scholarly journals Toward a Dimensional Assessment of Externalizing Disorders in Children: Reliability and Validity of a Semi-Structured Parent Interview

2020 ◽  
Vol 11 ◽  
Author(s):  
Ann-Kathrin Thöne ◽  
Anja Görtz-Dorten ◽  
Paula Altenberger ◽  
Christina Dose ◽  
Nina Geldermann ◽  
...  
Keyword(s):  
Reliability And Validity ◽  
Externalizing Disorders ◽  
Parent Interview ◽  
Dimensional Assessment

Descriptive diagnostic assessment of depression Categorical diagnosis, dimensional assessment, and instruments

2001 ◽  
Vol 13 (1) ◽  
pp. 2-12 ◽  
Author(s):  
C.K.W. Schotte ◽  
M. Maes
Keyword(s):  
Depressive Disorders ◽  
Threshold Model ◽  
Reliability And Validity ◽  
Diagnostic Assessment ◽  
Specific Test ◽  
Treatment Of Depression ◽  
Categorical Diagnosis ◽  
Multi Level ◽  
Dimensional Assessment

SUMMARYThe descriptive diagnostics constitute the first step, the base and the prerequisite for the psychodiagnostic process and the treatment of depression. Within the descriptive diagnostics, two approaches are distinguished, namely (1) the differentiation between dimensional and categorical levels of measurement and (2) the consideration of the influence of the applied method: questionnaire versus interview. Departing from these approaches, a review of the most widely used instruments on depression is given, with a focus on the reliability and validity of the dimensional depression instruments, based on the findings of our research group. The importance of the differentiation between dimensional and categorical levels of measurement can also be recognised within the discussion on quantitative/dimensional versus qualitative/categorical taxonomic views on depression. The Integrated Threshold Model, which integrates both the quantitative and the qualitative view on the classification of depressive disorders, is considered. By way of conclusion, a diagnostic multi level/modality/method strategy is discussed and a specific test battery, which can be particularly useful within a research context, is presented.

Parental Rejecting Behaviors: Validating a Behaviorally Based Youth-Report Measure of Parental Emotional Abuse

Assessment ◽  
2020 ◽  
pp. 107319112091894
Author(s):  
David S. Kosson ◽  
Cody V. Schraft ◽  
Chelsea L. Brieman ◽  
Cami K. McBride ◽  
Raymond A. Knight
Keyword(s):  
Child Maltreatment ◽  
Community Violence ◽  
Emotional Abuse ◽  
Parental Attitudes ◽  
Reliability And Validity ◽  
Externalizing Disorders ◽  
Self Report ◽  
Emotional Instability ◽  
Poor Outcomes ◽  
Internalizing And Externalizing

Positive and warm parental attitudes are associated with better social and emotional child functioning, whereas negative or rejecting parental attitudes are associated with poor outcomes, such as aggression, impaired self-esteem, and emotional instability. The current study investigated the reliability and validity of scores on an interview adaptation of a measure of parental rejecting behavior (PRB) in a sample of detained adolescents. Participants ( N = 198) completed a measure assessing their memories of the frequency of specific parental behaviors associated with rejection and self-report measures of exposure to abuse/neglect and community violence, and internalizing and externalizing psychopathology. PRB scores were internally consistent and associated with several kinds of child maltreatment. PRB scores correlated uniquely with indices of internalizing and externalizing symptomatology, even after controlling for indices of overall child maltreatment or a specific index of emotional abuse. The pattern of correlations suggests that the measure provides a valid index of parental emotional abuse, which may help identify youth at risk for both internalizing and externalizing disorders.

Three-dimensional assessment of squats and drop jumps using the Microsoft Xbox One Kinect: Reliability and validity

2018 ◽  
Vol 36 (19) ◽  
pp. 2202-2209 ◽  
Author(s):  
Benjamin F. Mentiplay ◽  
Ksaniel Hasanki ◽  
Luke G. Perraton ◽  
Yong-Hao Pua ◽  
Paula C. Charlton ◽  
...  
Keyword(s):  
Three Dimensional ◽  
Reliability And Validity ◽  
Drop Jumps ◽  
Dimensional Assessment

Clausal Density Between Ages 4 and 9 Years for the Edmonton Narrative Norms Instrument: Reference Data and Psychometric Properties

2020 ◽  
pp. 1-15
Author(s):  
Ling-Yu Guo ◽  
Phyllis Schneider ◽  
William Harrison
Keyword(s):  
Diagnostic Accuracy ◽  
Psychometric Properties ◽  
Language Impairment ◽  
Reference Data ◽  
Reliability And Validity ◽  
Correlation Coefficients ◽  
Criterion Validity ◽  
Likelihood Ratios ◽  
Generation Task ◽  
Sensitivity Specificity

Purpose This study provided reference data and examined psychometric properties for clausal density (CD; i.e., number of clauses per utterance) in children between ages 4 and 9 years from the database of the Edmonton Narrative Norms Instrument (ENNI). Method Participants in the ENNI database included 300 children with typical language (TL) and 77 children with language impairment (LI) between the ages of 4;0 (years;months) and 9;11. Narrative samples were collected using a story generation task, in which children were asked to tell stories based on six picture sequences. CD was computed from the narrative samples. The split-half reliability, concurrent criterion validity, and diagnostic accuracy were evaluated for CD by age. Results CD scores increased significantly between ages 4 and 9 years in children with TL and those with LI. Children with TL produced higher CD scores than those with LI at each age level. In addition, the correlation coefficients for the split-half reliability and concurrent criterion validity of CD scores were all significant at each age level, with the magnitude ranging from small to large. The diagnostic accuracy of CD scores, as revealed by sensitivity, specificity, and likelihood ratios, was poor. Conclusions The finding on diagnostic accuracy did not support the use of CD for identifying children with LI between ages 4 and 9 years. However, given the attested reliability and validity for CD, reference data of CD from the ENNI database can be used for evaluating children's difficulties with complex syntax and monitoring their change over time. Supplemental Material https://doi.org/10.23641/asha.13172129

An Adapted Measure of Teacher Self-Efficacy for Preservice Teachers: Exploring its Validity Across two Countries

2014 ◽  
Vol 28 (3) ◽  
pp. 83-92 ◽  
Author(s):  
Franziska Pfitzner-Eden ◽  
Felicitas Thiel ◽  
Jenny Horsley
Keyword(s):  
Preservice Teachers ◽  
Self Efficacy ◽  
Confirmatory Factor Analyses ◽  
3 Dimensional ◽  
Multiple Group ◽  
Three Samples ◽  
Confirmatory Factor ◽  
Teacher Self Efficacy ◽  
Dimensional Assessment ◽  
Metric Measurement

Teacher self-efficacy (TSE) is an important construct in the prediction of positive student and teacher outcomes. However, problems with its measurement have persisted, often through confounding TSE with other constructs. This research introduces an adapted TSE instrument for preservice teachers, which is closely aligned with self-efficacy experts' recommendations for measuring self-efficacy, and based on a widely used measure of TSE. We provide first evidence of construct validity for this instrument. Participants were 851 preservice teachers in three samples from Germany and New Zealand. Results of the multiple-group confirmatory factor analyses showed a uniform 3-factor solution for all samples, metric measurement invariance, and a consistent and moderate correlation between TSE and a measure of general self-efficacy across all samples. Despite limitations to this study, there is some first evidence that this measure allows for a valid 3-dimensional assessment of TSE in preservice teachers.

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