Support for this work was provided by the Prevention Research Branch, National Institute of Mental Health Public Health Service Grant MH 46690, and the Center for Studies of Antisocial and Violent Behavior, National Institute of Mental Health Public Health Service Grant MH 37940. Requests for reprints should be addressed to Lew Bank, Oregon Social Learning Center, 207 E. Fifth Avenue, Suite 202, Eugene, OR 97401.
Parent and Teacher Ratings in the Assessment and Prediction of Antisocial and Delinquent Behaviors
Article first published online: 28 APR 2006
Journal of Personality
Volume 61, Issue 4, pages 693–709, December 1993
How to Cite
Bank, L., Duncan, T., Patterson, G. R. and Reid, J. (1993), Parent and Teacher Ratings in the Assessment and Prediction of Antisocial and Delinquent Behaviors. Journal of Personality, 61: 693–709. doi: 10.1111/j.1467-6494.1993.tb00787.x
- Issue published online: 28 APR 2006
- Article first published online: 28 APR 2006
- Manuscript received October 19, 1992; revised June 1, 1993.
ABSTRACT Subjects consisted of a sample of two cohorts of approximately 100 boys each whose behaviors were rated by their parents and teachers. Criterion variables included antisocial behavior, based on parent, child, teacher, and interviewer reports, and delinquency, based on parent and child reports in addition to cumulative arrest data taken from juvenile court records. The data suggest that mothers are focused on the daily, irritating behaviors of their sons. Teachers, on the other hand, appear to focus on a relatively small number of items (e.g., child physically attacks others, associates with deviant peers), and thereby provide ratings that are better predictors of delinquency and arrest. When the mothers' ratings were constrained to include only items that were salient for teachers, their predictive validity coefficients approached the magnitude of the teacher coefficients.