Aitken Madison, Martinussen Rhonda, Tannock Rosemary
Department of Applied Psychology and Human Development, Ontario Institute for Studies in Education, University of Toronto, 252 Bloor Street West, 9th floor, Toronto, ON, M5S 1V6, Canada.
Neurosciences and Mental Health, The Hospital for Sick Children, 555 University Avenue, Toronto, ON, M5G 1X8, Canada.
J Abnorm Child Psychol. 2017 May;45(4):827-837. doi: 10.1007/s10802-016-0188-y.
Although universal screening for mental health difficulties is increasingly recognized as a way to identify children who are at risk and provide early intervention, little research exists to inform decisions about screening, such as the choice of informants and the type of information collected. The present study examined the incremental validity of teacher- and parent-rated (primarily mothers) symptoms and impairment in a non-referred sample of early elementary school children (n = 320, 49 % boys, ages 6 to 9) in terms of predicting impairment as rated by a different teacher 1 year later. Teacher-rated symptoms and impairment and parent-rated impairment were each unique predictors of later impairment; however, parent-rated symptoms did not contribute to the prediction of later impairment above and beyond these other indicators. The results indicate that, when screening for mental health difficulties in the school system, impairment ratings collected across settings add useful information, but it may not be necessary to use parent symptom ratings when teacher symptom ratings are available.
尽管对心理健康问题进行普遍筛查日益被视为识别有风险儿童并提供早期干预的一种方式，但关于筛查决策的研究却很少，比如关于信息提供者的选择以及所收集信息的类型。本研究在一个未被转介的小学低年级儿童样本（n = 320，49%为男孩，年龄6至9岁）中，考察了教师评定和家长评定（主要是母亲）的症状及功能损害在预测1年后另一位教师评定的功能损害方面的增量效度。教师评定的症状及功能损害和家长评定的功能损害各自都是后期功能损害的独特预测指标；然而，家长评定的症状在这些其他指标之外，对后期功能损害的预测并无贡献。结果表明，在学校系统筛查心理健康问题时，跨环境收集的功能损害评定可提供有用信息，但当有教师症状评定时，可能无需使用家长症状评定。
Zotero 插件