计量经济分析 = Econometric analysis

Principles and Practice of Structural Equation Modeling (2nd ed.)

Child and adolescent patients may display mental health concerns within some contexts and not others (e.g., home vs. school). Thus, understanding the specific contexts in which patients display concerns may assist mental health professionals in tailoring treatments to patients' needs. Consequently, clinical assessments often include reports from multiple informants who vary in the contexts in which they observe patients' behavior (e.g., patients, parents, teachers). Previous meta-analyses indicate that informants' reports correlate at low-to-moderate magnitudes. However, is it valid to interpret low correspondence among reports as indicating that patients display concerns in some contexts and not others? We meta-analyzed 341 studies published between 1989 and 2014 that reported cross-informant correspondence estimates, and observed low-to-moderate correspondence (mean internalizing: r = .25; mean externalizing: r = .30; mean overall: r = .28). Informant pair, mental health domain, and measurement method moderated magnitudes of correspondence. These robust findings have informed the development of concepts for interpreting multi-informant assessments, allowing researchers to draw specific predictions about the incremental and construct validity of these assessments. In turn, we critically evaluated research on the incremental and construct validity of the multi-informant approach to clinical child and adolescent assessment. In so doing, we identify crucial gaps in knowledge for future research, and provide recommendations for "best practices" in using and interpreting multi-informant assessments in clinical work and research. This article has important implications for developing personalized approaches to clinical assessment, with the goal of informing techniques for tailoring treatments to target the specific contexts where patients display concerns. (PsycINFO Database Record

The validity of the multi-informant approach to assessing child and adolescent mental health.

Child and adolescent patients may display mental health concerns within some contexts and not others (e.g., home vs. school). Thus, understanding the specific contexts in which patients display concerns may assist mental health professionals in tailoring treatments to patients’ needs. Consequently, clinical assessments often include reports from multiple informants who vary in the contexts in which they observe patients’ behavior (e.g., patients, parents, teachers). Previous meta-analyses indicate that informants’ reports correlate at low-to-moderate magnitudes. However, is it valid to interpret low correspondence among reports as indicating that patients display concerns in some contexts and not others? We meta-analyzed 341 studies published between 1989 and 2014 that reported cross-informant correspondence estimates, and observed low-to-moderate correspondence (mean internalizing: r = .25; mean externalizing: r = .30; mean overall: r = .28). Informant pair, mental health domain, and measurement method moderated magnitudes of correspondence. These robust findings have informed the development of concepts for interpreting multi-informant assessments, allowing researchers to draw specific predictions about the incremental and construct validity of these assessments. In turn, we critically evaluated research on the incremental and construct validity of the multi-informant approach to clinical child and adolescent assessment. In so doing, we identify crucial gaps in knowledge for future research, and provide recommendations for “best practices” in using and interpreting multi-informant assessments in clinical work and research. This article has important implications for developing personalized approaches to clinical assessment, with the goal of informing techniques for tailoring treatments to target the specific contexts where patients display concerns.

https://papers.ssrn.com/sol3/Delivery.cfm?abstractid=2632484

The Validity of the Multi-Informant Approach to Assessing Child and Adolescent Mental Health

Woodcock‐Johnson III Tests of Achievement

Parental engagement is an important avenue for supporting student achievement. Positive relationships between parents and teachers are increasingly recognized as vital in this process. Most studies consider parents’ and teachers’ perceptions separately, and it is unknown whether shared perceptions of relationship quality matter with respect to child outcomes. This study investigated the role of relationship congruence in predicting child academic, social, and behavioral outcomes in 175 elementary students referred for behavioral consultation. Results indicated that teacher, but not parent, ratings of child social skills and externalizing behaviors were more favorable in the presence of a shared, positive view of the relationship. Furthermore, parents who reported higher levels of home-school conferencing and greater self-efficacy were more likely to be in congruent, positive relationships. Though preliminary, these results suggest that shared perceptions of relationship quality may be important in...

/pdf/congruence-in-parent-teacher-relationships-the-role-of-4d93w65pua.pdf

Congruence in Parent-Teacher Relationships: The Role of Shared Perceptions.

This quantitative synthesis of 448 independent studies including 480,830 families revealed small positive associations (rs = .13 to .23) between parents' naturally occurring involvement in children's schooling and children's academic adjustment (i.e., achievement, engagement, and motivation) that were maintained over time. Parents' involvement was also positively related to children's social (r = .12) and emotional adjustment (r = .17) and negatively related to their delinquency (r = -.15), concurrently. Analyses focusing on children's academic adjustment revealed that different types of involvement (e.g., parents' participation in school events and discussion of school with children) were similarly positively associated with such adjustment. The only exception was that parents' homework assistance was negatively associated with children's achievement (r = -.15), but not engagement (r = .07) or motivation (r = .05). There was little variation due to age, ethnicity, or socioeconomic status in the links between different types of involvement and children's academic adjustment. (PsycINFO Database Record (c) 2019 APA, all rights reserved).

The relation between parents' involvement in children's schooling and children's adjustment: A meta-analysis.

https://digitalcommons.unl.edu/cgi/viewcontent.cgi?article=1094&context=cyfsfacpub

Parent beliefs and children's social-behavioral functioning: the mediating role of parent-teacher relationships.

This meta-analysis examined the effects of family-school interventions on children’s social-behavioral competence and mental health. One hundred and seventeen group design studies yielding 592 effe...

Elizabeth Moorman Kim

Papers

Congruence in Parent-Teacher Relationships: The Role of Shared Perceptions.

The relation between parents' involvement in children's schooling and children's adjustment: A meta-analysis.

Parent beliefs and children's social-behavioral functioning: the mediating role of parent-teacher relationships.

A Meta-Analysis of Family-School Interventions and Children’s Social-Emotional Functioning: Moderators and Components of Efficacy:

Parents’ involvement in children’s learning.