Clinical Assessment of Child and Adolescent Personality and ...

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C h a p t e r 1 5Integrating and InterpretingAssessment InformationChapter QuestionsIntroduction• What are some reasons why assessmentinformation may differ depending onwho is providing it?• What are the issues involved in usingsimple (equal weighing) or complex(unequal weighing) methods for combininginformation from different sources?• How might age of the child and type ofbehavior affect the agreement betweendifferent sources on a child’s or adolescent’sadjustment?• What steps should one go through tointegrate information from differentsources, from different methods, andacross different areas of functioning?Throughout this book we have emphasizedthe need for a comprehensive evaluationwhen testing children and adolescentsin most circumstances. Comprehensivemeans that (1) many areas of functioningshould be assessed, (2) assessments shouldbe conducted using multiple techniques,and (3) assessments should obtain informationfrom many sources (e.g., child, parent,teachers, peers). If one follows thisadvice, one is confronted with a dizzyingarray of information gathered during theassessment. In the previous chapters wediscussed each individual component ofthe assessment in isolation. However, the339P.J. Frick et al., Clinical Assessment of Child and Adolescent Personality and Behavior,DOI 10.1007/978-1-4419-0641-0_15, © Springer Science+Business Media, LLC 2010
340chapter 15 integrating and interpreting assessment informationmost important and most difficult part ofthe evaluation is the integration of thisinformation into a clear case formulationthat answers the referral questions andpoints the way to the most appropriateintervention.Although we discuss integrating informationacross multiple domains of functioningand across multiple assessment techniques,a main focus of this chapter is on integratinginformation from different informants.This is a particularly difficult endeavorbecause one is theoretically obtaining thesame information on a child’s adjustmentfrom different sources. One might expectthat there would be a high degree of correlationbetween information provided bydifferent informants. Unfortunately, thisis not the case. A large body of researchhas indicated that there are generally quitesmall correlations between different informantsproviding the same type of information(Achenbach, McConaughy, & Howell,1987; De Los Reyes & Kazdin, 2005).One explanation for this low rate ofagreement between informants is that differentpeople see a child in different settings.That is, the low correlations betweeninformants may reflect real differences ina child’s behavior across different settings.The meta-analysis conducted by Achenbachet al. (1987) provides some support forthis possibility. Across the 119 studies thatthey reviewed, the average correlation inratings between informants who see a childin different settings (e.g., parent/teacher)was .28. In contrast, the average correlationbetween informants who see a childin the same setting (e.g., pairs of parents orpairs of teachers) was .60. This substantialincrease in agreement between informantswho see a child in the same setting providesevidence that the lack of informant agreementreflects, at least in part, real situationalvariability in children’s behavior.Konold, Walthall, and Pianta (2004)also provide evidence to support the contentionthat much of the cross-informantdisagreement is due to situational specificbehaviors in children across settings. Specifically,these authors obtained parent andteacher ratings of young children’s behavior.They reported that the general formand factor loadings for the ratings werevery similar across mother, father, andteacher ratings, even though the correlationsamong the ratings from each informantwere fairly low. Thus, the low levelof agreement appeared to be more likelydue to situation-specific behavior, than dueto the manner in which the behaviors weremeasured.This situational variability has importantimplications for clinical assessments.It suggests that to make sense of informationon a child’s emotional and behavioralfunctioning, a clinical assessor must alsoassess the contextual demands that mightinfluence a child’s behavior and, thereby,account for the discrepant information oneis obtaining. For example, a clinical assessormight be quite puzzled over a teacher’sreport of significant problems of inattention,disorganization, and hyperactivityat school, when it appears to be in starkcontrast to only minimal problems beingreported by a child’s parent. However, furtherassessment of the home context mayindicate that the parents do not put manydemands for sustained attention, organization,or sitting still on the child at home. Asa result, the behaviors are not problematicin this setting.Another important aspect of the lack ofagreement between informants is determiningthe level of analysis at which agreement isbeing measured. Individual behaviors tendto show less consistency across informantsthan broader dimensions or composites ofmultiple behaviors. A good example of thisphenomenon comes from a study by Biederman,Keenan, and Faraone (1990). In aclinic sample of children and adolescents,the average correlation between parent andteacher reports of individual symptoms ofAttention-Deficit Hyperactivity Disorder
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Clinical Assessmentof Child and Ado
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Paul J. FrickUniversity of New Orle
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C o n t e n t sPrefacexiPart IBasic
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contentsixChapter 12Assessing Famil
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P r e f a c ePsychologists offer an
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prefacexiiiWe have organized the te
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C h a p t e r 1Historical TrendsCha
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CHAPTER 1 HISTORICAL TRENDS5Commerc
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CHAPTER 1 HISTORICAL TRENDS7Robert
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CHAPTER 1 HISTORICAL TRENDS9These e
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CHAPTER 1 HISTORICAL TRENDS11search
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CHAPTER 1 HISTORICAL TRENDS13Box 1.
