This study investigates the relationship between academic achievement and reports
of student problem behavior from teachers, parents, and child self-reports.
Participants included 108 teachers, 113 parents/caregivers, and 129 students
from an urban school in the Northeast region of the United States. Results
suggest parent and child reports were closely related on identification of
problem behaviors. The authors discuss implications for how school counselors
can utilize multiple informants.
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