Pais e/ou Professores?
Acordo entre Informadores na Avaliação Socioemocional de Pré-Escolares
Palabras clave:
Pais, Professores, Acordo entre informadores, Avaliação socioemocional, Pré-escolarResumen
Pais e professores são os informadores mais requisitados na avaliação socioemocional em idade pré-escolar. Todavia, o facto de informadores que interagem com a criança em diversos contextos poderem ter perspetivas distintas coloca, frequentemente, em causa a fiabilidade e validade desses relatos. O presente artigo tem por objetivo rever 22 estudos, publicados desde 1987 até 2011, acerca do acordo entre informadores dos contextos familiar e escolar, no preenchimento de inventários comportamentais. Os vários estudos sugerem um grau de acordo reduzido a moderado e a inexistência de um informador-chave na avaliação socioemocional, alertando para a necessidade de recolha paralela da perspetiva de pais e professores, para obter um retrato mais completo dos comportamentos. São discutidas as implicações dos resultados para estudos futuros.
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Citas
Achenbach, T. M. (1991). Manual for the Teacher’s Report Form
and 1991 Profile. Burlington, VT: University of Vermont,
Department of Psychiatry.
Achenbach, T. M., & McConaughy, S. H. (1987). Empirically
based assessment of child and adolescent psychopathology:
Practical applications. Developmental Clinical Psychology and
Psychiatry (Vol. 13). Newbury Park, CA: Sage.
Achenbach, T. M., McConaughy, S. H., & Howell, C. T. (1987).
Child/adolescent behavioral and emotional problems:
Implications of cross-informant correlations for situational
specificity. Psychological Bulletin, 101(2), 213-232.
Berg-Nielsen, T. S., Solheim, E., Belsky, J., & Wichstrom, J.
(2012). Preschoolers’ psychosocial problems: In the eyes of
the beholder? Adding teacher characteristics as determinants of
discrepant parent”“teacher reports. Child Psychiatry and Human
Development, 43, 393-413. doi: 10.1007/s10578-011-0271-0
Crane, J., Mincic, M. S., & Winsler, A. (2011). Parent”“
teacher agreement and reliability on the Devereux Early
Childhood Assessment (DECA) in English and Spanish
for ethnically diverse children living in poverty. Early
Education and Development, 22(3), 520-547. doi:
10.1080/10409289.2011.565722
Culp, R. E., Howell, C. S., Culp, A. M., & Blankemeyer, M. (2001).
Maltreated children’s emotional and behavioral problems: Do
teachers and parents see the same things? Journal of Child and
Family Studies, 10(1), 39-50.
De Los Reyes, A., & Kazdin, A. E. (2005). Informant discrepancies
in the assessment of childhood psychopathology: A critical
review, theoretical framework, and recommendations for
further study. Psychological Bulletin, 131(4), 483-509.
doi:10.1037/0033-2909.131.4.483
Gagnon, C., Vitaro, F., & Tremblay, R. E. (1992). Parent-teacher
agreement on kindergarteners’ behavior problems: A research
note. Journal of Child Psychology and Psychiatry, 33(7),
1255-1261.
Gagnon, S. G., Nagle, R. J., & Nickerson, A. B. (2007).
Parent and teacher ratings of peer interactive play and
social-emotional development of preschool children
at risk. Journal of Early Intervention, 29(3), 228-242.
doi:10.1177/105381510702900303
Gimpel, G. A., & Holland, M. L. (2003). Emotional and behavioral
problems of young children: Effective interventions in the
preschool and kindergarten years. New York: Guilford Press.
Goodman, R. (2001). Psychometric properties of the Strengths and
Difficulties Questionnaire. Journal of American and Academic
Child and Adolescent Psychiatry, 40(11), 1337-1345.
