Principles Underlying the Use of Multiple Informants' Reports
TL;DR: In this review, the authors advance a framework (Operations Triad Model) outlining general principles for using and interpreting informants' reports and provide supportive evidence for this framework and discuss its implications for hypothesis testing, study design, and quantitative review.
Abstract: Researchers use multiple informants' reports to assess and examine behavior. However, informants' reports commonly disagree. Informants' reports often disagree in their perceived levels of a behavior (“low” versus “elevated” mood), and examining multiple reports in a single study often results in inconsistent findings. Although researchers often espouse taking a multi-informant assessment approach, they frequently address informant discrepancies using techniques that treat discrepancies as measurement error. Yet, recent work indicates that researchers in a variety of fields often may be unable to justify treating informant discrepancies as measurement error. In this review, the authors advance a framework (Operations Triad Model) outlining general principles for using and interpreting informants' reports. Using the framework, researchers can test whether or not they can extract meaningful information about behavior from discrepancies among multiple informants' reports. The authors provide supportive evide...
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TL;DR: Significant sex differences were found for participants with ADHD, with females showing higher depressive and anxiety symptoms than males, and parent-reported anxiety symptoms were higher for those with inattentive type ADHD compared to combined type ADHD.
Abstract: Objective: This study examined symptoms of anxiety and depression among college students with attention-deficit/hyperactivity disorder (ADHD) Participants: Data were collected between Marc
33 citations
Cites background from "Principles Underlying the Use of Mu..."
...Use of self-report alone may result in a biased understanding, and therefore inclusion of observer reports in addition to self-report is a recommended approach to psychological assessment.(16) Despite this recommendation, surprisingly little empirical research has included multiple informants...
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TL;DR: Observant ratings of symptoms as well as performance task data from 514 postsecondary students assessed for ADHD at a university-affiliated clinic were examined to reduce the effect of noncredible data and reduce the number of diagnoses by approximately half.
Abstract: Prior research supports the use of multiple types of evidence from multiple sources when assessing ADHD in adults. However, limited research has examined how to best integrate the resulting set of data into a well-supported diagnostic conclusion. Moreover, clients sometimes overreport symptoms or display low effort on performance tasks, further complicating the interpretation of assessment data. The present study examined self-ratings and observer (e.g., parent) ratings of symptoms as well as performance task data from 514 postsecondary students assessed for ADHD at a university-affiliated clinic. Observer ratings were more reliable than self-ratings and were more likely to be corroborated by other data. The 2 types of ratings showed moderate to large relationships with each other as continuous variables (.32 < r < .52) while agreement around categorical symptom cutoffs was slight or fair (.12 < κ < .32). Both types of ratings showed only small relationships with a performance test designed to assess ADHD symptoms. Approximately half of the cases in the sample had at least 1 piece of potentially noncredible data (suggesting potential symptom overreporting, inconsistent responding, or inadequate effort). Requiring ratings from multiple informants (as opposed to a single informant) of clinically significant symptoms for a diagnosis substantially reduced the effect of noncredible data, while also reducing the number of diagnoses by approximately half. Implications of these and other findings for practice and future research are discussed. (PsycINFO Database Record (c) 2019 APA, all rights reserved).
33 citations
TL;DR: Results provide initial support for a brief but multidimensional empathy scale with good sampling and face validity that can be used with children and adolescents.
Abstract: Although the assessment of empathy has moved from general empathy to differentiating between cognitive and affective empathy, no instruments have assessed somatic (motor) empathy, and none have separated positive from negative affect empathy. The main objective of this study was to develop a 30-item self-report cognitive, affective, and somatic empathy scale (CASES) with positive and negative affect components for use with children and adolescents. A community sample of 428 male and female 11-year-olds completed the CASES together with validity questionnaires and were assessed on IQ. Caregivers reported on callous-unemotional traits, behavior problems, social adversity, and paternal criminality. Confirmatory factor analysis provided support for a 3-factor cognitive—affective—somatic structure of CASES and support for a broader 6-factor model of empathy. Configural and metric factor invariance across genders was established. Good internal consistency was obtained for the main scales. Criterion validity was...
33 citations
01 Jan 2015
TL;DR: In this article, the authors present a review of clinical assessment procedures for SAD in adolescents, including multi-informant and context-sensitive clinical assessment, physiological assessment methods, and observational and role-play procedures.
