Integrating assessment data from multiple informants
Integrating assessment data from multiple informants
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DOI：
10.1097/00004583-199608000-00019
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发表时间：
1996-08-01
影响因子：
13.3
通讯作者：
Lipman, EL
中科院分区：
文献类型：
--
作者：
Offord, DR;Boyle, MH;Lipman, EL
使用这些不同的策略，检查不整合来自不同受访者的同一个人的数据与整合来自父母和老师的信息相比，测量儿童精神障碍（品行障碍和对立障碍）的后果。方法：研究数据来自 6 至 16 岁儿童 (N = 1, 134) 的家长和教师进行的问题清单评估，这些儿童以已知概率从一般人口样本中选择，并来自分层随机子样本 (n = 251) 中获得的结构化访谈。结果：正如预期的那样，家长与教师的一致性较低。研究发现，与教师确定的障碍相比，家长确定的障碍的相关特征模式存在显着差异。此外，合并线人的缺点是掩盖了线人特定疾病中所记录的相关特征的独特模式。最后，通过将障碍作为特定于线人的教学，该措施的内部属性通常并不逊色于通过以各种方式组合线人获得的内部属性。结论：儿童精神疾病应被概念化为特定于信息提供者的现象。
To examine the consequences for measurement of child psychiatric disorder (conduct and oppositional disorders) of not integrating the data on the same individual from different informants compared with integrating the information from parents and teachers, using these different strategies. Method: Data for the study came from problem checklist assessments done by parents and teachers of children aged 6 to 16 years (N = 1, 134) selected with known probability from a general population sample and from structured interviews obtained in a stratified random subsample (n = 251). Results: As expected, parent-teacher agreement was low. The pattern of associated features of disorder was found to vary markedly in parent-identified compared with teacher-identified disorder. Furthermore, combining informants had the disadvantage of masking the distinctive patterns of associated features noted in informant-specific disorders. Finally, by teaching disorder as informants-specific, the internal properties of the measure are not generally inferior to those obtained by combining informants in various ways. Conclusion: Child psychiatric disorders should be conceptualized as informant-specific phenomena.