Guidelines, criteria, and rules of thumb for evaluating normed and standardized assessment instruments in psychology.

Cicchetti, Domenic V.

doi:10.1037/1040-3590.6.4.284

Cited by 7,611 publications

(6,012 citation statements)

References 31 publications

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“…Overall treatment integrity was 89.6% across 26 sessions (SD = 9.94, range = 65.4 -100%). Observers double-coded 23.1% (n = 6) sessions and inter-rater reliability was excellent (intraclass correlation = .81; Cicchetti, 1994).…”

Section: Feasibility Measuresmentioning

confidence: 97%

Brief Report of Preliminary Outcomes of an Emotion Regulation Intervention for Children with Autism Spectrum Disorder

Thomson

Riosa

Weiss

2015

J Autism Dev Disord

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Children with autism spectrum disorder (ASD) often present with comorbid psychopathology including problems with emotion regulation. The goal of the present research was to investigate the feasibility of a multicomponent manualized cognitive behavior therapy treatment program for improving emotion regulation in youth with ASD 8 to 12 years of age. Thirteen males and their parents participated in the intervention, reporting high satisfaction with the activities and program overall, and attending all sessions. Preliminary outcomes regarding emotion regulation and psychopathology, and feasibility of the intervention, are summarized and discussed.Keywords. Emotion regulation, autism spectrum disorder, cognitive behavior therapy, intervention, individual therapy. EMOTION REGULATION INTERVENTION IN ASD 3 Brief Report of Preliminary Outcomes of an Emotion Regulation Intervention forChildren with Autism Spectrum Disorder Children diagnosed with autism spectrum disorder (ASD) have difficulty with sociocommunicative functioning and restricted or repetitive behaviors or interests (American Psychiatric Association, 2013) and often present with significant levels of emotional difficulties. For example, in a sample of 5 to 16-year olds with ASD and no intellectual disability, 74% had clinically significant emotional difficulties, such as anger, sadness or anxiety, compared to 18% of typically developing peers (Totsika, Hastings, Emerson, Lancaster, & Berridge, 2011). Approximately 40% to 50% of youth with ASD (as per DSM-IV-TR criteria) are estimated to meet criteria for two or more psychiatric disorders, often combining externalizing problems, such as ADHD, with internalizing problems, such as anxiety disorders (Leyfer et al., 2006;Simonoff, et al., 2008), leading many to conceptualize emotional problems as involving underlying difficulties with emotion regulation (Mazefsky et al., 2013;Mazefsky & White, 2014). Emotion regulation (ER) can be defined as ''the extrinsic and intrinsic processes responsible for monitoring, evaluating, and modifying emotional reactions, especially their intensive and temporal features, to accomplish one's goals' ' (Thompson, 1994, pp. 27-28).Considerable evidence has related poor ER to emotional problems in children with ASD, such as anxiety (e.g., Fuji et al., 2013;Wood & Gadow, 2010) One pilot study reported promising outcomes of a modified CBT program to address ER in a small sample of young children with ASD (5 in the treatment group and 6 in a delayed treatment control), 6 to 8 years of age, measured by child reported coping strategies in response to vignettes, parent reported negativity/lability and emotion regulation, and parent reported outbursts (Scarpa & Reyes, 2011). Changes though were assessed using one-tailed comparisons, potentially inflating the likelihood of finding significance.More research is needed to assess how cognitive behavioral interventions can improve ER in children with ASD. The purpose of the present study was to evaluate the preliminary clinical utility (fea...

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Section: Feasibility Measuresmentioning

confidence: 97%

Brief Report of Preliminary Outcomes of an Emotion Regulation Intervention for Children with Autism Spectrum Disorder

Thomson

Riosa

Weiss

2015

J Autism Dev Disord

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“…Positive and negative mood were created by summing the five mood ratings for a given day: happy and calm for positive; angry, anxious, and sad for negative. Internal consistency for the two composite mood variables was fair (Positive mood: Cronbach α = .71, Negative mood: Cronbach α = .75; Cicchetti, 1994). For this set of multilevel regressions, day of week, represented by six indicator variables (with Monday functioning as the reference category) were included in the Level 1 model.…”

Section: Data Analysesmentioning

confidence: 99%

Factors influencing the temporal relationship between alcohol consumption and experiences with aggression among college women.

