Linking Informant Discrepancies to Observed Variations in Young Children's Disruptive Behavior
Linking Informant Discrepancies to Observed Variations in Young Children's Disruptive Behavior
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DOI：
10.1007/s10802-009-9307-3
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发表时间：
2009-07-01
影响因子：
3.6
通讯作者：
Wakschlag, Lauren S.
中科院分区：
文献类型：
--
作者：
De Los Reyes, Andres;Henry, David B.;Wakschlag, Lauren S.
先前的工作并没有检验这个基本的理论概念，即在儿童行为报告中存在信息者的差异，部分原因是不同的信息者在不同的环境中观察儿童的行为。我们在实验室中考察了在不同社会背景下观察到的学龄前破坏行为模式，以及它们是否与327名学龄前儿童的父母-教师对破坏行为的评价差异有关。观察到的破坏性行为是用基于实验室的发展敏感诊断观察范式来评估的，该范式评估了与儿童、父母和考官的三次互动中的破坏性行为。潜在类别分析确定了四种破坏性行为模式：(a)在父母和考官环境中低，(b)仅在父母环境中高，(c)仅在考官环境中高，(d)在父母和考官环境中高。观察到的特定于家长和考官情境的破坏性行为分别与家长识别和教师识别的破坏性行为有独特的关系。此外，观察到的家长和考官的破坏性行为都与两名举报人确定的破坏性行为有关。观察到的行为和信息差异之间的联系不能用儿童缺陷或观察到的问题父母来解释。研究结果为归因偏见情境模型（De Los Reyes and Kazdin Psychological Bulletin 131:483-509, 2005）提供了第一个基于实验室的支持，该模型认为，举报人的差异表明了儿童行为的跨情境变异性和举报人对这种行为的看法。这些发现对临床评估、治疗结果和发展精神病理学研究具有重要意义。
Prior work has not tested the basic theoretical notion that informant discrepancies in reports of children's behavior exist, in part, because different informants observe children's behavior in different settings. We examined patterns of observed preschool disruptive behavior across varying social contexts in the laboratory and whether they related to parent-teacher rating discrepancies of disruptive behavior in a sample of 327 preschoolers. Observed disruptive behavior was assessed with a lab-based developmentally sensitive diagnostic observation paradigm that assesses disruptive behavior across three interactions with the child with parent and examiner. Latent class analysis identified four patterns of disruptive behavior: (a) low across parent and examiner contexts, (b) high with parent only, (c) high with examiner only, and (d) high with parent and examiner. Observed disruptive behavior specific to the parent and examiner contexts were uniquely related to parent-identified and teacher-identified disruptive behavior, respectively. Further, observed disruptive behavior across both parent and examiner contexts was associated with disruptive behavior as identified by both informants. Links between observed behavior and informant discrepancies were not explained by child impairment or observed problematic parenting. Findings provide the first laboratory-based support for the Attribution Bias Context Model (De Los Reyes and Kazdin Psychological Bulletin 131:483-509, 2005), which posits that informant discrepancies are indicative of cross-contextual variability in children's behavior and informants' perspectives on this behavior. These findings have important implications for clinical assessment, treatment outcomes, and developmental psychopathology research.