Hostname: page-component-586b7cd67f-t7czq Total loading time: 0 Render date: 2024-11-29T00:14:33.175Z Has data issue: false hasContentIssue false
  • English
  • Français

Four-year follow-up of teacher-reported problem behaviours

Published online by Cambridge University Press:  09 July 2009

Frank C. Verhulst  and
Jan Van Der Ende
Frank C. Verhulst*
Affiliation:
Department of Child and Adolescent Psychiatry at Sophia Children's Hospital, Erasmus University, Rotterdam, The Netherlands
Jan Van Der Ende
Affiliation:
Department of Child and Adolescent Psychiatry at Sophia Children's Hospital, Erasmus University, Rotterdam, The Netherlands
*
1Address for correspondence: Professor Frank C. Verhulst, Department of Child Psychiatry, Academic Hospital Rotterdam, Sophia Children's Hospital, Gordelweg 160, 3038 GE Rotterdam, The Netherlands.
Get access Rights & Permissions [Opens in a new window]

Synopsis

This study investigated the stability and change in teacher-reported problem behaviours across a four-year period. An epidemiological sample of 811 children aged 4–12 at the initial assessment was assessed twice with the Achenbach Teacher Report Form (TRF). We found medium stability in the level of TRF total problem scores. Highest stability was found for aggressive and other externalizing behaviours. Stability was higher for girls than for boys. Of the girls who could be regarded as disturbed at base line, 50% could still be so regarded four years later, whereas only 23% of the boys could be considered persistently disturbed across the study interval. Girls' scores on the Externalizing syndrome were especially stable.

Type
Original Articles
Information
Psychological Medicine , Volume 21 , Issue 4 , November 1991 , pp. 965 - 977
Copyright
Copyright © Cambridge University Press 1991

