Only complementary voices tell the truth: a reevaluation of validity in multi-informant approaches of child and adolescent clinical assessments

Kaurin, Aleksandra; Egloff, Boris; Stringaris, Argyris; Wessa, Michèle

doi:10.1007/s00702-016-1543-4

Cited by 12 publications

(11 citation statements)

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“…At the same time, there is no support for the notion that informant differences are associated with informant characteristics such as gender, age, ethnic background and other factors (De Los Reyes et al, 2019). Further, informant differences remain when assessments are conducted with instruments that have similar formats or identical item content (Kaurin, Egloff, Stringaris, & Wessa, 2016). There are two main reasons for informant differences.…”

mentioning

confidence: 99%

Multitrait-multimethod analyses of change of internalizing and externalizing problems in adolescence: Predicting internalizing and externalizing DSM disorders in adulthood.

Ende

Verhulst

Tiemeier

2020

Journal of Abnormal Psychology

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Ratings by different informants such as parents, teachers, and youths are important to accurately assess adolescent problem behavior. Agreement among informant ratings on adolescent problem behavior, however, is typically only low to moderate. Rather than dismiss these low levels of agreement between informants' ratings as being unreliable, low agreement is considered to reflect each informant's unique view on problem behavior. The overall aim of this study is to examine how much repeated parent, teacher, and self-ratings of internalizing and externalizing problems in adolescents add to single informant ratings in the prediction of internalizing and externalizing DSM disorders in adulthood. Parent, teacher and self-ratings were obtained in 588 adolescents (49.1% boys) aged 11-14 years (at baseline) at 3 time points, spanning 4 years. Twenty years after the first assessment, DSM diagnoses were obtained through structured psychiatric interviews when individuals were 31-34 years. We used structural equation models to investigate whether discrepancies and changes in discrepancies over time between parent, teacher, and self-reports of problem behavior contributed to the prediction of DSM diagnoses. We found that higher levels of internalizing problems in adolescence correlated, r ϭ .14, SE ϭ .06, p ϭ .035 with more internalizing disorders in adulthood and that higher levels of externalizing problems in adolescence correlated, r ϭ .23, SE ϭ .07, p ϭ .001 with more externalizing disorders in adulthood. Increasing discrepancies across 2 time periods between teacher and self-reports of internalizing problems correlated r ϭ .14 (SE ϭ .06, p ϭ .033) and r ϭ .13 (SE ϭ .05, p ϭ .016), respectively, with fewer DSM internalizing disorders in adulthood. Further, higher baseline discrepancies between parent and selfreports of externalizing problems correlated, r ϭ .11, SE ϭ .05, p ϭ .018 with fewer DSM externalizing disorders, whereas increases of discrepancies over time correlated, r ϭ .13, SE ϭ .06, p ϭ .036 with more DSM externalizing disorders in adulthood. We found no association of problem scores in one domain with adult disorders of another domain, for example, no association between internalizing symptoms and externalizing disorders. Discrepancies and changes in discrepancies over time of parent and self-reports and of teacher and self-reports of internalizing and externalizing problems contributed to the prediction of adult internalizing and externalizing DSM disorders.

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confidence: 99%

Multitrait-multimethod analyses of change of internalizing and externalizing problems in adolescence: Predicting internalizing and externalizing DSM disorders in adulthood.

Ende

Verhulst

Tiemeier

2020

Journal of Abnormal Psychology

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“…PCHC professionals have to deal with emerging problems and symptoms at a stage where signs and symptoms do not yet meet diagnostic criteria, but already give rise to early impairment and distress for both the children and their context, at home as well as in preschool. Both parental and professional caregiver concerns are relevant for early detection of problems, because they both know the child and their perception is from a different perspective (41)…”

Section: Mediating Effect Of Social Competencementioning

confidence: 99%

“…In order to document children's development over time, monitoring development at multiple time points, across informants, instruments and contexts, is more valid and accurate than a single assessment (16,(38)(39)(40)(41). For early identification of developmental problems, special attention should be given to the validity of instruments about the perceived impact of concerns as concurrent and long-term predictors, and outcome domains such as health, well-being and social participation (42).…”

