College of Behavioral & Social Sciences
Permanent URI for this communityhttp://hdl.handle.net/1903/8
The collections in this community comprise faculty research works, as well as graduate theses and dissertations..
Browse
5 results
Search Results
Item Measuring informant discrepancies in clinical child research.(American Psychological Association, 2004) De Los Reyes, Andres; Kazdin, AlanDiscrepancies among informants' ratings of child psychopathology have important implications for diagnosis, assessment, and treatment. Typically, parents and children complete measures (e.g., self-report checklists, diagnostic instruments) to assess child dysfunction. Ratings gathered from these sources reveal relatively little agreement on the nature and extent of the child's social, emotional, and behavioral problems. This article reviews and illustrates the most frequently used methods of measuring informant discrepancies in the clinical child literature (i.e., raw difference, standardized difference, and residual difference scores) and outlines key considerations to influence their selection. The authors conclude that frequently used methods of measuring informant discrepancies are not interchangeable and recommend that future investigations examining informant discrepancies in clinical child research use the standardized difference score as their measure of informant discrepancies. (PsycINFO Database Record (c) 2007 APA, all rights reserved)(from the journal abstract)Item Informant Discrepancies in the Assessment of Childhood Psychopathology: A Critical Review, Theoretical Framework, and Recommendations for Further Study.(American Psychological Association, 2006) De Los Reyes, Andres; Kazdin, AlanDiscrepancies often exist among different informants' (e.g., parents, children, teachers) ratings of child psychopathology. Informant discrepancies have an impact on the assessment, classification, and treatment of childhood psychopathology. Empirical work has identified informant characteristics that may influence informant discrepancies. Limitations of previous work include inconsistent measurement of informant discrepancies and, perhaps most importantly, the absence of a theoretical framework to guide research. In this article, the authors present a theoretical framework (the Attribution Bias Context Model) to guide research and theory examining informant discrepancies in the clinic setting. Needed directions for future research and theory include theoretically driven attention to conceptualizing informant discrepancies across informant pairs (e.g., parent-teacher, mother-father, parent-child, teacher-child) as well as developing experimental approaches to decrease informant discrepancies in the clinic setting. (PsycINFO Database Record (c) 2007 APA, all rights reserved)(from the journal abstract)Item Conceptualizing changes in behavior in intervention research: the range of possible changes model.(American Psychological Association, 2006) De Los Reyes, Andres; Kazdin, AlanAn international movement has focused on identifying evidence-based interventions that were developed to change psychological constructs and that are supported by controlled studies. However, inconsistent findings within individual intervention studies and among multiple studies raise critical problems in interpreting the evidence, and deciding when and whether an intervention is evidence-based. A theoretical and methodological framework (Range of Possible Changes [RPC] Model) is proposed to guide the study of change in intervention research. The authors recommend that future quantitative reviews of the research literature use the RPC Model to conceptualize, examine, and classify the available evidence for interventions. Future research should adopt the RPC Model to both develop theory-driven hypotheses and conduct examinations of the instances in which interventions may or may not change psychological constructs. (PsycINFO Database Record (c) 2007 APA, all rights reserved)(from the journal abstract)Item Informant discrepancies in assessing child dysfunction relate to dysfunction within mother-child interactions.(Germany: Springer., 2006) De Los Reyes, Andres; Kazdin, AlanWe examined whether mother-child discrepancies in perceived child behavior problems relate to dysfunctional interactions between mother and child and stress in the mother. Participants included 239 children (6–16 years old; 58 girls, 181 boys) referred for oppositional, aggressive, and antisocial behavior, and their mothers. Mother-child discrepancies in perceived child behavior problems were related to mother-child conflict. Moreover, maternal stress mediated this relationship. The findings suggest that discrepancies among mother and child evaluations of child functioning are not merely reflections of different perspectives or artifacts of the assessment process, but can form components of conceptual models that can be developed and tested to examine the interrelations among critical domains of child, parent, and family functioning.Item When the evidence says, "Yes, no, and maybe so": Attending to and interpreting inconsistent findings among evidence-based interventions.(United Kingdom: Wiley-Blackwell Publishing Ltd.., 2008) De Los Reyes, Andres; Kazdin, AlanAn international, multidisciplinary effort aims to identify evidence-based treatments (EBTs) or interventions. The goal of this effort is to identify specific techniques or programs that successfully target and change specific behaviors. In clinical psychology, EBTs are identified based on the outcomes of randomized controlled trials examining whether treatments outperform control or alternative treatment conditions. Treatment outcomes are measured in multiple ways. Consistently, different ways of gauging outcomes yield inconsistent conclusions. Historically, EBT research has not accounted for these inconsistencies. In this paper we highlight the implications of inconsistencies, describe a framework for redressing inconsistent findings, and illustrate how the framework can guide future research on how to administer and combine treatments to maximize treatment effects and how to study treatments via quantitative review.