Grietens, H., Onghena, P., Prinzie, P., Gadeyne, E., Van Assche,
V., Ghesquière, P., & Hellinckx, W. (2004). Comparison of
mothers’, fathers’, and teachers’ reports on problem behavior
in 5- to 6-years-old children. Journal of Psychopathology
and Behavioral Assessment, 26(2), 137-146. doi:10.1023/
B:JOBA.0000013661.14995.59
Gross, D., Fogg, L., Garvey, C., & Julion, W. (2004). Behavior
problems in young children: An analysis of cross-informant
agreements and disagreements. Research in Nursing & Health,
27, 413-425. doi:10.1002/nur.20040
Herrera, M., & Little, E. (2005). Behaviour problems across home
and kindergarten in an Australian sample. Australian Journal
of Educational & Developmental Psychology, 5, 77-90.
Hinshaw, S. P., Han, S. S., Erhardt, D., & Huber, A. (1992).
Internalizing and externalizing behavior problems in preschool
children: Correspondence among parent and teacher ratings and
behavior observations. Journal of Clinical Child Psychology,
21(2), 143-150.
Hundert, J., Morrison, L., Mahoney, W., Mundy, F., & Vernon,
M. L. (1997). Parent and teacher assessments of the
developmental status of children with severe, mild/moderate,
or no developmental disabilities. Topics in Early Childhood
Special Education, 17(4), 419-434.
Kamphaus, R. W., & Frick, P. J. (1996). Clinical assessment of
child and adolescent personality and behavior. Boston: Allyn
and Bacon.
Keenan, K., & Wakschlag, L. S. (2000). More than the terrible twos:
The nature and severity of behavior problems in clinic-referred
preschool children. Journal of Abnormal Child Psychology,
28(1), 33-46.
Keogh, B. K., & Bernheimer, L. P. (1998). Concordance between
mothers’ and teachers’ perceptions of behavior problems of
children with developmental delays. Journal of Emotional and
Behavioral Disorders, 6(1), 33-41.
Klyce, D., Conger, A. J., Conger, J. C., & Dumas, J. E. (2011).
Measuring competence and dysfunction in preschool children:
Source agreement and component structure. Journal of Child
and Family Studies, 20, 503-510. doi: 10.1007/s10826-010-
9417-0
Kroes, G. (2006). The perception of child problem behavior. The role
of informant personality and context (Doctoral dissertation,
Radboud Universiteit Nijmegen, Netherlands). Retrieved from
http://dare.ubn.kun.nl/dspace/bitstream/ 2066/55482/1/55482.
pdf
Lane, K. L., Stanton-Chapman, T., Jamison, K. R., & Phillips,
A. (2007). Teacher and parent expectations of preschoolers’
behavior: Social skills necessary for success. Topics in Early
Childhood Special Education, 27(2), 86-97. doi:10.1177/027
11214070270020401
Liu, J., Cheng, H., & Leung, P. W. (2011). The application of
the Preschool Child Behavior Checklist and the Caregiver-
Teacher Report Form to Mainland Chinese children: Syndrome
structure, gender differences, country effects, and interinformant
agreement. Journal of Abnormal Child Psychology,
39, 251-264. doi: 10.1007/s10802-010-9452-8
Major, S. (2011). Avaliação de aptidões sociais e problemas de
comportamento em idade pré-escolar: Retrato das crianças
portuguesas (Unpublished doctoral dissertation). Retrieved
from https://estudogeral.sib.uc.pt/bitstream/10316/17774/5/
Tese_Sofia%20Major.pdf
Mashburn, A. J., Hamre, B. K., Downer, J. T., & Pianta, R. C.
(2006). Teacher and classroom characteristics associated
with teachers’ ratings of prekindergartners’ relationships and
behaviors. Journal of Psychoeducational Assessment, 24(4),
367-380. doi:10.1177/0734282906290594
Merrell, K. W. (2002). Preschool and Kindergarten Behavior Scales.
(2nd Ed.). Austin, TX: PRO-ED..
Milfort, R., & Greenfield, D. B. (2002). Teacher and observer ratings
of head start children’s social skills. Early Childhood Research
Quarterly, 17, 581-595. doi:10.1016/s0885-2006(02)00190-4
Miner, J. L., & Clarke-Stewart, K. A. (2008). Trajectories of
externalizing behavior from age 2 to age 9: Relations
with gender, temperament, ethnicity, parenting, and rater.