Abstract: Social anxiety disorder (SAD) is one of the most prevalent mental health disorders in adolescence and tends to be a chronic, stable condition that severely disrupts long-term functioning. Despite this, SAD is under-recognized and undertreated, in part due to it being underestimated by parents and teachers. Accurate detection and diagnosis are needed for adequate treatment. Assessment approaches that incorporate reports from multiple informants have the potential to measure important variations in youths’ symptom presentations, such as when they experience concerns in some social contexts not but others. Significant advancements involve developing clinical procedures that integrate measures of biological processes (e.g., assessments of cardiovascular and brain responses) with traditional clinical tools (e.g., youths’ responses on clinical interviews, questionnaires, and behavioral tasks). In addition, screening with short/brief measures would enhance one of the barriers to implementation of assessment protocols. School is also a place where young people can be easily reached for screening and implementing mental health promotion and protection programs. This chapter reviews clinical assessment procedures for SAD in adolescents, including multi-informant and context-sensitive clinical assessment, physiological assessment methods, and observational and role-play procedures. The chapter also provides suggestions for how to conduct a thorough and sensitive assessment.
32 citations
TL;DR: Adolescents' BFNE and FPES reports display convergent validity and in some cases incremental and criterion-related validity, and these findings have important implications for evidence-based assessments of adolescents' evaluative concerns.
Abstract: Adolescents who experience social anxiety tend to hold fears about negative evaluations (e.g., taunting) and may also hold fears about positive evaluations (e.g., praise from a teacher). The Brief Fear of Negative Evaluation (BFNE) scale and Fear of Positive Evaluation Scale (FPES) are 2 widely used measures of adults' evaluative concerns. Yet we know little about their psychometric properties when assessing adolescents. In a mixed clinical/community sample of 96 adolescents (66.7% female; M = 14.50 years, SD = 0.50; 63.3% African American), we examined both self-report and parent report versions of the BFNE and FPES. Adolescents and parents also provided reports about adolescents on survey measures of social anxiety and depressive symptoms. Adolescents participated in multiple social interactions in which they self-reported their state arousal before and during the tasks. Adolescent and parent BFNE and FPES reports distinguished adolescents who displayed elevated social anxiety from those who did not. Both informants' reports related to survey measures of adolescent social anxiety, when accounting for domains that commonly co-occur with social anxiety (i.e., depressive symptoms). Further, both the BFNE and FPES displayed incremental validity in relation to survey measures of adolescent social anxiety, relative to each other. However, only adolescents' BFNE and FPES reports predicted adolescents' self-reported arousal within social interactions, and only adolescents' FPES displayed incremental validity in predicting self-reported arousal, relative to their BFNE. Adolescent and parent BFNE and FPES reports display convergent validity and in some cases incremental and criterion-related validity. These findings have important implications for evidence-based assessments of adolescents' evaluative concerns.
32 citations
References
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11 Jun 2013
113,134 citations
Book•
01 Jan 1983
TL;DR: In this Section: 1. Multivariate Statistics: Why? and 2. A Guide to Statistical Techniques: Using the Book Research Questions and Associated Techniques.
