Parent versus Teacher Reports of Children’s Behavioural and Emotional Problems within an Australian Clinical School-Aged Paediatric Population

Parent Teacher Inter-rater Child Behaviour

Abstract

Introduction: There are a growing number of children with behavioural concerns being referred to paediatric clinics.  In addition to assessing the child, a necessary part for obtaining a diagnosis, involves obtaining information from parents and teachers.  This study investigates the differences between parent and teacher reports of children’s behavioural and emotional problems.

Methods: The behavioural questionnaire assessment records of 122 children who attended an Australian Specialist Paediatric Outpatient’s Clinic, were reviewed.

Results/Discussion: Parent and teachers had similar opinions on their observations of children’s symptoms of anxiety, depression, withdrawal, and Attention-Deficit-Hyperactivity Disorder, amongst general clinical populations.  Greater differences in observations on somatic complaints, social problems, thought problems, inattention, rule breaking and aggression, Oppositional Defiant Disorder and conduct problems.

Conclusions: Differing reports suggests that the clinician should not restrict sources of information solely to behavioural questionnaires, when making decisions.  Factors such as social, family and contextual factors, and face-to-face interviews and collection of data, from multiple sources, would assist with the planning of care for children.