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Examining Behavioral Ratings between Preschool Lead and Assistant Teachers Using Dyadic Multigroup Invariance

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Title: Examining Behavioral Ratings between Preschool Lead and Assistant Teachers Using Dyadic Multigroup Invariance
Language: English
Authors: Ruiqin Gao (ORCID 0000-0001-9388-2919), Fred Greer, Christine DiStefano, Fang Wang, Huijuan Wang
Source: Journal of Psychoeducational Assessment. 2026 44(4):418-433.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 16
Publication Date: 2026
Sponsoring Agency: Institute of Education Sciences (ED)
Contract Number: R324A190066
Document Type: Journal Articles
Reports - Research
Education Level: Early Childhood Education
Preschool Education
Descriptors: Preschool Teachers, Teacher Aides, Preschool Children, Student Behavior, Behavior Rating Scales, Screening Tests, Factor Structure, Interrater Reliability
Geographic Terms: South Carolina
DOI: 10.1177/07342829251414182
ISSN: 0734-2829
1557-5144
Abstract: When providing behavioral ratings of young children, classrooms with both a lead teacher and assistant teacher have the requisite knowledge about children's social-emotional/behavioral status, as both teachers are involved in daily activities. A dyadic multigroup invariance test was conducted to examine concordance across teacher groups while accounting for interdependency within the data. Universal screening was conducted with the Behavioral and Emotional Screening System, Teacher Form-Preschool, for a sample of 255 teacher-assistant pairs. Ratings across the groups were largely consistent across the three domains measured by the BESS Teacher Form-Preschool, with ratings of over 80% concordance. Dyadic multigroup invariance held through scalar invariance, showing that the two groups interpreted the scale similarly. Latent mean testing showed equivalency for Externalizing Risk and Internalizing Risk; however, assistant teachers rated preschool children as being at a lower risk level for Adaptive Skills problems relative to lead teacher ratings. Use of assistant and lead teacher ratings is largely equivalent for rating social-emotional behavioral risk, with lead teachers flagging slightly more students as at-risk. Thus, slightly higher numbers of preschoolers may be subjected to Tier 2 MTSS-B intervention if lead teacher ratings are used.
Abstractor: As Provided
IES Funded: Yes
Entry Date: 2026
Accession Number: EJ1505873
Database: ERIC
FullText Text:
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  Data: Examining Behavioral Ratings between Preschool Lead and Assistant Teachers Using Dyadic Multigroup Invariance
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  Data: <searchLink fieldCode="AR" term="%22Ruiqin+Gao%22">Ruiqin Gao</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-9388-2919">0000-0001-9388-2919</externalLink>)<br /><searchLink fieldCode="AR" term="%22Fred+Greer%22">Fred Greer</searchLink><br /><searchLink fieldCode="AR" term="%22Christine+DiStefano%22">Christine DiStefano</searchLink><br /><searchLink fieldCode="AR" term="%22Fang+Wang%22">Fang Wang</searchLink><br /><searchLink fieldCode="AR" term="%22Huijuan+Wang%22">Huijuan Wang</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Psychoeducational+Assessment%22"><i>Journal of Psychoeducational Assessment</i></searchLink>. 2026 44(4):418-433.
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
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  Data: Institute of Education Sciences (ED)
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  Data: <searchLink fieldCode="DE" term="%22Preschool+Teachers%22">Preschool Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Aides%22">Teacher Aides</searchLink><br /><searchLink fieldCode="DE" term="%22Preschool+Children%22">Preschool Children</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Behavior%22">Student Behavior</searchLink><br /><searchLink fieldCode="DE" term="%22Behavior+Rating+Scales%22">Behavior Rating Scales</searchLink><br /><searchLink fieldCode="DE" term="%22Screening+Tests%22">Screening Tests</searchLink><br /><searchLink fieldCode="DE" term="%22Factor+Structure%22">Factor Structure</searchLink><br /><searchLink fieldCode="DE" term="%22Interrater+Reliability%22">Interrater Reliability</searchLink>
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  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22South+Carolina%22">South Carolina</searchLink>
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  Data: 10.1177/07342829251414182
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  Data: 0734-2829<br />1557-5144
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: When providing behavioral ratings of young children, classrooms with both a lead teacher and assistant teacher have the requisite knowledge about children's social-emotional/behavioral status, as both teachers are involved in daily activities. A dyadic multigroup invariance test was conducted to examine concordance across teacher groups while accounting for interdependency within the data. Universal screening was conducted with the Behavioral and Emotional Screening System, Teacher Form-Preschool, for a sample of 255 teacher-assistant pairs. Ratings across the groups were largely consistent across the three domains measured by the BESS Teacher Form-Preschool, with ratings of over 80% concordance. Dyadic multigroup invariance held through scalar invariance, showing that the two groups interpreted the scale similarly. Latent mean testing showed equivalency for Externalizing Risk and Internalizing Risk; however, assistant teachers rated preschool children as being at a lower risk level for Adaptive Skills problems relative to lead teacher ratings. Use of assistant and lead teacher ratings is largely equivalent for rating social-emotional behavioral risk, with lead teachers flagging slightly more students as at-risk. Thus, slightly higher numbers of preschoolers may be subjected to Tier 2 MTSS-B intervention if lead teacher ratings are used.
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  Data: 2026
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PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1505873
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      – Type: doi
        Value: 10.1177/07342829251414182
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 16
        StartPage: 418
    Subjects:
      – SubjectFull: Preschool Teachers
        Type: general
      – SubjectFull: Teacher Aides
        Type: general
      – SubjectFull: Preschool Children
        Type: general
      – SubjectFull: Student Behavior
        Type: general
      – SubjectFull: Behavior Rating Scales
        Type: general
      – SubjectFull: Screening Tests
        Type: general
      – SubjectFull: Factor Structure
        Type: general
      – SubjectFull: Interrater Reliability
        Type: general
      – SubjectFull: South Carolina
        Type: general
    Titles:
      – TitleFull: Examining Behavioral Ratings between Preschool Lead and Assistant Teachers Using Dyadic Multigroup Invariance
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            NameFull: Fang Wang
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            NameFull: Huijuan Wang
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