Developmental Psychology, 44(3), 771-786. doi:10.1037/0012-
1649.44.3.771
Murray, D. W., Kollins, H. S., Hardy, K. K., Abikoff, H. B.,
Swanson, J. M., Cunningham, C., . . . , & Chuang, S. Z. (2007).
Parent versus teacher ratings of attention-deficit/hyperactivity
disorder symptoms in the preschoolers with Attention-Deficit/
Hyperactivity Disorder treatment study (PATS). Journal of
Child and Adolescent Psychopharmacology, 17(5), 605-619.
doi: 10.1089/cap.2007.0060
Offord, D. R., Boyle, M. H., Racine, Y., Szatmari, P., Fleming, J. E.,
Sanford, M., & Lipman, E. L. (1996). Integrating assessment
data from multiple informants. Journal of American and
Academic Child and Adolescent Psychiatry, 35(8), 1078-1085.
Ordway, M. R. (2011). Depressed mothers as informants on child
behavior: Methodological issues. Research in Nursing &
Health, 34(6), 520-532. doi:10.1002/nur.20463
Phares, V., & Compas, B. E. (1992). The role of fathers in child
and adolescent psychopathology: Make room for daddy.
Psychological Bulletin, 111(3), 387-412.
Phares, V., Fields, S., Kamboukos, D., & Lopez, E. (2005). Still
looking for poppa. American Psychologist, 60(7), 735-736.
doi:10.1037/0003-066X.60.7.735
Phillips, B. M., & Lonigan, C. J. (2010). Child and informant
influences on behavioral ratings of preschool children.
Psychology in the Schools, 47(4), 374-390. doi:10.1002/
pits.20476
Renk, K. (2005). Cross-informant ratings of the behavior of children
and adolescents: The “Gold Standard”. Journal of Child and
Family Studies, 14(4), 457-468. doi:10.1007/s10826-005-
7182-2
Renk, K., & Phares, V. (2004). Cross-informant ratings of social
competence in children and adolescents. Clinical Psychology
Review, 24, 239-254. doi:10.1016/j.cpr.2004.01.004
Seabra-Santos, M. J., & Gaspar, M. F. (2012). Pais, educadores e
testes: Estão de acordo na avaliação de aptidões de crianças
pré-escolares? Psicologia: Reflexão e Crítica, 25(2), 203-211.
Stanger, C., & Lewis, M. (1993). Agreement among parents,
teachers, and children on internalizing and externalizing
behavior problems. Journal of Clinical Child Psychology,
22(1), 107-115.
Stefan, C. A., Balaj, A., Porumb, M., Albu, M., & Miclea, M. (2009).
Preschool screening for social and emotional competencies ”“
Development and psychometric properties. Cognition, Brain
& Behavior. An Interdisciplinary Journal, 13(2), 121-146.
Stone, L. L., Otten, R., Engels, R. C. M., Vermulst, A. A., &
Janssens, J. M. A. (2010). Psychometric properties of the
parent and teacher versions of the Strengths and Difficulties
Questionnaire for 4- to 12-year-olds: A review. Clinical Child
Family Psychology Review, 13, 254-274. doi: 10.1007/s10567-
010-0071-2
Tarren-Sweeney, M. J., Hazell, P. L., & Carr, V. J. (2004). Are
foster parents reliable informants of children’s behaviour
problems? Child: Care, Health & Development, 30(2), 167-
175. doi:10.1111/j.1365-2214.2003.00407.x
Treutler, C. M., & Epkins, C. C. (2003). Are discrepancies among
child, mother, and father reports on children’s behavior related
to parents’ psychological symptoms and aspects of parentchild
relationships? Journal of Abnormal Child Psychology,
31(1), 13-27.
Verhulst, F. C., & Akkerhuis, G. W. (1989). Agreement between
parents’ and teachers’ ratings of behavioral/emotional problems
of children aged 4-12. Journal of Child Psychology and
Psychiatry, 30(1), 123-136.
Vitaro, F., Gagnon, C., & Tremblay, R. E. (1991). Teachers’
and mothers’ assessment of children’s behaviors from
kindergarten to grade two: Stability and change within and
across informants. Journal of Psychopathology and Behavioral
Assessment, 13(4), 325-343.