Section: Introductionmentioning

confidence: 99%

Preschool Communication: Early Identification of Concerns About Preschool Language Development and Social Participation

Doove

Feron

et al. 2021

Front. Public Health

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Background: Adverse communication development in preschool children is a risk factor influencing child health and well-being with a negative impact on social participation. Language and social skills develop and maintain human adaptability over the life course. However, the accuracy of detecting language problems in asymptomatic children in primary care needs to be improved. Therefore, it is important to identify concerns about language development as a risk factor for child health. The association between parental and professional caregivers' concerns about language development and the level of preschool social participation was assessed, as well as the possible mediating/moderating effect of the perception of social competence. In addition, validity and predictive value of parental and professional caregivers' concerns about language development were tested.Methods: To identify emerging concerns about development and social participation, a community sample of 341 preschool children was systematically assessed with a comprehensive preventive child health care “toolkit” of instruments, including parent-completed tools like the Parents' Evaluation of Developmental Status (PEDS) and child competence Visual Analog Scales (VAS). At baseline, children were aged 3 years and at follow-up ~4 years.Results: There was a statistically significant association between parental and professional caregivers' concerns about language development and the level of preschool social participation, with a mediating effect of child social competence at the age of 3 years as well as 4 years. Negative predictive value of parental and professional caregiver language concerns at the age of 3 and 4 years were 99 and 97%, respectively. Furthermore, this article showed that while some preschool children grow out of language problems, others may develop them.Conclusion: Short but valid pediatric primary care tools like the PEDS and child competence VAS can support monitoring and early identification of concerns about language development and social competence as a risk factor for preschool social participation. Personalized health care requires continued communication between parents, professional caregivers and preventive child health care about parental and professional caregiver perceptions concerning preschool language development as well as the perception of a child's social competence.

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“…Reports of other combined pairings of raters sharing similar environments have also demonstrated larger correlations (e.g., teacher–teacher, mother–father), further substantiating the notion of situational specificity in prosocial behavior (Gresham, Elliott, Cook, Vance, & Kettler, ). This reemphasizes the notion that rating scales are not objective measures of an adolescent's prosocial behavior; rather, they involve capturing the behavior from the unique vantage point of a particular rater, which can be influenced by familiarity with the adolescent, conditions under which the rater has had the opportunity to observe the adolescent, as well as the respondent's own memory, motivation, values, or mental state at the time of the assessment (Kaurin, Egloff, Stringaris, & Wessa, ; Kraemer et al., ; McConaughy, ). As such, these ratings represent the quantification of perceptions of prosociality (not a behavior at the time and place of its actual occurrence; Gresham & Lambros, ; Whitcomb, ).…”

Section: Strengths and Limitations Of Current Measurement Approachesmentioning

confidence: 99%

Conceptualization and Measurement of Adolescent Prosocial Behavior: Looking Back and Moving Forward

Mallah

2019

J of Research on Adolesc

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The struggle to cast a net around the numerous ways prosocial behavior is expressed lends itself to the absence of widely accepted methods of measurement. Additionally, research intent on evaluating the psychometric properties of current approaches has been somewhat limited. Weaving together seminal as well as contemporary research, the current review focuses on how these conceptual and measurement issues pertain to adolescent studies (in an intentional effort to offset the somewhat disproportionate focus directed toward prosocial development in infants, children, and adults). Recommendations to address current limitations and attain a more nuanced understanding of the construct are presented and discussed.Requests for reprints should be sent to Shereen

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Only complementary voices tell the truth: a reevaluation of validity in multi-informant approaches of child and adolescent clinical assessments

Cited by 12 publications

References 60 publications

Multitrait-multimethod analyses of change of internalizing and externalizing problems in adolescence: Predicting internalizing and externalizing DSM disorders in adulthood.

Multitrait-multimethod analyses of change of internalizing and externalizing problems in adolescence: Predicting internalizing and externalizing DSM disorders in adulthood.

Preschool Communication: Early Identification of Concerns About Preschool Language Development and Social Participation

Conceptualization and Measurement of Adolescent Prosocial Behavior: Looking Back and Moving Forward

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