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- Title
Predicting Academic Difficulties: Does a Complex, Multidimensional Model Outperform a Unidimensional Teacher Rating Scale?
- Authors
Crooks, Claire V.; Peters, Ray DeV.
- Abstract
The main objective of this study was to compare a multidimensional model (i.e., including social, cognitive, physical, behavioural, and language functioning) of academic readiness and a unidimensional teacher-rated screening questionnaire on the basis of accuracy in predicting future problems in children. The participants were 146 children (80 boys and 66 girls) living in disadvantaged communities in Ontario, Canada. Data were collected in junior kindergarten and at Grade 3. Constructs were assessed with multiple methods and multiple raters. Results for the multidimensional model indicated that social-behavioural functioning, and to a lesser extent, cognitive/language skills were most salient in differentiating between children with problems and those without. The multidimensional model had accuracy and sensitivity comparable to the unidimensional model, but the multidimensional model also had a high rate of false positives as indicated by poor specificity. Implications for identifying high-risk children are discussed.
- Subjects
ONTARIO; CANADA; MULTIDIMENSIONAL scaling; QUESTIONNAIRES; EARLY childhood education; INTERPERSONAL relations
- Publication
Canadian Journal of Behavioural Science, 2005, Vol 37, Issue 3, p170
- ISSN
0008-400X
- Publication type
Article
- DOI
10.1037/h0087254