Winsler, A., & Wallace, G. L. (2002). Behavior problems and
social skills in preschool children: Parent-teacher agreement
and relations with classroom observations. Early Education &
Development, 13(1), 41-58. doi:10.1207/s15566935eed1301_3
and 1991 Profile. Burlington, VT: University of Vermont,
Department of Psychiatry.
Achenbach, T. M., & McConaughy, S. H. (1987). Empirically
based assessment of child and adolescent psychopathology:
Practical applications. Developmental Clinical Psychology and
Psychiatry (Vol. 13). Newbury Park, CA: Sage.
Achenbach, T. M., McConaughy, S. H., & Howell, C. T. (1987).
Child/adolescent behavioral and emotional problems:
Implications of cross-informant correlations for situational
specificity. Psychological Bulletin, 101(2), 213-232.
Berg-Nielsen, T. S., Solheim, E., Belsky, J., & Wichstrom, J.
(2012). Preschoolers’ psychosocial problems: In the eyes of
the beholder? Adding teacher characteristics as determinants of
discrepant parent”“teacher reports. Child Psychiatry and Human
Development, 43, 393-413. doi: 10.1007/s10578-011-0271-0
Crane, J., Mincic, M. S., & Winsler, A. (2011). Parent”“
teacher agreement and reliability on the Devereux Early
Childhood Assessment (DECA) in English and Spanish
for ethnically diverse children living in poverty. Early
Education and Development, 22(3), 520-547. doi:
10.1080/10409289.2011.565722
Culp, R. E., Howell, C. S., Culp, A. M., & Blankemeyer, M. (2001).
Maltreated children’s emotional and behavioral problems: Do
teachers and parents see the same things? Journal of Child and
Family Studies, 10(1), 39-50.
De Los Reyes, A., & Kazdin, A. E. (2005). Informant discrepancies
in the assessment of childhood psychopathology: A critical
review, theoretical framework, and recommendations for
further study. Psychological Bulletin, 131(4), 483-509.
doi:10.1037/0033-2909.131.4.483
Gagnon, C., Vitaro, F., & Tremblay, R. E. (1992). Parent-teacher
agreement on kindergarteners’ behavior problems: A research
note. Journal of Child Psychology and Psychiatry, 33(7),
1255-1261.
Gagnon, S. G., Nagle, R. J., & Nickerson, A. B. (2007).
Parent and teacher ratings of peer interactive play and
social-emotional development of preschool children
at risk. Journal of Early Intervention, 29(3), 228-242.
doi:10.1177/105381510702900303
Gimpel, G. A., & Holland, M. L. (2003). Emotional and behavioral
problems of young children: Effective interventions in the
preschool and kindergarten years. New York: Guilford Press.
Goodman, R. (2001). Psychometric properties of the Strengths and
Difficulties Questionnaire. Journal of American and Academic
Child and Adolescent Psychiatry, 40(11), 1337-1345.
Grietens, H., Onghena, P., Prinzie, P., Gadeyne, E., Van Assche,
V., Ghesquière, P., & Hellinckx, W. (2004). Comparison of
mothers’, fathers’, and teachers’ reports on problem behavior
in 5- to 6-years-old children. Journal of Psychopathology
and Behavioral Assessment, 26(2), 137-146. doi:10.1023/
B:JOBA.0000013661.14995.59
Gross, D., Fogg, L., Garvey, C., & Julion, W. (2004). Behavior
problems in young children: An analysis of cross-informant
agreements and disagreements. Research in Nursing & Health,
27, 413-425. doi:10.1002/nur.20040
Herrera, M., & Little, E. (2005). Behaviour problems across home
and kindergarten in an Australian sample. Australian Journal
of Educational & Developmental Psychology, 5, 77-90.
Hinshaw, S. P., Han, S. S., Erhardt, D., & Huber, A. (1992).
Internalizing and externalizing behavior problems in preschool
children: Correspondence among parent and teacher ratings and
behavior observations. Journal of Clinical Child Psychology,
21(2), 143-150.