Abstract: In this Section: 1. Brief Table of Contents 2. Full Table of Contents 1. BRIEF TABLE OF CONTENTS Chapter 1 Introduction Chapter 2 A Guide to Statistical Techniques: Using the Book Chapter 3 Review of Univariate and Bivariate Statistics Chapter 4 Cleaning Up Your Act: Screening Data Prior to Analysis Chapter 5 Multiple Regression Chapter 6 Analysis of Covariance Chapter 7 Multivariate Analysis of Variance and Covariance Chapter 8 Profile Analysis: The Multivariate Approach to Repeated Measures Chapter 9 Discriminant Analysis Chapter 10 Logistic Regression Chapter 11 Survival/Failure Analysis Chapter 12 Canonical Correlation Chapter 13 Principal Components and Factor Analysis Chapter 14 Structural Equation Modeling Chapter 15 Multilevel Linear Modeling Chapter 16 Multiway Frequency Analysis 2. FULL TABLE OF CONTENTS Chapter 1: Introduction Multivariate Statistics: Why? Some Useful Definitions Linear Combinations of Variables Number and Nature of Variables to Include Statistical Power Data Appropriate for Multivariate Statistics Organization of the Book Chapter 2: A Guide to Statistical Techniques: Using the Book Research Questions and Associated Techniques Some Further Comparisons A Decision Tree Technique Chapters Preliminary Check of the Data Chapter 3: Review of Univariate and Bivariate Statistics Hypothesis Testing Analysis of Variance Parameter Estimation Effect Size Bivariate Statistics: Correlation and Regression. Chi-Square Analysis Chapter 4: Cleaning Up Your Act: Screening Data Prior to Analysis Important Issues in Data Screening Complete Examples of Data Screening Chapter 5: Multiple Regression General Purpose and Description Kinds of Research Questions Limitations to Regression Analyses Fundamental Equations for Multiple Regression Major Types of Multiple Regression Some Important Issues. Complete Examples of Regression Analysis Comparison of Programs Chapter 6: Analysis of Covariance General Purpose and Description Kinds of Research Questions Limitations to Analysis of Covariance Fundamental Equations for Analysis of Covariance Some Important Issues Complete Example of Analysis of Covariance Comparison of Programs Chapter 7: Multivariate Analysis of Variance and Covariance General Purpose and Description Kinds of Research Questions Limitations to Multivariate Analysis of Variance and Covariance Fundamental Equations for Multivariate Analysis of Variance and Covariance Some Important Issues Complete Examples of Multivariate Analysis of Variance and Covariance Comparison of Programs Chapter 8: Profile Analysis: The Multivariate Approach to Repeated Measures General Purpose and Description Kinds of Research Questions Limitations to Profile Analysis Fundamental Equations for Profile Analysis Some Important Issues Complete Examples of Profile Analysis Comparison of Programs Chapter 9: Discriminant Analysis General Purpose and Description Kinds of Research Questions Limitations to Discriminant Analysis Fundamental Equations for Discriminant Analysis Types of Discriminant Analysis Some Important Issues Comparison of Programs Chapter 10: Logistic Regression General Purpose and Description Kinds of Research Questions Limitations to Logistic Regression Analysis Fundamental Equations for Logistic Regression Types of Logistic Regression Some Important Issues Complete Examples of Logistic Regression Comparison of Programs Chapter 11: Survival/Failure Analysis General Purpose and Description Kinds of Research Questions Limitations to Survival Analysis Fundamental Equations for Survival Analysis Types of Survival Analysis Some Important Issues Complete Example of Survival Analysis Comparison of Programs Chapter 12: Canonical Correlation General Purpose and Description Kinds of Research Questions Limitations Fundamental Equations for Canonical Correlation Some Important Issues Complete Example of Canonical Correlation Comparison of Programs Chapter 13: Principal Components and Factor Analysis General Purpose and Description Kinds of Research Questions Limitations Fundamental Equations for Factor Analysis Major Types of Factor Analysis Some Important Issues Complete Example of FA Comparison of Programs Chapter 14: Structural Equation Modeling General Purpose and Description Kinds of Research Questions Limitations to Structural Equation Modeling Fundamental Equations for Structural Equations Modeling Some Important Issues Complete Examples of Structural Equation Modeling Analysis. Comparison of Programs Chapter 15: Multilevel Linear Modeling General Purpose and Description Kinds of Research Questions Limitations to Multilevel Linear Modeling Fundamental Equations Types of MLM Some Important Issues Complete Example of MLM Comparison of Programs Chapter 16: Multiway Frequency Analysis General Purpose and Description Kinds of Research Questions Limitations to Multiway Frequency Analysis Fundamental Equations for Multiway Frequency Analysis Some Important Issues Complete Example of Multiway Frequency Analysis Comparison of Programs
53,113 citations
TL;DR: This transmutability of the validation matrix argues for the comparisons within the heteromethod block as the most generally relevant validation data, and illustrates the potential interchangeability of trait and method components.
