Convergent and Discriminant Validity of the Personality Inventory for Children

Clark, Elaine; Kehle, Thomas J.; Bullock, Donna; Jenson, William R.

doi:10.1177/073428298700500202

Cited by 9 publications

(5 citation statements)

References 7 publications

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“…Our analyses address the hypothesis that MC-MZ twins show greater similarity than DC-MZ twins. (Ehly et al, 1986;Kline et aL, 1987), adequate concurrent validity with teacher and clinician behavior ratings of DSM-III diagnoses (Kline et aL, 1988), and adequate concurrent validity with other personality measures (Clark et al, 1987). Reliability studies of the PIC have demonstrated both internal consistency and test-retest reliability coefficients between .81 and .92, for the four factor scales (Lachar et al, 1982).…”

Section: Methodsmentioning

confidence: 97%

Intrapair differences in personality and cognitive ability among young monozygotic twins distinguished by chroion type

et al. 1995

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We evaluated placentation effects on behavioral resemblance of 44 pairs of monozygotic (MZ) twin children. Tested at ages 4-6, the twins' zygosity and placental type had been determined at their delivery. The sample included 23 monochorionic (MC) and 21 dichorionic (DC) MZ twin pairs: DC-MZ twins result from separation of blastomeres within 72 h of ovulation; MC-MZ twins arise from later duplication of the inner cell mass. Twins were individually administered the McCarthy Scales of Cognitive Ability, while their mothers separately rated each cotwin on an individualized 280-item form of the Personality Inventory for Children (PIC). Absolute differences between MC-MZ cotwins were smaller than those between DC-MZ cotwins for all 20 PIC scales, significantly so for 3 of 4 factor scales, 8 of 12 clinical scales, and 2 of 4 validity/screening scales from the PIC; in contrast, no consistent differences in intrapair resemblance of mono- and dichorionic MZ twins were found for the McCarthy Scales. The chorion differences found in the PIC data cannot be due to genetic differences, because all pairs are monozygotes; nor are they associated with differences in parity, gestational age, birth weight, maternal education, palmar dermatoglyphic asymmetry, or maternal knowledge of chorion type. We interpret our findings as suggestive evidence that variation in timing of embryological division, with effects on MZ twins' placental vasculature, has significant consequences for some dimensions of their behavioral development, as well.

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Section: Methodsmentioning

confidence: 97%

Intrapair differences in personality and cognitive ability among young monozygotic twins distinguished by chroion type

et al. 1995

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“…Several studies have established the external validity of the PIC with several populations, including cognitively impaired (Clarke, Kehle, Bullock, & Jenson, 1987; Kline, Lachar, & Sprague, 1985), hyperactive (Breen & Barkley, 1993; Forbes, 1985), developmentally impaired (Kline, Maltz, Lachar, Spector, & Fischhoff, 1987), and affective disorder (Lobovits & Handal, 1985; Nieman & Delong, 1987) children. Actuarial interpretive systems have been developed for individual PIC scales (Lachar & Gdowski, 1979; Lachar, 1982) and whole profile configurations (Kline, Lachar & Gdowski, 1987).…”

Section: Methodsmentioning

confidence: 99%

Convergence and concurrent validity of DSM-III diagnoses and the Personality Inventory for Children (PIC).

Kline

Lachar²,

Gdowski³

1988

Canadian Journal of Behavioural Science / Revue canadienne des

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Psychiatric diagnoses and objective behaviour rating scales represent alternative means to describe children's psychological disorders. Results of several studies regarding the convergence of diagnoses and rating scales have been mixed, raising questions about the nature of the relation between the two systems. The purpose of this study was to evaluate the relations of DSM-III diagnoses and the parentinformant Personality Inventory for Children (PIC) within a sample of behaviourally disturbed children and adolescents. In addition, the ability of DSM-III diagnoses and the PIC to predict teacher and clinician behaviour ratings was compared. High proportions of children assigned specific DSM-HI diagnoses obtained elevated scores on related PIC scales, though the overlap was imperfect. Also, covariation of the teacher and clinician behaviour ratings was much stronger with the PIC than with DSM-III diagnoses. Implications of these findings for clinical practice with children are discussed. There are two major approaches to the classification of child psychological problems. Psychiatric diagnostic typologies such as the Diagnostic and Statistical Manual (DSM-III, American Psychiatric Association, 1980) represent the most traditional means of describing child mental health status. The major focus of this approach has been the delineation of syndromes (defined by specific symptom clusters), and the delineation of differential diagnostic criteria. A more recent approach has been characterized by statistical identification of dimensions of adjustment (typically using factor analysis), and the construction of objective rating scales to measure each behavioural dimension (Achenbach & Edelbrock, 1978). This approach arose in part because of longstanding concern about low reliability and questionable external validity of diagnostic categories for children (e.g.

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“…A total of 143 children attended regular classrooms in California (n = 111; Schnell, 1982) or Iowa (n = 32; DeKrey & Ehly, 1985); 176 children were receiving learning disability services in California (n = 83; Schnell, 1982), Iowa (n = 23;DeKrey & Ehly, 1985), or Michigan (n = 70; Clark et al, 1987); 37 students were classified as educable mentally impaired in either Michigan (n = 17; Clark et al, 1987) or Iowa (n = 20;DeKrey & Ehly, 1985); and 67 students attended classrooms for the emotionally impaired in either Michigan (n = 47; Clark et al, 1987) or Iowa (n = 20;DeKrey & Ehly. 1985).…”

Section: Subjectsmentioning

confidence: 99%

“…Also, results of discriminant function analyses (DFA) have indicated that relatively high proportions (70-90%) of these educational groups can be correctly classified with the PIC (e.g., DeKrey & Ehly, 1985;Ehly, Keith, Reimers, & DeKrey, 1986;Forbes, 1987;Lachar, Kline, & Boersma, 1986;Schnell, 1982). Results of DFAs reported by Clark, Kehle, Bullock, and Jenson (1987) indicated greater classification accuracy with PIC scales than with Wechsler Intelligence Scale for Children-Revised (WISC-R; Wechsler, 1974) subtests in the discrimination of learning disabled, emotionally impaired, and mentally impaired children (73% and 61%, respectively).…”

mentioning

confidence: 99%

Identification of special education needs with the Personality Inventory for Children (PIC): A hierarchical classification model.

Kline

Lachar²,

Boersma³

1993

Psychological Assessment

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Convergent and Discriminant Validity of the Personality Inventory for Children

Cited by 9 publications

References 7 publications

Intrapair differences in personality and cognitive ability among young monozygotic twins distinguished by chroion type

Intrapair differences in personality and cognitive ability among young monozygotic twins distinguished by chroion type

Convergence and concurrent validity of DSM-III diagnoses and the Personality Inventory for Children (PIC).

Identification of special education needs with the Personality Inventory for Children (PIC): A hierarchical classification model.

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