53, respectively), age 5 (n= 48 and n= 62, respectively), and age 7.5(n= 74and n = 91, respectively). For teacher ratings of child oppositional problems at age 7, only 314 reports were available, primarily because of difficulties in obtaining cooperation at two of the largest school systems, which significantly reduced retention of school data in those sites (Chang et al., under review). Of the 578 families who were retained at age 7, 54% had teacher ratings available (Site 1 = 41%, Site 2 = 61%, Site 3 = 73%). With the exception of project site, analyses similar to those reported earlier in this article revealed no significant differences between families with teacher ratings versus those without, with respect to demographic characteristics or other study variables. Despite the missing data, teacher reports of children’s oppositional behavior at school were included in the analysis to explore whether the intervention effects on oppositional-defiant behavior, if present, generalized across context and informant.