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Achenbach, T. M. & Edelbrock, C. S. (1983) Manual for the Child Behavior Checklist and Revised Child Profile. Department of Psychiatry, University of Vermont: Burlington, Vt.Google Scholar
Achenbach, T. M. & Edelbrock, C. S. (1986). Manual for the Teacher's Report Form and Teacher Version of the Child Behavior Profile. Department of Psychiatry, University of Vermont: Burlington, Vt.Google Scholar
Achenbach, T. M., McConaughy, S. & Howell, C. T. (1987 a). Child/Adolescent behavioral/emotional problems: implications of cross-informant correlations for situational specificity. Psychological Bulletin 101, 213–232.CrossRefGoogle Scholar
Achenbach, T. M., Verhulst, F. C., Edelbrock, C. S., Baron, D. G. & Akkerhuis, G. W. (1987 b). Epidemiological comparisons of American and Dutch children. II. Behavioral/emotional problems reported by teachers for ages 6 to 11. Journal of the American Academy of Child and Adolescent Psychiatry 26, 326–332.CrossRefGoogle ScholarPubMed
Conners, C. K. A. (1969). A teacher rating scale for use in drug studies with children. American Journal of Psychiatry 126, 152–156.CrossRefGoogle ScholarPubMed
Feild, H. S. & Armenakis, A. A. (1974). On use of multiple tests of significance in psychological research. Psychological Reports 35, 427–431.CrossRefGoogle Scholar
Fergusson, D. M. & Horwood, L. J. (1987). The trait and method components of ratings of conduct disorder – Part I. Maternal and teacher evaluations of conduct disorder in young children. Journal of Child Psychology and Psychiatry 28, 249–260.CrossRefGoogle ScholarPubMed
Ghodsian, M., Fogelman, K., Lambert, L. & Tibbenham, A. (1980). Changes in behaviour ratings of a national sample of children. British Journal of Social and Clinical Psychology 19, 247–256.CrossRefGoogle ScholarPubMed
Glow, R. A., Glow, P. H. & Rump, E. E. (1982). The stability of Child Behavior Disorders: a one-year test–retest study of Adelaide versions of the Conners teacher and parent rating scales. Journal of Abnormal Child Psychology 10, 33–60.CrossRefGoogle ScholarPubMed
Hammen, C., Gordon, D., Burge, D., Adrian, C., Jaenicke, C. & Hiroto, D. (1987). Maternal affective disorders, illness, and stress: risk for children's psychopathology. American Journal of Psychiatry 144, 736–741.Google ScholarPubMed
Kagan, J., Reznick, J. S. & Snidman, N. (1988). Biological bases of childhood shyness. Science 240, 167–171.CrossRefGoogle ScholarPubMed
Kohn, M. & Rosman, B. L. (1972). A social competence scale and symptom checklist for the preschool child: factor dimensions, their cross-instrument generality and longitudinal persistence. Developmental Psychology 6, 430–444.CrossRefGoogle Scholar
Loeber, R. (1990). Development and risk factors of juvenile antisocial behavior and delinquency. Clinical Psychology Review 10, 1–41.CrossRefGoogle Scholar
Parker, J. G. & Asher, S. R. (1987). Peer relations and later personal adjustment: are low accepted children at risk? Psychological Bulletin 102, 357–389.CrossRefGoogle ScholarPubMed
Quay, H. C. (1979). Classification. In Psychopathological Disorders of Childhood (ed. Quay, H. C. and Werry, J. S.), pp. 11–42. John Wiley: New York.Google Scholar
Quay, H. C. & Peterson, D. C. (1975). Manual for the Behavior Problem Checklist. Unpublished.Google Scholar
Rutter, M. & Quinton, D. (1984). Parental psychiatric disorder: affects on children. Psychological Medicine 14, 853–880.CrossRefGoogle Scholar
Rutter, M., Graham, P., Chadwick, O. F. D. & Yule, W. (1976). Adolescent turmoil: fact or fiction? Journal of Child Psychology and Psychiatry 17, 35–56.CrossRefGoogle ScholarPubMed
Schaefer, E. S. & Aaronson, M. R. (1966). Classroom Behavior Inventory: Preschool to Primary. National Institute of Mental Health: Bethesda, Md.Google Scholar
Shepherd, M., Oppenheim, B. & Mitchell, S. (1971). Childhood Behaviour and Mental Health. University of London Press: London.Google Scholar
Stanger, C. (1990). The developmental impact of stress and social network size on psychopathology in adolescence. Ph.D. thesis, Rutgers University.Google Scholar
Verhulst, F. C. & Akkerhuis, G. W. (1986). Mental health in Dutch children. III. Behavioral-emotional problems reported by teachers of children aged 4–12. Acta Psychiatrica Scandinavica 74, suppl. 330.CrossRefGoogle Scholar
Verhulst, F. C. & Akkerhuis, G. W. (1989) Agreement between parents' and teachers' rating of behavioral/emotional problems of children aged 4–12. Journal of Child Psychology and Psychiatry 30, 123–136.CrossRefGoogle ScholarPubMed
Verhulst, F. C. & Althaus, M. (1988). Persistence and change in behavioral/emotional problems reported by parents of children aged 4–14: an epidemiological study. Acta Psychiatrica Scandinavica 77, Suppl. 339.CrossRefGoogle Scholar
Verhulst, F. C., Akkerhuis, G. W. & Althaus, M. (1985 a). Mental health in Dutch Children. I. A cross-cultural comparison. Acta Psychiatrica Scandinavica 72, Supplement 323.CrossRefGoogle Scholar
Verhulst, F. C., Berden, G. F. M. G. & Sanders-Woudstra, J. A. R. (1985 b). Mental health in Dutch children. II. The prevalence of psychiatric disorder and relationship between measures. Acta Psychiatrica Scandinavica 72, Supplement 324.CrossRefGoogle Scholar
Verhulst, F. C., Koot, J. M. & Berden, G. F. M. G. (1990). Four-year follow-up of problem behavior in an epidemiological sample. Journal of the American Academy of Child and Adolescent Psychiatry 29, 440–448.CrossRefGoogle Scholar
Victor, J. B. & Halverson, C. F. (1976). Behavior problems in elementary school children: a follow-up study. Journal of Abnormal Child Psychology 4, 17–29.CrossRefGoogle ScholarPubMed
van Westerlaak, J. M., Kropman, J. A. & Collaris, J. W. M. (1975). Beroepenklapper. Instituut voor Toegepaste Sociologie: Nijmegen, The Netherlands.Google Scholar