The predictive power of first-grade peer and teacher ratings of behavior: Sex differences in antisocial behavior and personality at adolescence

1988 ◽  
Vol 16 (5) ◽  
pp. 571-583 ◽  
Author(s):  
Richard E. Tremblay ◽  
Marc LeBlanc ◽  
Alex E. Schwartzman
Keyword(s):  
Sex Differences ◽  
Antisocial Behavior ◽  
Predictive Power ◽  
First Grade ◽  
Teacher Ratings

Is the Child Really What’s Being Rated? Sources of Variance in Teacher Ratings of Socioemotional Skills

2018 ◽  
Vol 37 (7) ◽  
pp. 899-910 ◽  
Author(s):  
Xiaozhu An ◽  
Timothy W. Curby ◽  
Laura L. Brock
Keyword(s):  
Random Effects ◽  
First Grade ◽  
Teacher Ratings ◽  
High Stake ◽  
Random Effects Models ◽  
Potential Sources ◽  
Socioemotional Skills ◽  
Strengths Assessment

This study examined three potential sources of variance in teacher ratings of the socioemotional skills of children: occasion, child, and teacher. The ratings were prepared using the Devereux Student Strengths Assessment. In total, 344 children were assessed in both the fall and spring of kindergarten and first grade, providing a total of 1,067 ratings across 106 teachers. We employed cross-classified random effects models to account for multiple occasions of measurement that were nested within both children and teachers, which allowed us to determine the amounts of variance attributable to occasion, children, and teachers. Overall, occasion accounted for the greatest proportion of variance (43%-50%) across a variety of socioemotional subscales, followed by child (36%-46%), and teacher (11%-16%). Findings suggest that caution is warranted when using these scales for high-stake decisions.

Sex Differences in the Meaning of Parent and Teacher Ratings of ADHD Behaviors: An Observational Study

2017 ◽  
Vol 24 (13) ◽  
pp. 1847-1856 ◽  
Author(s):  
Brenda J. Meyer ◽  
Jim Stevenson ◽  
Edmund J. S. Sonuga-Barke
Keyword(s):  
Sex Differences ◽  
Observational Study ◽  
Secondary Analysis ◽  
Population Based ◽  
Teacher Ratings ◽  
Older Children ◽  
Males And Females ◽  
Parent And Teacher Ratings

Objective: To test explanations for the underrecognition of female ADHD by examining differences in adult ratings of boys and girls matched for levels of directly observed ADHD behaviors. Method: In a secondary analysis of a population-based sample, 3- to 4-year-olds ( n = 153, 79 male) and 8- to 9-year-olds ( n = 144, 75 male) were grouped according to levels of directly observed ADHD behaviors (low/moderate/high). Groups were then compared with parent/teacher ADHD ratings. Results: There were no sex differences in levels of directly observed ADHD behaviors within groups. For preschoolers, parents’ ratings of males, but not females, significantly increased across groups—mirroring levels of observed behaviors. For older children, both parent and teacher mean ratings were significantly higher for males than females across groups. Conclusion: Identified differences in adult ratings of males and females matched for directly observed behaviors may contribute to understanding the substantial ADHD underrecognition in females.

Proximal Impact of Two First-Grade Preventive Interventions on the Early Risk Behaviors for Later Substance Abuse, Depression, and Antisocial Behavior

1999 ◽  
Vol 27 (5) ◽  
pp. 599-641 ◽  
Author(s):  
Nicholas S. Ialongo ◽  
Lisa Werthamer ◽  
Sheppard G. Kellam ◽  
C. Hendricks Brown ◽  
Songbai Wang ◽  
...  
Keyword(s):  
Substance Abuse ◽  
Antisocial Behavior ◽  
Risk Behaviors ◽  
First Grade ◽  
Preventive Interventions ◽  
Early Risk

Brief Report: Sex Differences in Rote-Counting Ability on Entry to First Grade: Some Observations

1984 ◽  
Vol 15 (5) ◽  
pp. 378-382
Author(s):  
Leroy G. Callahan ◽  
Douglas H. Clements
Keyword(s):  
Sex Differences ◽  
Data Analysis ◽  
Data Gathering ◽  
First Grade ◽  
Mathematical Abilities ◽  
Early Number

Currently, the issue of sex differences in mathematical abilities is of great concern. This article focuses on one early number skill: rote counting. Almost a century of research has produced equivocal results. These discrepancies might be accounted for by differences in methodology and data analysis. This report presents data on sex differences in rote-counting ability and illustrates how different data-gathering methods and different statistical treatments of the data can yield different results.