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CHAPTER 1 HISTORICAL TRENDS15The sc
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CHAPTER 1 HISTORICAL TRENDS17freque
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CHAPTER 1 HISTORICAL TRENDS19in the
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C h a p t e r 2Measurement IssuesCh
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CHAPTER 2 MEASUREMENT ISSUES23Ratin
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CHAPTER 2 MEASUREMENT ISSUES25stabi
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CHAPTER 2 MEASUREMENT ISSUES27Table
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CHAPTER 2 MEASUREMENT ISSUES29Aggre
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CHAPTER 2 MEASUREMENT ISSUES31l Doe
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CHAPTER 2 MEASUREMENT ISSUES33of sk
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CHAPTER 2 MEASUREMENT ISSUES35Inter
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CHAPTER 2 MEASUREMENT ISSUES37obtai
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CHAPTER 2 MEASUREMENT ISSUES39admin
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CHAPTER 2 MEASUREMENT ISSUES41Table
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CHAPTER 2 MEASUREMENT ISSUES43liter
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48 CHAPTER 3 CLASSIFICATION AND DEV
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68 CHAPTER 4 STANDARDS AND FAIRNESS
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C h a p t e r 5Planning the Evaluat
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chapter 5 Planning the Evaluation a
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C h a p t e r 6Self-Report Inventor
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CHAPTER 6 SELF-REPORT INVENTORIES10
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142 chapter 7 Parent and Teacher Ra
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C h a p t e r 9Peer-Referenced Asse
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chapter 9 Peer-Referenced Assessmen
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C h a p t e r 1 0Projective Techniq
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chapter 10 projective techniques227
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254 chapter 11 structured diagnosti
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388CHAPTER 17 Assessment of Attenti
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414 chapter 18 Assessment of Depres
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Box 18.2Sample Case of an Adolescen
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C h a p t e r 1 9Assessment of Auti
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chapter 19 Assessment of autism spe
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R e f e r e n c e sAAMR. (1992). Me
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eferenes455American Psychiatric Ass
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eferenes457tress on disruptive beha
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eferenes459in the diagnosis, assess
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eferenes461Crnic, K. A., & Reid, M.
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eferenes463Eaves, L. J., Silberg, J
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eferenes465tive administration of t
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eferenes467and on the onset of bipo
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eferenes469Hart, D. H. (1972). The
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eferenes471Jackson, M. F., Barth, J
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eferenes473Kline, R. B. (1989). Is
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eferenes475problem symptoms by elim
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eferenes477teacher attitudes and ac
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eferenes479fitt, & A. Caspi (Eds.),
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eferenes481Deficit Hyperactivity Di
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eferenes483Ricks, J. H. (1959). On
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eferenes485Sevin, J. A., Matson, J.
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eferenes487version (PIA-CV): A meas
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eferenes489Wang, J. J. (1992, April
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A u t h o r I n d e xAbad, J., 115A
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author index493Cohen, P., 76, 341,
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author index495Grimes, C.L., 219Gri
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author index497List-Kerz, M.L., 190
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author index499Prior, M., 286Prusof
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author index501Tinsley, B.R., 223To
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504 subject IndexAttention-deficit
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506 subject IndexConvergent/discrim
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508 subject IndexInformation integr
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510 subject IndexProjective techniq
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512 subject IndexStructured diagnos
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