Internalizing/Externalizing Problems: Review and Recommendations for Clinical and Research Applications

Achenbach, Thomas M.; Ivanova, Masha Y.; Rescorla, Leslie; Turner, Lori V.; Althoff, Robert R.

doi:10.1016/j.jaac.2016.05.012

Cited by 365 publications

(256 citation statements)

References 21 publications

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“…Social Phobia, Generalized Anxiety, Depression). This expected pattern supports the differentiation between the internalizing and externalizing dimensions (Achenbach, Ivanova, Rescorla, Turner, & Althoff, 2016) tested in the CFA, a distinction which has also been recently endorsed by the DSM-5 (Regier, Kuhl, & Kupfer, 2013).…”

Section: Discussionsupporting

confidence: 83%

Psychometric properties of the Mental Health and Social Inadaptation Assessment for Adolescents (MIA) in a population‐based sample

Côté

Orri

Brendgen

et al. 2017

Int J Methods Psych Res

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We report on the psychometric properties of the Mental Health and Social Inadaptation Assessment for Adolescents (MIA), a self‐report instrument for quantifying the frequency of mental health and psychosocial adaptation problems using a dimensional approach and based on the DSM‐5. The instrument includes 113 questions, takes 20–25 minutes to answer, and covers the past 12 months. A population‐based cohort of adolescents (n = 1443, age = 15 years; 48% males) rated the frequency at which they experienced symptoms of Attention Deficit Hyperactivity Disorder (ADHD), Conduct Disorder, Oppositional Defiant Disorder, Depression, Generalized Anxiety, Social Phobia, Eating Disorders (i.e. DSM disorders), Self‐harm, Delinquency, Psychopathy as well as social adaptation problems (e.g. aggression). They also rated interference with functioning in four contexts (family, friends, school, daily life). Reliability analyses indicated good to excellent internal consistency for most scales (alpha = 0.70–0.97) except Psychopathy (alpha = 0.46). The hypothesized structure of the instrument showed acceptable fit according to confirmatory factor analysis (CFA) [Chi‐square (4155) = 9776.2, p = 0.000; Chi‐square/DF = 2.35; root mean square error of approximation (RMSEA) = 0.031; Comparative Fit Index (CFI) = 0.864], and good convergent and discriminant validity according to multitrait‐multimethods analysis. This initial study showed adequate internal validity and reliability of the MIA. Our findings open the way for further studies investigating other validity aspects, which are necessary before recommending the wide use of the MIA in research and clinical settings.

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Section: Discussionsupporting

confidence: 83%

Psychometric properties of the Mental Health and Social Inadaptation Assessment for Adolescents (MIA) in a population‐based sample

Côté

Orri

Brendgen

et al. 2017

Int J Methods Psych Res

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“…The behavior of students with internalizing problems is characterized by depressive, anxious, and somatic symptoms, as well as social withdrawal, shyness, sadness, and low self-esteem (Whitcomb, 2018). In line with the current discussion on whether children's behavior can best be described by broadband (internalizing and externalizing behavior) or narrowband categories (e.g., depression, anxiety, and somatization as underlying dimensions of internalizing behavior) (Tandon et al, 2009;Achenbach et al, 2016), it seems equally important to discuss the results of sociometric research against this background. In many cases, broadband scales of behavior are a subsumption of narrowband scales of behavior (Goodman et al, 2010).…”

Section: Different Operationalizations Of Internalizing Behaviorsupporting

confidence: 53%

Internalizing Behavior of Sociometrically Neglected Students in Inclusive Primary Classrooms – A Methodological Issue?

et al. 2020

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Internalizing problems in children belong to the category of special educational needs called emotional and behavioral difficulties. Recent decades have witnessed a critical discussion about whether children and adolescents experiencing internalizing problems are at risk of being sociometrically neglected (neither liked nor disliked by their peers). Previous studies have shown evidence both for and against the association between internalizing problems and neglected sociometric status. These contradictory results may be due to the following methodological aspects: (1) shortcomings of sociometric status classification methods (arbitrariness of the sociometric classification rules) and (2) different operationalizations of internalizing problems (broadband and narrowband dimensions of behavior). The aim of the present study is to investigate empirically whether and to what extent these methodological aspects lead to contradictory results on the internalizing behavior of neglected students. This question is investigated using a sample of students (N = 2334) in German inclusive primary schools. The systematic investigation presented here provides initial indications that the various methodological approaches can lead to conflicting results. The contradictory results are not only due to the application of different sociometric classification methods, but also to different operationalizations of internalizing behavior (narrowband and broadband scales). Earlier contradictory evidence on the internalizing behavior of neglected students must therefore be seen in a different light: the reasons for previously conflicting results may actually be methodological. Based on the results, conclusions are drawn as to how methodological aspects can be given more consideration in sociometric research on internalizing behavior.

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“…In terms of discriminant validity, the OAPA showed some divergence on a measure of conduct problems, a construct theoretically less related to anxiety. There was a small difference in externalizing symptoms between children with and without an OAPA anxiety disorder, which reflects the fact that children's internalizing and externalizing symptoms show modest overlap (Achenbach, Ivanova, Rescorla, Turner, & Althoff, ). The difference in externalizing symptoms between children with an anxiety disorder and without was less than one‐third the effect size compared to the differences for anxiety and internalizing symptoms.…”

Section: Discussionmentioning

confidence: 95%

Online Assessment of Preschool Anxiety: description and initial validation of a new diagnostic tool

Morgan

Tamir

Rapee

et al. 2019

Child Adoles Ment Health

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Background The Online Assessment of Preschool Anxiety (OAPA) is a newly developed measure that assesses anxiety disorders in preschool children aged 3–6 years. This study aimed to explore the OAPA's initial psychometric properties with a particular focus on examining its construct validity, both convergent and discriminant. Method The OAPA was completed online by a community sample of 319 Australian parents of temperamentally inhibited preschool children (M: 5.3 years). Preliminary diagnoses were automatically generated before assessment reports were reviewed by a psychologist. Construct validity was examined by assessing the degree of agreement between the OAPA and existing valid questionnaire measures that were simultaneously administered online. Results Nearly half of participants met criteria for a child anxiety disorder according to the OAPA, most commonly social phobia. Findings supported convergent validity with the Revised Preschool Anxiety Scale (an anxiety symptom measure), the Children's Anxiety Life Interference Scale – Preschool Version (a measure of life interference from anxiety), the Emotional Symptoms scale of the Strengths and Difficulties Questionnaire‐Parent Version (a measure of broader internalizing symptoms), as well as an over‐involved/protective parenting scale. Findings also supported initial discriminant validity with the Conduct Problems scale of the Strengths and Difficulties Questionnaire‐Parent Version. Conclusions Results of this study provide evidence for the OAPA's preliminary construct validity. With further research into the OAPA's reliability (test–retest and interrater) and confirming construct validity, the OAPA may be a useful instrument for use in research settings and clinical practice.

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Internalizing/Externalizing Problems: Review and Recommendations for Clinical and Research Applications

Cited by 365 publications

References 21 publications

Psychometric properties of the Mental Health and Social Inadaptation Assessment for Adolescents (MIA) in a population‐based sample

Psychometric properties of the Mental Health and Social Inadaptation Assessment for Adolescents (MIA) in a population‐based sample

Internalizing Behavior of Sociometrically Neglected Students in Inclusive Primary Classrooms – A Methodological Issue?

Online Assessment of Preschool Anxiety: description and initial validation of a new diagnostic tool

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