Correspondence Between Adolescent Report, Parent Report, and Teacher Report of Manic Symptoms

Madhavan, Thuppal; Carlson, Gabrielle A.; Sprafkin, Joyce; Gadow, Kenneth D.

doi:10.1089/10445460252943542

Cited by 36 publications

(23 citation statements)

References 25 publications

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“…In addition, despite the fact that the correlations between informants are significant, they are moderate in size, as is typical in the child and adolescent outcome literature (e.g. Foley et al, 2004;Grietens et al, 2004;Grills & Ollendick, 2003;Loeber, Green, Lahey, & Kalb, 2000;McConaughy, 1993;Thuppal, Carlson, Sprafkin, & Gadow, 2002). If such is the case, Achenbach et al (1987) advocate the use of outcome data from multiple informants and recommend that ratings not be substituted for each other.…”

Section: Discussionmentioning

confidence: 99%

Outcome assessment for children and adolescents: psychometric validation of the Youth Outcome Questionnaire 30.1 (Y-OQ®-30.1)

Dunn

Burlingame

Walbridge

et al. 2005

Clin. Psychol. Psychother.

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Section: Discussionmentioning

confidence: 99%

Outcome assessment for children and adolescents: psychometric validation of the Youth Outcome Questionnaire 30.1 (Y-OQ®-30.1)

Dunn

Burlingame

Walbridge

et al. 2005

Clin. Psychol. Psychother.

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“…In other research, sometimes convergence between reports points to greater impairment and/or poorer outcomes, and sometimes not (cf. Carlson and Youngstrom 2003;Fergusson et al 2009;Thuppal et al 2002).…”

Section: Introductionmentioning

confidence: 99%

Can We Use Convergence Between Caregiver Reports of Adolescent Mental Health to Index Severity of Adolescent Mental Health Concerns?

et al. 2015

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Clinical assessments of adolescent mental health often incorporate the perspectives of multiple caregivers (e.g., mothers and fathers). Caregiver reports tend to exhibit relatively high levels of correspondence versus other informant pairs such as caregivers and teachers. Yet, caregiver reports are not redundant with one another. Thus, researchers often apply strategies for integrating caregiver reports (e.g., composite score), assuming that greater convergence between caregivers on reports of high adolescent mental health concerns points to greater severity in such concerns. To our knowledge, this assumption has never been directly tested. We examined patterns of convergence and divergence between caregiver reports of adolescent mental health in a sample of 519 families from the National Institute of Child Health and Human Development's Study of Early Child Care and Youth Development. Caregivers and adolescents completed reports of adolescent mental health, and independent coders rated levels of adolescent hostility displayed in separate caregiver-adolescent interactions (e.g., mother-adolescent vs. father-adolescent). We identified caregiver dyads that converged in their reports of relatively high levels of adolescent mental health concerns, as well as dyads that diverged in reports of such concerns. Relative to adolescents whose caregivers diverged in their reports of adolescent mental health, those adolescents with caregivers who converged on reports of relatively high adolescent mental health concerns both self-reported high levels of mental health concerns, and displayed greater levels of hostility within caregiver-adolescent interactions. Our findings have important implications for using convergence between caregiver reports of adolescent mental health concerns as an indicator of the severity of such concerns.

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“…Several researchers have found, however, that the results from multiple informants often provide contradictory information that is, at best, difficult to interpret and, at worst, not useful in guiding diagnosis and treatment (Achenbach et al, 1987;Ruffalo & Elliott, 1997). The reason most cited for the discrepant perceptions is that child behavior may be situationally specific (Achenbach et al, 1987;McKim & Cowen, 1987;Ruffalo & Elliott, 1997;Thuppal, Carlson, Sprafkin, & Gadow, 2002). For example, teachers might see behaviors at school that parents do not see at home, or vice versa.…”

mentioning

confidence: 99%

“…Although some researchers (Thuppal et al, 2002) have found it useful to incorporate teacher report of child and adolescent behavior to maximize diagnostic certainty (similar to findings with attention deficit hyperactivity disorder [ ADHD]) (Vaughn, Riccio, Hynd, & Hall, 1997), other data have suggested that teacher report is markedly less valuable than parent report when identifying BPSDs in this population (Geller, Warner, Williams, & Zimerman, 1998;Hazell, Lewin, & Carr, 1999;. In general, large discrepancies between parent, teacher, and youth ratings of behavior problems in pediatric BPSDs have been reported across a number of studies (Hazell et al, 1999;Kahana, Youngstrom, Findling, & Calabrese, 2003;.…”

mentioning

confidence: 99%

Comparing the psychometric properties of multiple teacher report instruments as predictors of bipolar disorder in children and adolescents

Youngstrom¹,

Joseph²,

Greene

2008

J Clin Psychol

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The psychometric properties of four teacher report measures and their utility for accurate diagnosis of pediatric bipolar spectrum disorders (BPSDs) were examined. Participants were 191 youth (65% male; 62% African-American; 23% diagnosed with a BPSD), age 5-18 (M=10.16, SD=3.27) years, 70% recruited from a community mental health center and 30% recruited from a mood disorders clinic. Teachers "who knew the child best" were asked to complete the Achenbach Teacher Report Form (TRF) as well as teacher versions of the General Behavior Inventory (T-GBI), the Child Mania Rating Scale (CMRS-T), and the Young Mania Rating Scale (T-YMRS). Teacher response rates and missing data varied significantly depending on the age of the child. Exploratory factor analysis identified stable and interpretable factors; however, receiver operating characteristic (ROC) and logistic regression analyses showed that teacher report measures were not able to discriminate BPSD cases from non-BPSD cases, or from attention deficit hyperactivity disorder (ADHD) cases. Teacher report appears to be insufficiently specific or sensitive to BPSD for clinical diagnostic use, although teacher scales might have research utility.

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Correspondence Between Adolescent Report, Parent Report, and Teacher Report of Manic Symptoms

Abstract: Manic symptoms are relatively nonspecific in outpatient samples. Using more than one informant increases the likelihood of selecting subjects with serious and possibly manic disorders.

Cited by 36 publications

References 25 publications

Outcome assessment for children and adolescents: psychometric validation of the Youth Outcome Questionnaire 30.1 (Y-OQ®-30.1)

Outcome assessment for children and adolescents: psychometric validation of the Youth Outcome Questionnaire 30.1 (Y-OQ®-30.1)

Can We Use Convergence Between Caregiver Reports of Adolescent Mental Health to Index Severity of Adolescent Mental Health Concerns?

Comparing the psychometric properties of multiple teacher report instruments as predictors of bipolar disorder in children and adolescents

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