Parks

Hsieh

Bradizza

et al. 2008

Psychology of Addictive Behaviors

102

108

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Temporal relationships among alcohol use, aggression, and mood were assessed using daily data from 179 college women. Participants called an Interactive Voice Response (IVR) system over an 8-week period. The odds of experiencing verbal, sexual and physical aggression (ORs = 2.25, 19.44, 11.84, respectively) were significantly higher on heavy drinking days (M = 7.46 drinks), compared to non-drinking days. Both a history of victimization and greater psychological symptom severity influenced the odds of involvement in verbal aggression. The odds of alcohol consumption were three times higher during the 24 hours following verbal aggression compared with days in which verbal aggression did not occur. On the day immediately following involvement in either verbal or physical aggression, positive mood decreased and negative mood increased. During the week (2-7 days) following sexual aggression women's positive mood was decreased. These findings reinforce the need for interventions aimed at reducing heavy episodic drinking on college campuses.

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“…Intraclass correlations in the patient sample ranged from .74 (Well-Being) to .99 (Appetite Gain), with a mean value of .90 and a median value of .89. Intraclass correlations in this range indicate good to excellent interrater reliability (see Cicchetti, 1994). …”

mentioning

confidence: 96%

Further validation of the IDAS: Evidence of convergent, discriminant, criterion, and incremental validity.

Watson¹,

O’Hara²,

Chmielewski³

et al. 2008

Psychological Assessment

205

176

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We explicated the validity of the Inventory of Depression and Anxiety Symptoms (IDAS; Watson et al., 2007) in two samples (306 college students, and 605 psychiatric patients). The IDAS scales showed strong convergent validity in relation to parallel interview-based scores on the Clinician Rating version of the IDAS (IDAS-CR); the mean convergent correlations were .51 and .62 in the student and patient samples, respectively. With the exception of Well-Being, the scales also consistently demonstrated significant discriminant validity. Furthermore, the scales displayed substantial criterion validity in relation to DSM-IV mood and anxiety disorder diagnoses in the patient sample. We identified particularly clear and strong associations between (for a recent review, see Joiner, Walker, Pettit, Perez, & Cukrowicz, 2005). At the same time, however, the accumulating research also has exposed some limitations of these instruments, thereby establishing the need for alternative measures (Joiner et al., 2005). Watson et al. (2007) created the Inventory of Depression and Anxiety Symptoms (IDAS) to complement these traditional measures and to address their limitations.The IDAS differs from these older instruments in two basic ways. First, these traditional measures originally were created to yield a single overall index of symptom severity. These total scores are valuable in many contexts; nevertheless, this focus on global dysfunction ignores the heterogeneous and multidimensional nature of depressive symptoms, and it hampers the identification of meaningful subtypes (Ingram & Siegle, 2002;Joiner et al., 2005). In contrast, the IDAS was specifically designed to contain multiple scales assessing specific symptoms of depression (e.g., insomnia, suicidality, appetite loss).Second, extensive evidence has established that these depression measures are very strongly associated with symptoms of anxiety (e.g., Clark & Watson, 1991;Mineka, Watson, & Clark, 1998;Watson, 2005). Consequently, the original IDAS item pool contained a broad range of anxiety-related symptoms. The inclusion of these items facilitated the development of depression scales with good discriminant validity, and also eventually led to the creation of complementary anxiety scales (e.g., social anxiety, panic). Development and Preliminary Validation of the IDAS Further Validation of the IDAS 4 Development of the IDASAn initial pool of 180 items was subjected to a series of analyses in a large undergraduate sample (see Watson et al., 2007, Study 1); this yielded a revised pool of 169 items. Next, this revised set of items was administered to large samples of college students, psychiatric patients, and community adults (Watson et al., 2007, Study 2). Data from these three samples were subjected to separate series of principal factor analyses. Ten specific content factors emerged in all three samples and were used to create corresponding scales. Five of these scales represent specific symptoms of major depression: Insomnia, Lassitude (which includes items refle...

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Guidelines, criteria, and rules of thumb for evaluating normed and standardized assessment instruments in psychology.

Cited by 7,611 publications

References 31 publications

Brief Report of Preliminary Outcomes of an Emotion Regulation Intervention for Children with Autism Spectrum Disorder

Brief Report of Preliminary Outcomes of an Emotion Regulation Intervention for Children with Autism Spectrum Disorder

Factors influencing the temporal relationship between alcohol consumption and experiences with aggression among college women.

Further validation of the IDAS: Evidence of convergent, discriminant, criterion, and incremental validity.

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