The MacArthur Three-City Outcome Study: Evaluating Multi-Informant Measures of Young Children's Symptomatology

Ablow, Jennifer C.; Measelle, Jeffrey R.; Kraemer, Helena C.; Harrington, Richard; Luby, Joan L.; Smider, Nancy A.; Dierker, Lisa; Clark, Valerie; Dubicka, Bernadka; Heffelfinger, Amy; Essex, Marilyn J.; Kupfer, David J.

doi:10.1097/00004583-199912000-00020

Cited by 165 publications

(183 citation statements)

References 15 publications

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“…To address this issue, we developed instruments to obtain parallel parent, teacher, and child reports of children's health and functioning. [37][38][39] To deal with the problem of how to handle discrepant reports from multiple informants, 40,41 we demonstrated 42 that the careful selection of reporters who view the child from different perspectives (eg, child self-view vs adult view) and in different contexts (eg, home vs school) can be used to measure a core characteristic (eg, internalizing symptoms) by removing the sources of error that result from reporters' differing perspectives and contexts.…”

Section: Conceptual and Methodological Issuesmentioning

confidence: 99%

Exploring Risk Factors for the Emergence of Children's Mental Health Problems

Essex¹,

Kraemer²,

Armstrong³

et al. 2006

Arch Gen Psychiatry

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194

138

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Context: Exploratory studies that generate testable models of how risk factors for childhood mental health problems work together over time are critical for developing effective prevention and treatment strategies.Objective: To build models addressing the following 2 questions: (1) How early can we identify children at risk for mental health problems in third grade? (2) How do the risk factors work together over time?Design and Participants : We assessed a Wisconsin community sample 8 times, beginning during pregnancy. Three hundred seventy-nine families completed multi-informant reports (mothers, teachers, and children) of children's mental health symptoms in third grade. Main Outcome Measures: Symptom severity and directionality (externalizing vs internalizing).Results: The hypothesis was generated that family socioeconomic status (SES) defined different pathways to symptom severity. In low/middle SES families, children were at risk if their mothers were distressed during the infancy period, which was then associated with more generalized maternal and child distress and dysregulation during the preschool period. In high SES families, the picture was more complex, beginning with parental histories of depression and family psychopathology, which then led to greater family stress in the infancy period and maternal and child distress and dysregulation during the preschool period. For all children, social and academic impairment during the school transition was an important mediator. Two pathways to later symptom directionality consisted of one beginning with child sex and the other with child temperament.Conclusions: Most risk factors predicted symptom severity and not directionality. The risk factors for internalizing and externalizing problems may be much the same, and the same preventive interventions might be effective for both classes of problems. Furthermore, atrisk children from high SES families might be identifiable as early as infancy, whereas those from lower SES families may be identifiable only as preschoolers.

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Section: Conceptual and Methodological Issuesmentioning

confidence: 99%

Exploring Risk Factors for the Emergence of Children's Mental Health Problems

Essex¹,

Kraemer²,

Armstrong³

et al. 2006

Arch Gen Psychiatry

Self Cite

194

138

View full text Add to dashboard Cite

show abstract

“…First the Berkeley Puppet Interview, which is a technique originally developed by Ablow and Measelle [32] was used. The technique has been used in several studies in an attempt to gain self-reports on, for example, children"s perceptions of their academic, social and emotional lives [33] and temperament [34].…”

Section: Conducting Interviews Using Puppets and Photosmentioning

confidence: 99%

Children’s voices – Differentiating a child perspective from a child’s perspective

Nilsson

Björkman

Almqvist

et al. 2013

Developmental Neurorehabilitation

112

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Objective: The aim of this paper was to discuss differences between having a child perspective and taking the child´s perspective based on the problem being investigated Methods: Conceptual paper based on narrative review.Results: The child´s perspective in research concerning children that need additional support are important. The difference between having a child perspective and taking the child"s perspective in conjunction with the need to know children"s opinions has been discussed in the literature. From an ideological perspective the difference between the two perspectives seems self-evident, but the perspectives might be better seen as different ends on a continuum solely from an adult"s view of children to solely the perspective of children themselves.Depending on the research question, the design of the study may benefit from taking either perspective. In this article, we discuss the difference between the perspectives based on the problem being investigated, children"s capacity to express opinions, environmental adaptations and the degree of interpretation needed to understand children"s opinions.

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“…The Internalizing Symptoms scale includes items tapping depression and anxiety (generalized and separation), and the Externalizing Symptoms scale includes items for conduct disorder, oppositional defiance, and inattention/impulsivity. Evidence of the validity and reliability of the HBQ and BPI mental health symptom scales has been reported elsewhere (Ablow, et al, 1999;Essex, Boyce, et al, 2002).…”

Section: Multi-informant Measures In First and Third Gradementioning

confidence: 94%

“…It was developed for and validated in samples of children ranging in age from preschool to the early elementary years. Children were interviewed in first grade using the Social, Academic, and Symptomatology modules of the Berkeley Puppet Interview (BPI; Ablow et al, 1999). In the BPI, two dog hand-puppets ("Iggy" and "Ziggy") present opposing statements to children (e.g., "Kids at school don't tease me" and "Kids at school tease me") who then are asked to indicate which puppet is more like them.…”

Section: Multi-informant Measures In First and Third Gradementioning

confidence: 99%

Aggressor/victim subtypes and teacher factors in first grade as risk factors for later mental health symptoms and school functioning

Park

2006

Asia Pacific Educ. Rev.

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The MacArthur Three-City Outcome Study: Evaluating Multi-Informant Measures of Young Children's Symptomatology

Cited by 165 publications

References 15 publications

Exploring Risk Factors for the Emergence of Children's Mental Health Problems

Exploring Risk Factors for the Emergence of Children's Mental Health Problems

Children’s voices – Differentiating a child perspective from a child’s perspective

Aggressor/victim subtypes and teacher factors in first grade as risk factors for later mental health symptoms and school functioning

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