Shernoff Elisa S, Hill Carri, Danis Barbara, Leventhal Bennett L, Wakschlag Lauren S
Graduate School of Applied and Professional Psychology, Rutgers University, Piscataway, New Jersey.
Psychological Services, Jewish Child and Family Service, Northbrook, Illinois.
Infants Young Child. 2014 Apr-Jun;27(2):92-110. doi: 10.1097/iyc.0000000000000008.
Comprehensive assessments that include parents and teachers are essential when assessing young children vulnerable to emotional and behavioral problems given the multiple systems and contexts that influence and support optimal development (U. Bronfenbrenner & P. A. Morris, 2006; M. J. Guralnick, 2011). However, more data complicate clinical and educational decision making given the challenge of integrating comprehensive data. We report on initial efforts to develop and apply Integrative Consensus procedures designed to synthesize comprehensive assessment data using developmentally informed guidelines. Mother-teacher dyads ( = 295) reported on disruptive behavior in a sample of 295 low-income 3- to 5-year-olds; one-third referred for disruptive behaviors, one-third nonreferred with behavioral concerns, and one-third nonreferred. Two clinicians trained in Integrative Consensus procedures independently applied the framework, with findings highlighting that children identified as disruptive by Integrative Consensus ratings plus mother or teacher ratings significantly predicted behavior problems and impaired social skills. Children identified as disruptive via Integrative Consensus were 4 times more likely to be rated as impaired by their mother at follow-up than by mother or teacher report. Reliability estimates were high ( = 0.84), suggesting that the method has promise for identifying young children with behavior problems while systematically integrating comprehensive data.
在评估易出现情绪和行为问题的幼儿时，包含家长和教师的综合评估至关重要，因为存在多个影响并支持最佳发育的系统和环境（U. 布朗芬布伦纳和P. A. 莫里斯，2006年；M. J. 古拉尼克，2011年）。然而，鉴于整合综合数据存在挑战，更多数据使临床和教育决策变得复杂。我们报告了初步努力，即开发并应用综合共识程序，旨在使用基于发育知识的指南来综合评估数据。母亲 - 教师二元组（n = 295）报告了295名低收入3至5岁儿童样本中的破坏性行为；三分之一因破坏性行为被转介，三分之一有行为问题但未被转介，三分之一未被转介。两名接受过综合共识程序培训的临床医生独立应用该框架，结果表明，通过综合共识评分加上母亲或教师评分被确定为有破坏行为的儿童显著预测了行为问题和社交技能受损。通过综合共识被确定为有破坏行为的儿童在随访时被母亲评为受损的可能性是母亲或教师报告的4倍。可靠性估计很高（κ = 0.84），这表明该方法有望在系统整合综合数据的同时识别有行为问题的幼儿。
