DEVELOPMENT OF CONSENSUS ABOUT CHILD OPPOSITIONAL BEHAVIOR - INCREASED CONVERGENCE WITH ENTRY INTO SCHOOL

This study examines the relation between parent and teacher ratings of oppositional behaviors in children from kindergarten to second grade. One cross-sectional sample of 85 boys in kindergarten, first, and sec ond grade was assessed for problem behavior on the basis of reports fr om the children, parents, teachers, and trained observers. The second sample consisted of parent and teacher ratings of both boys and girls in a longitudinal design at 5 and 7 years of age. Results from both st udies indicate that agreement does increase around the time of the chi ld's transition into school and that each informant influences the rat ings of the others over time.