TY - JOUR
T1 - Parent- and self-ratings of anxiety in children with mental retardation
T2 - Agreement levels and test-retest reliability
AU - Sarphare, Geeta
AU - Aman, Michael G.
N1 - Funding Information:
Fears or anxiety have generally been assessed using verbal reports by children, through parent reports, and sometimes through self-report instruments and Work on this study was supported in part by a research project grant from the National Institute of Mental Health to Michael Aman (Grant MH 44122). We thank the schools and parents of central Ohio who took part in this study.
Copyright:
Copyright 2017 Elsevier B.V., All rights reserved.
PY - 1996
Y1 - 1996
N2 - This study examined fears in children with and without developmental disabilities. Children assigned to classes designated as developmentally handicapped (D), integrated (or mainstreamed) (I), and regular (R) were assessed. In all, 82 children were tested and retested over a 2-week interval. Self ratings and parent ratings were obtained. Three instruments were used to assess specific fears, social anxiety, social competence, and behavior problems: the Fear Survey Schedule for Children - Revised, the Social Anxiety Scale for Children, and the Child Behavior Rating Form. Correlations between parent and child ratings were fair to good. Child-parent agreement was nonsignificantly higher for children without disabilities and for children with mild handicaps integrated into regular education programs than for children in classes designated as Developmentally Handicapped. Children's test- retest reliabilities were generally higher than those of parents. Children without disabilities showed significantly higher consistency over time than children with disabilities.
AB - This study examined fears in children with and without developmental disabilities. Children assigned to classes designated as developmentally handicapped (D), integrated (or mainstreamed) (I), and regular (R) were assessed. In all, 82 children were tested and retested over a 2-week interval. Self ratings and parent ratings were obtained. Three instruments were used to assess specific fears, social anxiety, social competence, and behavior problems: the Fear Survey Schedule for Children - Revised, the Social Anxiety Scale for Children, and the Child Behavior Rating Form. Correlations between parent and child ratings were fair to good. Child-parent agreement was nonsignificantly higher for children without disabilities and for children with mild handicaps integrated into regular education programs than for children in classes designated as Developmentally Handicapped. Children's test- retest reliabilities were generally higher than those of parents. Children without disabilities showed significantly higher consistency over time than children with disabilities.
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U2 - 10.1016/0891-4222(95)00035-6
DO - 10.1016/0891-4222(95)00035-6
M3 - Article
C2 - 8750074
AN - SCOPUS:0030070591
SN - 0891-4222
VL - 17
SP - 27
EP - 39
JO - Research in Developmental Disabilities
JF - Research in Developmental Disabilities
IS - 1
ER -