Hundert, J., Morrison, L., Mahoney, W., Mundy, F., & Vernon,
M. L. (1997). Parent and teacher assessments of the
developmental status of children with severe, mild/moderate,
or no developmental disabilities. Topics in Early Childhood
Special Education, 17(4), 419-434.
Kamphaus, R. W., & Frick, P. J. (1996). Clinical assessment of
child and adolescent personality and behavior. Boston: Allyn
and Bacon.
Keenan, K., & Wakschlag, L. S. (2000). More than the terrible twos:
The nature and severity of behavior problems in clinic-referred
preschool children. Journal of Abnormal Child Psychology,
28(1), 33-46.
Keogh, B. K., & Bernheimer, L. P. (1998). Concordance between
mothers’ and teachers’ perceptions of behavior problems of
children with developmental delays. Journal of Emotional and
Behavioral Disorders, 6(1), 33-41.
Klyce, D., Conger, A. J., Conger, J. C., & Dumas, J. E. (2011).
Measuring competence and dysfunction in preschool children:
Source agreement and component structure. Journal of Child
and Family Studies, 20, 503-510. doi: 10.1007/s10826-010-
9417-0
Kroes, G. (2006). The perception of child problem behavior. The role
of informant personality and context (Doctoral dissertation,
Radboud Universiteit Nijmegen, Netherlands). Retrieved from
http://dare.ubn.kun.nl/dspace/bitstream/ 2066/55482/1/55482.
Lane, K. L., Stanton-Chapman, T., Jamison, K. R., & Phillips,
A. (2007). Teacher and parent expectations of preschoolers’
behavior: Social skills necessary for success. Topics in Early
Childhood Special Education, 27(2), 86-97. doi:10.1177/027
11214070270020401
Liu, J., Cheng, H., & Leung, P. W. (2011). The application of
the Preschool Child Behavior Checklist and the Caregiver-
Teacher Report Form to Mainland Chinese children: Syndrome
structure, gender differences, country effects, and interinformant
agreement. Journal of Abnormal Child Psychology,
39, 251-264. doi: 10.1007/s10802-010-9452-8
Major, S. (2011). Avaliação de aptidões sociais e problemas de
comportamento em idade pré-escolar: Retrato das crianças
portuguesas (Unpublished doctoral dissertation). Retrieved
from https://estudogeral.sib.uc.pt/bitstream/10316/17774/5/
Tese_Sofia%20Major.pdf
Mashburn, A. J., Hamre, B. K., Downer, J. T., & Pianta, R. C.
(2006). Teacher and classroom characteristics associated
with teachers’ ratings of prekindergartners’ relationships and
behaviors. Journal of Psychoeducational Assessment, 24(4),
367-380. doi:10.1177/0734282906290594
Merrell, K. W. (2002). Preschool and Kindergarten Behavior Scales.
(2nd Ed.). Austin, TX: PRO-ED..
Milfort, R., & Greenfield, D. B. (2002). Teacher and observer ratings
of head start children’s social skills. Early Childhood Research
Quarterly, 17, 581-595. doi:10.1016/s0885-2006(02)00190-4
Miner, J. L., & Clarke-Stewart, K. A. (2008). Trajectories of
externalizing behavior from age 2 to age 9: Relations
with gender, temperament, ethnicity, parenting, and rater.
Developmental Psychology, 44(3), 771-786. doi:10.1037/0012-
1649.44.3.771
Murray, D. W., Kollins, H. S., Hardy, K. K., Abikoff, H. B.,
Swanson, J. M., Cunningham, C., . . . , & Chuang, S. Z. (2007).
Parent versus teacher ratings of attention-deficit/hyperactivity
disorder symptoms in the preschoolers with Attention-Deficit/
Hyperactivity Disorder treatment study (PATS). Journal of
Child and Adolescent Psychopharmacology, 17(5), 605-619.
doi: 10.1089/cap.2007.0060
Offord, D. R., Boyle, M. H., Racine, Y., Szatmari, P., Fleming, J. E.,
Sanford, M., & Lipman, E. L. (1996). Integrating assessment
data from multiple informants. Journal of American and
Academic Child and Adolescent Psychiatry, 35(8), 1078-1085.
