New Developments in Empirically Based Assessment and Taxonomy of Child/Adolescent Behavioral and Emotional Problems.

Autor/in	Achenbach, Thomas M.
Titel	New Developments in Empirically Based Assessment and Taxonomy of Child/Adolescent Behavioral and Emotional Problems.
Quelle	(1993), (26 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Adolescents; Age Differences; Behavior Problems; Children; Classification; Clinical Diagnosis; Cluster Analysis; Criteria; Emotional Problems; Evaluation Methods; Factor Analysis; Mathematics Tests; Mental Disorders; Profiles; Scoring; Self Evaluation (Individuals); Sex Differences; Standardized Tests + Suchen Sie Ihr Suchwort? Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Age; Difference; Age difference; Altersunterschied; Child; Kind; Kinder; Classification system; Klassifikation; Klassifikationssystem; Clusteranalyse; Faktorenanalyse; Mental illness; Geisteskrankheit; Charakterisierung; Profilanalyse; Bewertung; Sex difference; Geschlechtsunterschied; Standadised tests; Standardisierter Test
Abstract	The major innovation of the American Psychiatric Association's "Diagnostic and Statistical Manual III" (DSM-III) was the explicit specification of criteria for determining whether an individual's problems qualify for a particular diagnosis. However, neither the choice of child diagnostic categories in DSM-III nor the choice of criteria to define each category was based on empirical findings. In this paper, an approach to taxonomy is developed that involves quantitative analyses of standardized assessment data to identify groupings of problems that tend to co-occur, as reported by each type of informant. Primarily by using factor analysis and principal-components analysis, syndromes of co-occurring problems are derived. The overall approach is called "Multiaxial Empirically Based Assessment and Taxonomy." Eight cross-informant syndrome constructs are derived from parent-, teacher-, and self-reports. A computerized profile is developed for scoring an individual child in terms of the eight cross-informant syndromes normed for that child's sex and age and the type of informant. Cluster analyses of profiles, performed in 1993, are being used to identify children who share patterns of syndrome scores. Fourteen figures present analysis data. (Contains 4 references.) (SLD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC