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Journal of Psychoeducational Assessment
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Teacher-Classified Peer Social Status: Preliminary Validation and Associations with Behavior Ratings

Brendan F. Andrade

Dalhousie University

Daniel A. Waschbusch

Dalhousie University

Sara King

Dalhousie University

Catherine Thurston

Cumberland Mental Health Services, Amherst, Nova Scotia

Lisa McNutt

Chignecto-Central Regional School Board, Truro, Nova Scotia

Branka Terrio

Chignecto-Central Regional School Board, Truro, Nova Scotia

Northern Partners in Action for Children and Youth, Nova Scotia

This study investigated whether teacher ratings may be a valid alternative measure of social status in elementary school children, and whether teacher social status ratings are distinct from their disruptive behavior ratings. Participants were 1,596 elementary school children in seven schools in eastern Canada. Teacher ratings of social status and of disruptive behavior were collected for all children, along with positive peer nominations for a large subset. Results showed that children rated by teachers as rejected and ignored received the fewest positive peer nominations, whereas children rated as popular received the most positive nominations. Analyses of covariance showed that inattention was more highly associated with peer problems than was hyperactive-impulsive, oppositional, or conduct problems, but none of these behaviors accounted for the association between teacher-rated social status and peer positive nominations. Results provide preliminary support for the validity of teacher-rated social status in elementary-aged children.

Journal of Psychoeducational Assessment, Vol. 23, No. 3, 279-290 (2005)
DOI: 10.1177/073428290502300306
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B. F. Andrade, D. A. Brodeur, D. A. Waschbusch, S. H. Stewart, and R. McGee
Selective and Sustained Attention as Predictors of Social Problems in Children With Typical and Disordered Attention Abilities
J Atten Disord, January 1, 2009; 12(4): 341 - 352.
[Abstract] [PDF]