Daleiden E L, Chorpita B F, Kollins S H, Drabman R S
Department of Psychology, University of Tulsa, OK 74104, USA.
J Clin Child Psychol. 1999 Sep;28(3):396-406. doi: 10.1207/S15374424jccp280312.
Conducted two studies to examine the interrater reliability, test-retest stability, and the effect of various clinician variables, such as years of clinical experience, theoretical orientation, and prior experience with children, on clinical judgments about the reinforcement functions of children's school-refusal behavior. Results indicated that the judgments by individual clinicians were of questionable reliability. Judgments aggregated across 3 clinicians yielded acceptable interrater and test-retest reliability in Study 1, but a greater number of clinicians were necessary to achieve acceptable reliability in Study 2. Years of clinical experience and training were the only clinician variables related to the reliability of judgments about reinforcement functions. Several recommendations for the clinical assessment of the function of children's school-refusal behavior are discussed.
开展了两项研究，以检验评分者间信度、重测稳定性，以及诸如临床经验年限、理论取向和既往儿童相关经验等各类临床医生变量对儿童学校拒绝行为强化功能临床判断的影响。结果表明，个体临床医生的判断信度存疑。在研究1中，3名临床医生的综合判断产生了可接受的评分者间信度和重测信度，但在研究2中需要更多临床医生才能达到可接受的信度。临床经验年限和培训是与强化功能判断信度相关的仅有的临床医生变量。讨论了对儿童学校拒绝行为功能进行临床评估的若干建议。
