Parents' and teachers' ratings of problem behaviors in children: genetic and contrast effects.
Parents' and teachers' ratings of problem behaviors in children: genetic and contrast effects.
We obtained ratings on the Conners’ scales from teachers (CTRS–28) and parents (CPRS–48) for 61 monozygotic and 64 dizygotic twin pairs, aged between 7 and 11 years. Model–fitting analyses were carried out to estimate the extent of genetic and environmental influences on problem behaviours, and to explore possible contrast effects in ratings by parents and teachers. Confirming previous findings with other measures, there was evidence of moderate to strong genetic effects on a range of problem behaviours. Parents’ ratings on the Anxiety, Impulsive–Hyperactive and Learning Problem sub–scales showed significant evidence of contrast effects. There was no evidence of such rater bias or competitive sibling interaction effects in ratings by teachers, or in parents’ ratings on the Conduct Problem and Psychosomatic sub–scales.
problem behaviours, contrast effects, ctrs-28, ctrs-48, twin study
251-258
Kuntsi, Jonna
e69aa34b-8956-4ec9-b815-2bb3032854e1
Gayán, Javier
c38e266b-60ea-4325-abc6-24c2529402d7
Stevenson, Jim
0c85d29b-d294-43cb-ab8d-75e4737478e1
2000
Kuntsi, Jonna
e69aa34b-8956-4ec9-b815-2bb3032854e1
Gayán, Javier
c38e266b-60ea-4325-abc6-24c2529402d7
Stevenson, Jim
0c85d29b-d294-43cb-ab8d-75e4737478e1
Kuntsi, Jonna, Gayán, Javier and Stevenson, Jim
(2000)
Parents' and teachers' ratings of problem behaviors in children: genetic and contrast effects.
Twin Research, 3 (4), .
Abstract
We obtained ratings on the Conners’ scales from teachers (CTRS–28) and parents (CPRS–48) for 61 monozygotic and 64 dizygotic twin pairs, aged between 7 and 11 years. Model–fitting analyses were carried out to estimate the extent of genetic and environmental influences on problem behaviours, and to explore possible contrast effects in ratings by parents and teachers. Confirming previous findings with other measures, there was evidence of moderate to strong genetic effects on a range of problem behaviours. Parents’ ratings on the Anxiety, Impulsive–Hyperactive and Learning Problem sub–scales showed significant evidence of contrast effects. There was no evidence of such rater bias or competitive sibling interaction effects in ratings by teachers, or in parents’ ratings on the Conduct Problem and Psychosomatic sub–scales.
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Published date: 2000
Keywords:
problem behaviours, contrast effects, ctrs-28, ctrs-48, twin study
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Local EPrints ID: 18371
URI: http://eprints.soton.ac.uk/id/eprint/18371
ISSN: 1369-0523
PURE UUID: 8a81da68-5381-484d-bb4f-1d627c64f7c3
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Date deposited: 26 Jan 2006
Last modified: 08 Jan 2022 00:58
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Author:
Jonna Kuntsi
Author:
Javier Gayán
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