Situational Specificity Makes the Difference in Assessment of Youth Behavior Disorders

Autor/inn/en	McDermott, Paul A.; Steinberg, Carrie M.; Angelo, Lauren E.
Titel	Situational Specificity Makes the Difference in Assessment of Youth Behavior Disorders
Quelle	In: Psychology in the Schools, 42 (2005) 2, S.121-136 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-3085
DOI	10.1002/pits.20050
Schlagwörter	Psychopathology; Hyperactivity; Emotional Disturbances; Behavior Disorders; Behavior Problems; Discriminant Analysis; Academic Achievement; Motivation; Intervention; Attention Deficit Disorders; Mental Health; Children; Adolescents; African Americans; Whites; Hispanic Americans; Adjustment Scales for Children and Adolescents; Conners Rating Scales; Child Behavior Checklist + Suchen Sie Ihr Suchwort? Psychopathologie; Hyperaktivität; Gefühlsstörung; Diskriminanzanalyse; Schulleistung; psychologische; Motivation (psychologisch); Attention deficit hyperactivity disorder; ADHS; Aufmerksamkeits-Defizit-Hyperaktivitäts-Störung; Aufmerksamkeitsstörung; Psychohygiene; Child; Kind; Kinder; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Afroamerikaner; White; Weißer; Hispanic; Hispanoamerikaner
Abstract	In this article we examine the ability of contextual information to enhance assessment of behavior problems in schools. Capitalizing on the multisituational structure of the Adjustment Scales for Children and Adolescents, exploratory and confirmatory analyses with a representative national sample (N = 1,400, ages 5-17 years) revealed three unique and reliable behavioral "situtypes" (problems in Peer Contexts, Academic Contexts, and Teacher Contexts). The situtypes were found internally consistent and structurally generalizable across age, sex, and ethnicity. Multiple logistic and discriminant analyses confirmed the ability of the situtypes to identify accurately those youth independently diagnosed as emotionally disturbed, as well as distinguish those diagnosed as learning disabled. Information gleaned from the situtypes was substantially better able than conventional psychopathology syndromes (attention-deficit hyperactivity, oppositional defiance, etc.) to forecast later academic achievement. Implications for informing motivation and intervention are discussed. (Contains 7 tables.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10