Applying Generalizability Theory to the Measurement of Externalizing Disorders

将普遍性理论应用于外化障碍的测量

• 批准号: 8114800
• 负责人: Randolph Arnau
• 金额: $ 7.33万
• 依托单位: UNIVERSITY OF SOUTHERN MISSISSIPPI
• 依托单位国家: 美国
• 财政年份: 2011
• 资助国家: 美国
• 起止时间: 2011-04-01 至 2014-03-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/8114800
• 关键词: Age; Alabama; Archives; Attention; Attention deficit hyperactivity disorder; Behavior; Child; Child Care; Child Psychiatry; Child Psychology; Childhood; Clinic; Clinical; Clinical Data; Communities; Data; Data Set; Development; Diagnosis; Diagnostic; Disease; Disruptive Behavior Disorder; Error Sources; Goals; Learning; Link; Measurement; Measures; Mothers; Multivariate Analysis; National Institute of Child Health and Human Development; Outcome; Parents; Participant; Procedures; Relative (related person); Reporting; Research Personnel; Respondent; Sampling; Source; Symptoms; Testing; Time; Universities; Youth; base; evidence base; externalizing behavior; inattention; informant; instrument; teacher; theories

DESCRIPTION: Project Summary State of the art diagnostic assessment procedures for externalizing disorders of childhood (i.e., ADHD and the disruptive behavior disorders) rely on reports from multiple informants (e.g., parents and teachers), often using multiple measures of the same construct, raising the challenge of how to interpret discrepant scores. Researchers and clinicians often use idiosyncratic decision rules for weighing the various reports, which is inconsistent with the recent attention and emphasis on evidence based assessment (EBA). By quantifying the degree of measurement consistency across types of raters, Generalizability Theory (GT) can provide an empirical basis for interpreting the results from multiple informants. Therefore, a GT study of the measurement of externalizing disorders can make a significant contribution toward the goal of EBA. The long- range goal is to maximize the measurement consistency of childhood externalizing disorders. The objective of this application is to quantify the degree of measurement error associated with parent and teacher ratings of childhood externalizing disorders using data for a community sample from the NICHD Study of Early Child Care and Youth Development (SECCYD) and for an archived clinical sample from The University of Alabama at Birmingham. These data are ideal, because they allow for multiple facets of measurement error that can be quantified by GT analyses. The first specific aim of this study is to partition the error variance in reports of externalizing symptoms across items, rater type, and grade (i.e., measurement occasion), as well as the interactions among these three facets. The second specific aim is to generate reliability estimates (Generalizability and Dependability coefficients) that incorporate all relevant sources of error. The third specific aim is to determine the generalizability of the various sources of information about these externalizing symptoms. All analyses will be conducted simultaneously for both ADHD and ODD behaviors in a multivariate analysis. Analyses will be replicated (for only one measurement occasion) with a clinical sample. The rationale for the study is that partitioning the error variance due to items, rater type, and grade will (a) determine which externalizing disorder (ADHD or ODD) are most reliably assessed by which informants, at which times, and thus (b) contribute to the further development of evidence based assessment. PUBLIC HEALTH RELEVANCE: Childhood externalizing disorders are linked to negative consequences and thus accurate assessment and diagnosis is critical. One of the major challenges of such an assessment is resolving how to interpret discrepant scores from different sources. The proposed study will help determine the best way to integrate assessment data from multiple sources for use in the diagnosis of externalizing disorders, which will contribute to the further development of evidence based assessment.

描述：项目总结最先进的诊断评估程序，用于儿童期外化疾病（即，ADHD和破坏性行为障碍）依赖于多个线人的报告（例如，家长和教师），往往使用同一结构的多种措施，提出了如何解释差异分数的挑战。研究人员和临床医生经常使用特殊的决策规则来权衡各种报告，这与最近对循证评估（EBA）的关注和强调不一致。概化理论（GT）通过量化不同类型的评分者之间的测量一致性程度，可以为解释来自多个信息人的结果提供经验基础。因此，测量外化障碍的GT研究可以为EBA的目标做出重大贡献。长期目标是最大限度地提高儿童外化障碍测量的一致性。本申请的目的是量化的测量误差程度与父母和教师的评级的儿童外化障碍使用的数据从NICHD的早期儿童护理和青年发展研究（SECCYD）的社区样本和存档的临床样本从伯明翰的亚拉巴马大学。这些数据是理想的，因为它们考虑到可以通过GT分析量化的测量误差的多个方面。本研究的第一个具体目的是将外化症状报告中的误差方差划分为项目、评分者类型和等级（即，测量场合），以及这三个方面之间的相互作用。第二个具体目标是生成可靠性估计（概化和可靠性系数），其中包含所有相关的错误来源。第三个具体目标是确定关于这些外化症状的各种信息来源的普遍性。在多变量分析中，将同时对ADHD和ODD行为进行所有分析。将使用临床样本重复分析（仅一次测量）。本研究的基本原理是，将误差方差划分为项目、评分员类型和等级，将（a）确定哪些外化障碍（ADHD或ODD）在哪些时间由哪些信息提供者进行最可靠的评估，从而（B）有助于进一步发展循证评估。 公共卫生关系：儿童外部化障碍与负面后果有关，因此准确的评估和诊断至关重要。这种评估的主要挑战之一是解决如何解释不同来源的差异分数。拟议的研究将有助于确定整合多个来源的评估数据用于诊断外化障碍的最佳方法，这将有助于进一步发展循证评估。