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By Sandra Sexson
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Sample text
Data on reliability are presented in the administration manual of an instrument. Validity From the psychiatrist’s perspective, validity is probably the most important aspect of an instrument. indd 20 instrument measure what it purports to measure, and does it provide clinically useful information? A valid instrument reliably measures the variable that it is intended to measure. Validity is established by correlating the test scores with some external, independently observed event. There are three ways of establishing validity: content validity (how well the instrument covers the major aspects of the content area being measured), criterion validity (how well the scores on this instrument correlate with other instruments or procedures that measure the same variable), and construct validity (the extent to which the instrument measures the variable of interest).
The components of the examination include meeting with the parents and the child to gather a complete history, obtaining the mental status examination of the child, developing a treatment plan, and presenting the results of the evaluation to the family. Yet within this framework, it is necessary to account for individual differences in children and parents, as well as for stylistic differences among physicians. The basic issues that should be addressed in the assessment process are whether the child has a problem that significantly interferes with his normal development, whether there are problems in social, academic, or family functioning, and whether there is effective treatment that will allow the child to reach his potential free of interference from psychiatric morbidity.
Short and quick, making it appropriate for screening and treatment monitoring Long history of research use. Provides subscales for not only ADHD but also internalizing and externalizing disorders. Limited psychometric and normative data. Available online Provides both ADHD and opposition defiant subscales. Easy to use Long history of clinical use, especially in schools. Limited psychometric and normative data Problem factor scores. Both scales have good psychometric properties and norms are available for both.