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Standardized rating scales represent the most reliable method of identifying socioemotional behavioral problems in children with SLI. However, limited information exists on the situational specificity or stability of rating scales applied to this population. In Redmond and Rice (1998), we presented evidence of limited reliability and stability between ratings collected from teachers and parents during kindergarten and first grade. In this research report, we provide additional data on the same group of children over the early elementary period (kindergarten-second grade). The results indicate diminishment in teacher-reported behavior problems in most areas of socioemotional development from kindergarten to second grade and increasing congruence between teacher and parent ratings.
Redmond et al. (Fri,) studied this question.