Consistency and Discrepancy between Parents- and Teachers-assessed Behavioral Problems in Preschoolers

Background Pediatricians often receive inconsistent reports from parents and teachers on children's behavior, but there are few available studies on comparing parents and teachers' evaluation of preschool children's behavior problems. Objective To investigate the prevalence of behavioral problems in preschoolers from Chongqing's main urban areas, and to explore the consistency and discrepancy between parents- and teachers-assessed behavioral problems in these children. Methods In June 2018, 2 698 preschoolers were sampled by cluster sampling from kindergartens in the main urban area of Chongqing. For understanding the prevalence of behavioral problems in them, their behaviors were rated by their parents using the Conners Parent Symptom Questionnaire (PSQ) , and by their teachers using the Conners Teacher Rating Scale (TRS) . And parents- and teachers-assessed results were compared. Results The survey obtained a response rate of 98.59%, involving 2 660 children that were finally included. In accordance with pa