Abstract: Content Memory (Learning Ability) As Comprehension 82 Vocabulary Cs .30 ( ) .23 .31 ( ) .31 .31 .35 ( ) .29 .48 .35 .38 ( ) .30 .40 .47 .58 .48 ( ) As judged against these latter values, comprehension (.48) and vocabulary (.47), but not memory (.31), show some specific validity. This transmutability of the validation matrix argues for the comparisons within the heteromethod block as the most generally relevant validation data, and illustrates the potential interchangeability of trait and method components. Some of the correlations in Chi's (1937) prodigious study of halo effect in ratings are appropriate to a multitrait-multimethod matrix in which each rater might be regarded as representing a different method. While the published report does not make these available in detail because it employs averaged values, it is apparent from a comparison of his Tables IV and VIII that the ratings generally failed to meet the requirement that ratings of the same trait by different raters should correlate higher than ratings of different traits by the same rater. Validity is shown to the extent that of the correlations in the heteromethod block, those in the validity diagonal are higher than the average heteromethod-heterotrait values. A conspicuously unsuccessful multitrait-multimethod matrix is provided by Campbell (1953, 1956) for rating of the leadership behavior of officers by themselves and by their subordinates. Only one of 11 variables (Recognition Behavior) met the requirement of providing a validity diagonal value higher than any of the heterotrait-heteromethod values, that validity being .29. For none of the variables were the validities higher than heterotrait-monomethod values. A study of attitudes toward authority and nonauthority figures by Burwen and Campbell (1957) contains a complex multitrait-multimethod matrix, one symmetrical excerpt from which is shown in Table 6. Method variance was strong for most of the procedures in this study. Where validity was found, it was primarily at the level of validity diagonal values higher than heterotrait-heteromethod values. As illustrated in Table 6, attitude toward father showed this kind of validity, as did attitude toward peers to a lesser degree. Attitude toward boss showed no validity. There was no evidence of a generalized attitude toward authority which would include father and boss, although such values as the VALIDATION BY THE MULTITRAIT-MULTIMETHOD MATRIX
15,795 citations
Book•
01 Jan 1953TL;DR: The psychology classic "Walden Two" as mentioned in this paper is a detailed study of scientific theories of human nature and the possible ways in which human behavior can be predicted and controlled from one of the most influential behaviorists of the twentieth century.
Abstract: The psychology classic-a detailed study of scientific theories of human nature and the possible ways in which human behavior can be predicted and controlled-from one of the most influential behaviorists of the twentieth century and the author of Walden Two. "This is an important book, exceptionally well written, and logically consistent with the basic premise of the unitary nature of science. Many students of society and culture would take violent issue with most of the things that Skinner has to say, but even those who disagree most will find this a stimulating book." -Samuel M. Strong, The American Journal of Sociology "This is a remarkable book-remarkable in that it presents a strong, consistent, and all but exhaustive case for a natural science of human behavior...It ought to be...valuable for those whose preferences lie with, as well as those whose preferences stand against, a behavioristic approach to human activity." -Harry Prosch, Ethics
8,325 citations
"Principles Underlying the Use of Mu..." refers background in this paper
...…which a patient lives may vary as a function of the contingencies (e.g., corporal punishment and praise) that reinforce expressions of her behavior (e.g., Skinner 1953), and as mentioned previously, multiple informants may vary in where they observe a patient’s behavior (e.g., De Los Reyes 2011)....
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TL;DR: Etude de la coherence entre differentes sources (269 echantillons utilisees dans 119 etudes) concernant les evaluations des problemes affectifs et comportementaux d'enfants et d'adolescents âges de 1 1/2 a 19 ans.
Abstract: Etude de la coherence entre differentes sources (269 echantillons utilisees dans 119 etudes) concernant les evaluations des problemes affectifs et comportementaux d'enfants et d'adolescents âges de 1 1/2 a 19 ans
5,254 citations
"Principles Underlying the Use of Mu..." refers background in this paper
...Third, as mentioned previously, low multi-informant correspondence is the norm rather than the exception in assessments of child, adolescent, and adult psychopathology (Achenbach et al. 1987, 2005)....
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...Along these lines, perhaps the investigative team would draw from theory suggesting that parents and teachers provide discrepant reports because they observe children in different contexts or settings (parents at home versus teachers at school; Achenbach et al. 1987, Kraemer et al. 2003)....
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...Achenbach et al. (1987) lucidly reflected this interpretation, in a meta-analysis of correspondence between informants’ reports of child mental health that was published nearly a century after Edgeworth’s (1888) article....
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...However, although multiple informants’ reports typically correspond no higher than low-to-moderate in magnitude (e.g., r’s ranging from 0.20 to 0.40; see Achenbach et al. 1987, 2005), they nonetheless often correspond with each other at statistically significant magnitudes....
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...(e.g., Achenbach et al. 1987, 2005)....
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