ArticleJournal of abnormal child psychology2017
Incremental Validity of Teacher and Parent Symptom and Impairment Ratings when Screening for Mental Health Difficulties.
Article in Journal of abnormal child psychology, 2017. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 9 papers.
What it found
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Who cites it
9 citing papers in PubMed.
- Informant-related effects of neurofeedback and cognitive training in children with ADHD including a waiting control phase: a randomized-controlled trial.European child & adolescent psychiatry · 2018Trial
- Parents' perception of adolescents' difficulties and impact of problems in different castes and ethnic groups in Nepal. Do they converge with the frequencies of symptoms reported on the child behavior checklist (CBCL)?Social psychiatry and psychiatric epidemiology · 2025Article
- Article
- Screening for Emotional Problems in Pediatric Hospital Outpatient Clinics: Psychometric Traits of the Pediatric Symptom Checklist (Hebrew Version).Journal of clinical psychology in medical settings · 2024Article
- What is the concordance between parent- and education professional-reported adaptive functioning in autistic children using the VABS-II?Journal of autism and developmental disorders · 2023Article
- Career Development Anxiety and Mental Health Regulation of University Music Teachers.Journal of healthcare engineering · 2022Article
- Teacher and School Characteristics Associated with the Identification and Referral of Adolescent Depression and Oppositional Defiant Disorders by U.S. Teachers.School mental health · 2022Article
- Youth Depression Screening with Parent and Self-Reports: Assessing Current and Prospective Depression Risk.Child psychiatry and human development · 2019Article
- Article
Corrections and comments
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Authors and funding
3 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Although universal screening for mental health difficulties is increasingly recognized as a way to identify children who are at risk and provide early intervention, little research exists to inform decisions about screening, such as the choice of informants and the type of information collected. The present study examined the incremental validity of teacher- and parent-rated (primarily mothers) symptoms and impairment in a non-referred sample of early elementary school children (n = 320, 49 % boys, ages 6 to 9) in terms of predicting impairment as rated by a different teacher 1 year later. Teacher-rated symptoms and impairment and parent-rated impairment were each unique predictors of later impairment; however, parent-rated symptoms did not contribute to the prediction of later impairment above and beyond these other indicators. The results indicate that, when screening for mental health difficulties in the school system, impairment ratings collected across settings add useful information, but it may not be necessary to use parent symptom ratings when teacher symptom ratings are available.
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.