Principles Underlying the Use of Multiple Informants' Reports
Reads0
Chats0
TLDR
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...read more
Citations
More filters
Journal ArticleDOI
Assessing Peer-Related Impairments Linked to Adolescent Social Anxiety: Strategic Selection of Informants Optimizes Prediction of Clinically Relevant Domains
TL;DR: In this article , the authors leveraged multi-informant survey reports to assess adolescent social anxiety, and trained independent observers rated adolescents' social skills within unfamiliar peer interactions, and leveraged informants (i.e., unfamiliar untrained observers [UUOs]) who observed adolescents within tasks designed to simulate interactions with same age, unfamiliar peers.
Dissertation
School-based screening for mental health difficulties in primary grade children: Psychometrics, incremental validity, and patterns of co-occurring difficulties
TL;DR: The overall goal of this dissertation is to contribute to knowledge in the area of school-based mental health screening in terms of instruments, informants and the predominant patterns of co-occurring difficulties in elementary school children.
Journal ArticleDOI
Assessing the Severity of Concerns about Preschool Children's Self-Regulation of Attention, Behavior, and Emotions Using the ABLE Universal Screener: A Rasch Analysis.
TL;DR: The Attention, Behavior, Language, and Emotions (ABLE) universal behavioral health standard for young children has been proposed in this paper to identify the seriousness of socioemotional symptoms in young children.
Journal ArticleDOI
Editorial Statement About JCCAP’s 2023 Special Issue on Informant Discrepancies in Youth Mental Health Assessments: Observations, Guidelines, and Future Directions Grounded in 60 Years of Research
Andres De Los Reyes,Catherine C. Epkins,Gordon J.G. Asmundson,Tara M. Augenstein,Kimberly D. Becker,Stephen P. Becker,F. Tony Bonadio,Jessica L. Borelli,Rhonda C. Boyd,Catherine P. Bradshaw,G. Leonard Burns,Gino Casale,José M. Causadias,Christine B. Cha,Bruce F. Chorpita,Joseph R. Cohen,Jonathan S. Comer,Sheila E. Crowell,Melanie A. Dirks,Deborah A. G. Drabick,George J. DuPaul,Katherine B. Ehrlich,Spencer C. Evans,Steve Evans,Julia W. Felton,Paula J. Fite,Kenneth D. Gadow,Chardée A. Galán,S. Andrew Garbacz,Noni K. Gaylord-Harden,Kathryn L. Humphreys,Alan Gerber,Aaron Hogue,Masha Y. Ivanova,Matthew A. Jarrett,Amanda Jensen-Doss,Erin Kang,Philip C. Kendall,Robert D. Laird,Joshua M. Langberg,David A. Langer,Steve S. Lee,Matthew D. Lerner,Melissa A. Lippold,Aaron M. Luebbe,Bridget A. Makol,Bryce D. McLeod,Robert J. McMahon,Meghan Miller,Christine McCauley Ohannessian,Thomas H. Ollendick,Armando Pina,Mitchell J. Prinstein,Jill A. Rabinowitz,Elizabeth K. Reynolds,Randall T. Salekin,Jessica L. Schleider,Judith C. Scott,Jennifer L. Tackett,E. S. Talbott,Wendy K. Silverman,Angela Page Spears,Nathaniel P. von der Embse,Lauren S. Wakschlag,Mo Wang,Ashley L. Watts,John R. Weisz,Bradley A. White,Susan W. White,Eric A. Youngstrom +69 more
TL;DR: De Los Reyes et al. as discussed by the authors focused on the most common outcome of these approaches, namely the significant discrepancies that arise when comparing estimates from any two informant's reports (i.e., informant discrepancies).
Journal ArticleDOI
The role of functional health literacy in long-term treatment outcomes in psychosocial care for adolescents.
TL;DR: It is concluded that health literacy levels did not affect change in treatment processes nor in outcomes of psychosocial treatment, and the consistently higher level of Psychosocial problems among adolescents with inadequate health literacy suggests an unaddressed need in psychossocial care.
References
More filters
Book
Using multivariate statistics
TL;DR: In this Section: 1. Multivariate Statistics: Why? and 2. A Guide to Statistical Techniques: Using the Book Research Questions and Associated Techniques.
Journal ArticleDOI
Convergent and discriminant validation by the multitrait-multimethod matrix.
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.
Book
Science and human behavior
TL;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.
Journal ArticleDOI
Child/adolescent behavioral and emotional problems: implications of cross-informant correlations for situational specificity.
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.