Sex Differences in the Predictive Power of the Molecular Prognostic Factor HER2/neu in Patients with Non–Small-Cell Lung Cancer

2006 ◽  
Vol 7 (5) ◽  
pp. 332-337 ◽  
Author(s):  
Daniel Vallböhmer ◽  
Jan Brabender ◽  
Dong Yun Yang ◽  
Kathleen Danenberg ◽  
Paul M. Schneider ◽  
...  
Keyword(s):  
Lung Cancer ◽  
Sex Differences ◽  
Prognostic Factor ◽  
Small Cell Lung Cancer ◽  
Cell Lung Cancer ◽  
Predictive Power ◽  
Small Cell ◽  
Small Cell Lung

Stability of externalizing symptoms from kindergarten to first grade and factors related to instability

1990 ◽  
Vol 2 (3) ◽  
pp. 247-258 ◽  
Author(s):  
Robert C. Pianta ◽  
Constance B. Caldwell
Keyword(s):  
Cognitive Ability ◽  
Externalizing Problems ◽  
Externalizing Symptoms ◽  
First Grade ◽  
Teacher Ratings ◽  
Self Control ◽  
Learning Problems ◽  
Child Interaction ◽  
Cutoff Scores ◽  
Anxious Behavior

AbstractThis article examines the frequency and stability of externalizing symptoms in a sample of 325 5-year-olds. Parent and teacher ratings, teacher nominations, parent-child interaction, and child measures were obtained. Using cutoff scores on teacher ratings, an average of 20% of the children were rated as having moderate externalizing problems in kindergarten and first grade. For both boys and girls, parent-teacher stability correlations ranged from .34–.45, and kindergarten teacher ratings from November and April correlated at .76. Instability in externalizing symptoms from kindergarten to first grade was related to a number of concurrent and previously assessed factors. For girls these included learning problems, shy-anxious behavior, mother-child interaction measures, and cognitive ability. Factors related to instability for boys included learning problems, social skills, cognitive ability, and self-control. These variables accounted for an additional 40% of the variance for boys (50% for girls) in first grade externalizing symptoms after controlling for externalizing symptoms in kindergarten.

Sex Differences and Initial Reading Performance

1980 ◽  
Vol 46 (2) ◽  
pp. 523-526 ◽  
Author(s):  
Norman M. Chansky ◽  
Joanne Czernik ◽  
James Duffy ◽  
Lillian Finnell
Keyword(s):  
Sex Differences ◽  
Cross Validation ◽  
First Grade ◽  
Reading Performance ◽  
Letter Recognition ◽  
The Other ◽  
Regression Equations ◽  
Similar Accuracy ◽  
Initial Reading ◽  
School Records

400 school records were randomly selected from school files, equally divided between boys and girls. Kindergarten Letter Recognition and Number Readiness scores were then correlated with subsequent first-grade achievement. Regression equations were developed for half of each sample and applied to the other half. This produced Calibration and Cross-validation samples for each sex. Although girls' means were significantly higher than boys' the magnitude of difference was not deemed psychologically relevant. Sex did not moderate the relationships between any predictor with any criterion. Letter recognition and number readiness predicted first-grade reading with similar accuracy. Finally, each criterion correlated only slightly higher with several predictors combined than it did with each predictor separately.

Differences in Achievement Patterns for Boys and Girls in Kindergarten and First Grade: A Longitudinal Study

1984 ◽  
Vol 54 (1) ◽  
pp. 23-27 ◽  
Author(s):  
Dominic F. Gullo ◽  
Douglas H. Clements
Keyword(s):  
Sex Differences ◽  
Longitudinal Study ◽  
First Grade

This study examined differences in boys' and girls' achievement at the end of kindergarten and first grade. Although no sex differences were found on developmental indexes when children entered kindergarten, sex differences in achievement were noted on four of five measures of achievement by the end of kindergarten. In all instances girls outperformed boys. By the end of first grade, however, no sex differences were evident on four measures of achievement. Bases for sex differences are described in terms of classroom socialization patterns and teachers' interaction with children.

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