Associations between peer nominations, teacher ratings, self-reports, and observations of malicious and disruptive behavior.

Full Abstract

This study evaluates the validity of two aggression scales for predicting observations of malicious or disruptive behavior at school. Subgroups of a sample of 1,560 children (age 8.6+/-1.5 years) were assessed using (a) peer nominations of aggression, (b) teacher reports on the Teacher Report Form (TRF) of the Child Behavior Checklist (CBCL) Aggression scale and the peer nomination items, or (c) self-reports on the peer nomination items. Criteria were observations of physical, verbal, initiated, retaliatory, malicious, and disruptive behaviors. Teacher report peer nominations predicted observed physical, verbal, initiated, and retaliatory aggression and disruptive behavior. Peer nominations predicted physical aggression, verbal aggression, initiation and disruptive behavior, and TRFs predicted verbal, initiated, and disruptive behavior. Self-reports did not significantly predict any behavior. Implications for assessment of aggression are discussed.

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Author information

Author/s: Henry, David B (DB); Metropolitan Area Child Study Research Group;

Affiliation: Department of Psychiatry, Institute for Juvenile Research, University of Illinois, Chicago 60608, USA. dhenry(-atsign-)uic.edu

Journal and publication information

Publication Type: Journal Article; Multicenter Study; Research Support, N.I.H., Extramural; Research Support, U.S. Gov't, P.H.S.; Validation Studies

Journal: Assessment (Assessment), published in United States. (Language: eng)

Reference: 2006-Sep; vol 13 (issue 3) : pp 241-52

Dates: Created 2006/08/01; Completed 2006/12/08;

PMID: 16880277, status: MEDLINE (last retrieval date: 12/26/2008)

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MeSH headings (categories)

This article was linked to the MESH Headings shown below.

Aggression - psychology
Child
Child Behavior Disorders - psychology
Faculty
Female
Humans

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