By Bryce D. McLeod PhD, Amanda Jensen-Doss PhD, Thomas H. Ollendick PhD
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Additional info for Diagnostic and Behavioral Assessment in Children and Adolescents: A Clinical Guide
Annual Review of Clinical Psychology, 3, 29–51. , & Mash, E. J. ). (2008). A guide to assessments that work. New York: Oxford University Press. Jackson, J. L. (1999). Psychometric considerations in self-monitoring assessment. Psychological Assessment, 11, 439–447. Jensen-Doss, A. (2005). Evidence-based diagnosis: Incorporating diagnostic instruments into clinical practice. Journal of the American Academy of Child and Adolescent Psychiatry, 44, 947–952. Johnston, J. , & Pennypacker, H. S. (1993).
In T. H. Ollendick & J. S. ), Phobic and anxiety disorders in children and adolescents: 1. Overview of Diagnostic and Behavioral Assessment 33 A clinician’s guide to effective psychosocial and pharmacological interventions (pp. 92–115). New York: Oxford University Press. Weisz, J. , & Hawley, K. M. (2005). Youth psychotherapy outcome research: A review and critique of the literature. Annual Review of Psychology, 56, 337–363. Weisz, J. , & Mosk, J. (1993). Behavioral and emotional problems among Embu children in Kenya: Comparisons with African-American, Caucasian, and Thai children.
In addition to these perceptual differences, the model also posits that differences between informants arise from the circumstances under which they observe a child’s behavior. A recent study supported this last point by demonstrating that children behaved differently in lab-based interactions with examiners than they did in interactions with their parents; their behavior with the examiners was strongly correlated with their teachers’ reports of their behavior, whereas their behavior with their parents was correlated with the parents’ reports (De Los Reyes, Henry, Tolan, & Wakschlag, 2009).