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ERIC Number: EJ761797
Record Type: Journal
Publication Date: 2005-Feb
Pages: 16
Abstractor: Author
Reference Count: 66
ISBN: N/A
ISSN: ISSN-0033-3085
Situational Specificity Makes the Difference in Assessment of Youth Behavior Disorders
McDermott, Paul A.; Steinberg, Carrie M.; Angelo, Lauren E.
Psychology in the Schools, v42 n2 p121-136 Feb 2005
In this article we examine the ability of contextual information to enhance assessment of behavior problems in schools. Capitalizing on the multisituational structure of the Adjustment Scales for Children and Adolescents, exploratory and confirmatory analyses with a representative national sample (N = 1,400, ages 5-17 years) revealed three unique and reliable behavioral "situtypes" (problems in Peer Contexts, Academic Contexts, and Teacher Contexts). The situtypes were found internally consistent and structurally generalizable across age, sex, and ethnicity. Multiple logistic and discriminant analyses confirmed the ability of the situtypes to identify accurately those youth independently diagnosed as emotionally disturbed, as well as distinguish those diagnosed as learning disabled. Information gleaned from the situtypes was substantially better able than conventional psychopathology syndromes (attention-deficit hyperactivity, oppositional defiance, etc.) to forecast later academic achievement. Implications for informing motivation and intervention are discussed. (Contains 7 tables.)
John Wiley & Sons, Inc. Subscription Department, 111 River Street, Hoboken, NJ 07030-5774. Tel: 800-825-7550; Tel: 201-748-6645; Fax: 201-748-6021; e-mail: subinfo@wiley.com; Web site: http://www3.interscience.wiley.com/browse/?type=JOURNAL
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Adjustment Scales for Children and Adolescents; Conners Rating Scales; Child Behavior Checklist