Diagnostic, Taxonomic, and Assessment Issues

Achenbach, Thomas M.; Edelbrock, Craig

doi:10.1007/978-1-4757-1162-2_3

Cited by 28 publications

(18 citation statements)

References 25 publications

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“…Consequently, in line with research on the need for multiinformant clinical assessments (Achenbach & Edelbrock, 1989;Cartwright-Hatton et al, 2006;Ollendick & March, 2004;Silverman & Carmichael, 1999), the PAT serves as an additional source of information within the diagnostic process of young children.…”

Section: Development and Content Of The Patmentioning

confidence: 89%

The Picture Anxiety Test (PAT): A new pictorial assessment of anxiety symptoms in young children

Dubi

Schneider

2009

Journal of Anxiety Disorders

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Section: Development and Content Of The Patmentioning

confidence: 89%

The Picture Anxiety Test (PAT): A new pictorial assessment of anxiety symptoms in young children

Dubi

Schneider

2009

Journal of Anxiety Disorders

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“…Informant as opposed to selfratings are often used in studies of persons with mental retardation, as well as in work with children (e.g. Achenbach & Edelbrock, 1989). In the informant version, Y-BOCS items were reworded to reflect informant-ratings instead of self-ratings (e.g.…”

Section: Methodsmentioning

confidence: 99%

Obsessions and Compulsions in Prader‐Willi Syndrome

Dykens

Leckman

Cassidy

1996

Child Psychology Psychiatry

259

187

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This study examines the nature, severity and correlates of non-food obsessions and compulsions in 91 people with Prader-Willi syndrome (PWS) aged 5-47 years (mean age = 19 years). Prominent symptoms, seen in 37-58% of the sample, included hoarding; ordering and arranging; concerns with symmetry and exactness; rewriting; and needs to tell, know or ask. A remarkably high proportion of participants had moderate to severe symptom severity ratings; 64% showed symptom-related distress, and 80% showed symptom-related adaptive impairment. The study also compared obsessive-compulsive symptoms in 43 adults with PWS to age- and sex-matched non-retarded adults with obsessive-compulsive disorder (OCD). The PWS and OCD groups showed similar levels of symptom severity and numbers of compulsions; they also showed more areas of symptom similarity than difference. Increased risks of OCD in persons with PWS are strongly indicated. Implications are discussed for pharmacotherapy, behavioral therapy and family support.

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“…An examination of Table 1 shows that Social Conflict and Personal Disturbance exemplify the externalizing and internalizing kinds of problems identified in factor analysis research on child psychopathology (see Achenbach & Edelbrock, 1989;Quay, 1986). Items such as those found in the present Learning Problem factor are not abundant on most checklists and rating scales, and thus do not typically emerge as a factor.…”

Section: Discussionmentioning

confidence: 98%

“…Research has consistently demonstrated that rating scale data can readily differentiate students classified as seriously emotionally disturbed from nondisabled peers (and those in other special education categories) at various ages (e.g., Achenbach & Edelbrock, 1981;Grossman, 1990;Sabornie, Thomas, & Coffman, 1989;Walker, Shinn, O'Neill, & Ramsey, 1987). Children's emotional and behavioral problems as measured by checklists and rating scales can be broadly summarized by two multivariate dimensions, sometimes termed externalizing and internalizing (Achenbach & Edelbrock, 1989; Quay, 1986). These two dimensions are clearly characteristic of students with serious emotional disturbance (Luebke, Epstein, & Cullinan, 1987); but such pupils also generally experience considerable problems of learning, as manifested in lower intellectual ability, academic achievement, and other indices of unsatisfactory learning performance (e.g., Epstein, Kinder, & Bursuck, 1989).…”

mentioning

confidence: 99%

Patterns and correlates of learning, behavior, and emotional problems of adolescents with and without serious emotional disturbance

1993

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We created a 40-item teacher rating scale to assess learning, social, and personal problems among students with serious emotional disturbance and no known handicaps. Special and regular educators completed ratings onChecklists and rating scales are widely used in schools and clinics for assessing students with behavioral and emotional problems (Edelbrock, 1988;O'Leary & Johnson, 1986). Although they possess drawbacks, checklists and rating scales also have several attractive characteristics (Kratochwill & Sheridan, 1990). A behavior rating scale, for example, can be implemented with economy of time and effort, address a wide range of problems and multiple students in one application, and assess the teacher, parent, or other rater's perception of a child's functioning, which is often important whether or not it is identical to that actual functioning. Rating scales generally possess relatively good reliability and validity, including the power, at least for some behavior problem patterns, to predict future adjustment (e.g., Walker, 1990). Research has consistently demonstrated that rating scale data can readily differentiate students classified as seriously emotionally disturbed from nondisabled peers (and those in other special education categories) at various ages (e.g., Achenbach & Edelbrock, 1981;Grossman, 1990;Sabornie, Thomas, & Coffman, 1989;Walker, Shinn, O'Neill, & Ramsey, 1987).Children's emotional and behavioral problems as measured by checklists and rating scales can be broadly summarized by two multivariate dimensions, sometimes termed externalizing and internalizing (Achenbach & Edelbrock, 1989; Quay, 1986). These two dimensions are clearly characteristic of students with serious emotional disturbance (Luebke, Epstein, & Cullinan, 1987); but such pupils also generally experience considerable problems of learning, as manifested in lower intellectual ability, academic achievement, and other indices of unsatisfactory learning performance (e.g., Epstein, Kinder, & Bursuck, 1989). However, the literature on students with emotional disturbance and, generally, childhood psychopathology has tended to focus more on externalizing and internalizing disorders than on learning problems. Our first purpose in the present study was to develop and evaluate a brief teacher-completed rating scale consisting of items that address the three principal areas of school problems of adolescents with serious emotional disturbance, as noted above.Although there have been numerous studies of the characteristics of students with emotional disturbance in school (for reviews see, Cullinan, Epstein, & Lloyd, 1983;Kauffman, 1989), relatively little is known about how behavioral and emotional characteristics are related to other important traits of such pupils and their education, such as race, family status, placement, teacher experience, and so on. In addition to filling in some rather basic gaps in knowledge about students with emotional disturbance, such information could be important in pointing the way to more responsive, approp...

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Diagnostic, Taxonomic, and Assessment Issues

Cited by 28 publications

References 25 publications

The Picture Anxiety Test (PAT): A new pictorial assessment of anxiety symptoms in young children

The Picture Anxiety Test (PAT): A new pictorial assessment of anxiety symptoms in young children

Obsessions and Compulsions in Prader‐Willi Syndrome

Patterns and correlates of learning, behavior, and emotional problems of adolescents with and without serious emotional disturbance

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