Ordway, M. R. (2011). Depressed mothers as informants on child
behavior: Methodological issues. Research in Nursing &
Health, 34(6), 520-532. doi:10.1002/nur.20463
Phares, V., & Compas, B. E. (1992). The role of fathers in child
and adolescent psychopathology: Make room for daddy.
Psychological Bulletin, 111(3), 387-412.
Phares, V., Fields, S., Kamboukos, D., & Lopez, E. (2005). Still
looking for poppa. American Psychologist, 60(7), 735-736.
doi:10.1037/0003-066X.60.7.735
Phillips, B. M., & Lonigan, C. J. (2010). Child and informant
influences on behavioral ratings of preschool children.
Psychology in the Schools, 47(4), 374-390. doi:10.1002/
pits.20476
Renk, K. (2005). Cross-informant ratings of the behavior of children
and adolescents: The “Gold Standard”. Journal of Child and
Family Studies, 14(4), 457-468. doi:10.1007/s10826-005-
7182-2
Renk, K., & Phares, V. (2004). Cross-informant ratings of social
competence in children and adolescents. Clinical Psychology
Review, 24, 239-254. doi:10.1016/j.cpr.2004.01.004
Seabra-Santos, M. J., & Gaspar, M. F. (2012). Pais, educadores e
testes: Estão de acordo na avaliação de aptidões de crianças
pré-escolares? Psicologia: Reflexão e Crítica, 25(2), 203-211.
Stanger, C., & Lewis, M. (1993). Agreement among parents,
teachers, and children on internalizing and externalizing
behavior problems. Journal of Clinical Child Psychology,
22(1), 107-115.
Stefan, C. A., Balaj, A., Porumb, M., Albu, M., & Miclea, M. (2009).
Preschool screening for social and emotional competencies ”“
Development and psychometric properties. Cognition, Brain
& Behavior. An Interdisciplinary Journal, 13(2), 121-146.
Stone, L. L., Otten, R., Engels, R. C. M., Vermulst, A. A., &
Janssens, J. M. A. (2010). Psychometric properties of the
parent and teacher versions of the Strengths and Difficulties
Questionnaire for 4- to 12-year-olds: A review. Clinical Child
Family Psychology Review, 13, 254-274. doi: 10.1007/s10567-
010-0071-2
Tarren-Sweeney, M. J., Hazell, P. L., & Carr, V. J. (2004). Are
foster parents reliable informants of children’s behaviour
problems? Child: Care, Health & Development, 30(2), 167-
175. doi:10.1111/j.1365-2214.2003.00407.x
Treutler, C. M., & Epkins, C. C. (2003). Are discrepancies among
child, mother, and father reports on children’s behavior related
to parents’ psychological symptoms and aspects of parentchild
relationships? Journal of Abnormal Child Psychology,
31(1), 13-27.
Verhulst, F. C., & Akkerhuis, G. W. (1989). Agreement between
parents’ and teachers’ ratings of behavioral/emotional problems
of children aged 4-12. Journal of Child Psychology and
Psychiatry, 30(1), 123-136.
Vitaro, F., Gagnon, C., & Tremblay, R. E. (1991). Teachers’
and mothers’ assessment of children’s behaviors from
kindergarten to grade two: Stability and change within and
across informants. Journal of Psychopathology and Behavioral
Assessment, 13(4), 325-343.
Winsler, A., & Wallace, G. L. (2002). Behavior problems and
social skills in preschool children: Parent-teacher agreement
and relations with classroom observations. Early Education &
Development, 13(1), 41-58. doi:10.1207/s15566935eed1301_3
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Publicado
2015-03-04
Cómo citar
Major, S., & Seabra-Santos, M. J. (2015). Pais e/ou Professores? Acordo entre Informadores na Avaliação Socioemocional de Pré-Escolares. Psicologia: Teoria E Pesquisa, 30(4), 373–383. Recuperado a partir de https://periodicos.unb.br/index.php/revistaptp/article/view/18577
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