psychology and Psychiatry, 43, 1029-1038.
30.
NelsonN. J.BabyakA.GonzalezJ.BennerG. J. (2003). An investigation of the types of problem behaviors exhibited by K-12 students with emotional or behavioral disorders in public school settings. Behavioral Disorders, 28, 348-359.
31.
PharesV.CompasB. E.HowellD. C. (1989). Perspectives on child behavior problems: Comparisons of children’s self-reports with parent and teacher reports. Psychological Assessment: A Journal of Consulting and Clinical Psychology, 1, 68-71.
32.
RousosA.KarantanosG.RichardsonC.HartmanC.KarajiannisD.KyprianosS.. . . ZoubouV. (1999). Achenbach’s Child Behavior Checklist and Teachers’ Report Form in a normative sample of Greek children 6-12 years old. European Journal of Child and Adolescent Psychiatry, 8, 165-172.
33.
SpielbergerC. D. (1973). Manual for the State-Trait Anxiety Inventory for Children. Palo Alto, CA: Consulting Psychologists Press.
34.
UlrichD. (2000). Test of gross motor development. Examiner’s manual (2nd ed.). Austin, TX: PRO-ED.
35.
VerhulstF. C.AkkerhuisG. W. (1989). Agreement between parents’ and teachers’ ratings of behavioral/emotional problems of children aged 4-12. Journal of Child Psychology and Psychiatry, 30, 123-136. Retrieved from http://dx.doi.org/10.1111%2Fj.1469-7610.1989.tb00772.x
