Commentary: Definitely More than Measurement Error--But How Should We Understand and Deal with Informant Discrepancies?

Autor/in	Achenbach, Thomas M.
Titel	Commentary: Definitely More than Measurement Error--But How Should We Understand and Deal with Informant Discrepancies?
Quelle	In: Journal of Clinical Child and Adolescent Psychology, 40 (2011) 1, S.80-86 (7 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1537-4416
Schlagwörter	Stellungnahme; Measurement; Error of Measurement; Evaluation Methods; Young Children; Symptoms (Individual Disorders); Models; Genetics; Environmental Influences; Diagnostic Tests; Norms; Age; Gender Differences; Developmental Stages; Psychopathology; Behavior Problems; Emotional Disturbances; Interpersonal Relationship + Suchen Sie Ihr Suchwort? Messverfahren; Messfehler; Frühe Kindheit; Psychiatrische Symptomatik; Analogiemodell; Humangenetik; Environmental influence; Umwelteinfluss; Diagnostic test; Diagnostischer Test; Normwert; Alter; Lebensalter; Geschlechterkonflikt; Psychopathologie; Gefühlsstörung; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung
Abstract	The special section articles demonstrate the importance of informant discrepancies. They also illustrate challenges posed by discrepancies, plus opportunities for advancing research and practice. This commentary addresses these cross-cutting issues: (a) Discrepancies affect many kinds of assessment besides ratings of children's problems. (b) Symptom models complicate challenges posed by discrepancies. (c) Informant discrepancies validly reflect different genetically and environmentally influenced aspects of children's functioning. (d) Multisource assessment is needed to test and refine diagnostic constructs. (e) Methodological issues arise from the kinds of variables that are rated and ways of evaluating agreement. (f) Assessment requires age-, gender-, informant-, and society-based norms. (g) Developmental levels affect what can be assessed, by whom, in what contexts, and for what purposes. (h) Research-based algorithms are needed for using multi-informant data to assess individuals. (Contains 1 table and 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10