The structure of oppositionality: response dispositions and situational aspects

Hoffenaar, Peter J.; Hoeksma, Jan B.

doi:10.1111/1469-7610.00028

Cited by 23 publications

(33 citation statements)

References 46 publications

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“…The combination of the situtypic and phenotypic dimensions was better able to classify ED and LD than either type dimension alone. This finding supports Hoffenaar and Hoeksma (2002) who suggested that problem behavior is best represented as a combination of situational effects and general emotional and behavioral dispositions.…”

Section: Discussionsupporting

confidence: 87%

“…The validity and reliability of this approach has been well supported (Horn et al, 1989;McDermott, 1993). A growing field of research, however, has pointed to the need to account also for the situational specificity of children's behavior (Hoffenaar & Hoeksma, 2002;Matthys et al, 2001;Mischel et al, 2002). This study sought to examine the extent to which the situational specificity of children's problem behaviors can be assessed using the ASCA.…”

Section: Discussionmentioning

confidence: 99%

“…Hoffenaar and Hoeksma (2002), however, noted that the studies reviewed by Achenbach et al relied on different observers across different situations. In contrast, the current study and that conducted by Hoffenaar and Hoeksma (2002), relied on information from the same observer across different situations.…”

Section: Discussionmentioning

confidence: 99%

“…Children often behave differently in different contexts (Hoffenaar & Hoeksma, 2002;Matthys, Maasen, Cuperus, & van Engeland, 2001;Mischel, Shoda & Mendoza-Denton, 2002). Ecological theorists believe that emotional and behavioral problems are as much a function of where and with whom a child interacts as they are enduring characteristics of the child (Algozzine, Serna, & Patton, 2001).…”

mentioning

confidence: 99%

“…They found that a significant portion of the variance in children's problem behavior could be accounted for by situational dimensions. In addition, Hoffenaar and Hoeksma (2002) conducted a similar study using the Amsterdam Scale of Oppositionality and found that situation-specific characteristics accounted for a large amount of variance in children's oppositional behavior. They concluded that oppositionality is best represented as a combination of situational effects and the child's general tendency to respond in an oppositional manner.…”

mentioning

confidence: 99%

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Situational specificity makes the difference in assessment of youth behavior disorders

McDermott

Steinberg

Angelo

2005

Psychology in the Schools

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In this article we examine the ability of contextual information to enhance assessment of behavior problems in schools. Capitalizing on the multisituational structure of the Adjustment Scales for Children and Adolescents, exploratory and confirmatory analyses with a representative national sample (N ϭ 1,400, ages 5-17 years) revealed three unique and reliable behavioral situtypes (problems in Peer Contexts, Academic Contexts, and Teacher Contexts). The situtypes were found internally consistent and structurally generalizable across age, sex, and ethnicity. Multiple logistic and discriminant analyses confirmed the ability of the situtypes to identify accurately those youth independently diagnosed as emotionally disturbed, as well as distinguish those diagnosed as learning disabled. Information gleaned from the situtypes was substantially better able than conventional psychopathology syndromes (attention-deficit hyperactivity, oppositional defiance, etc.) to forecast later academic achievement. Implications for informing motivation and intervention are discussed. © 2005 Wiley Periodicals, Inc.In 1999, the Surgeon General released a statement on the status of mental health in the United States. The report, Mental Health: A Report of the Surgeon General, issued by the U.S. Department of Health and Human Services (1999), highlights the need to improve both the diagnosis and treatment of children with emotional and behavioral problems. The report further calls for the use of contextually relevant assessment as a means to improve diagnosis and treatment. As the term implies, contextual assessment attempts to understand children's behavior within the context(s) in which it occurs. It may best be understood in comparison to more traditional assessment procedures, specifically symptom checklists. Symptom checklists, such as the Child Behavior Checklist (CBCL; Achenbach, 1999) and Conners' Parent Rating Scales-Revised (Conners, 1997), are standardized behavioral measures designed to infer psychopathology based solely on the number and frequency or intensity of related symptoms. There are several problems with this approach to assessment. First, it produces ambiguous measures of behavior pathology without regard to contextual circumstances. Second, it does not provide information regarding whether the problematic behavior is isolated to specific situations or, alternatively, is pervasive across situations. Third, it increases the threat of bias and error inasmuch as raters must interpret global items in terms of children's motivation or the causes of that behavior (Mordell, 2001). Contextually based assessment methods address these problems by examining specific phenomena that occur within a particular situation or across many situations and by requiring respondents to report similar behaviors across multiple situations.The Adjustment Scales for Children and Adolescents (ASCA; McDermott, 1993) was developed as a contextually based assessment tool. The Adjustment Scales for Children and Adolescents is intended to define psych...

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Section: Discussionsupporting

confidence: 87%

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

mentioning

confidence: 99%

mentioning

confidence: 99%

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Situational specificity makes the difference in assessment of youth behavior disorders

McDermott

Steinberg

Angelo

2005

Psychology in the Schools

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Classroom Contexts as the Framework for Assessing Social–emotional Adjustment: A National Study in Trinidad and Tobago

McDermott

Watkins

Drogalis

et al. 2016

Psychology in the Schools

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Contextually based assessments reveal the circumstances accompanying maladjustment (the when, where, and with whom) and supply clues to the motivations underpinning problem behaviors. The Adjustment Scales for Children and Adolescents (ASCA) is a teacher rating scale composed of indicators describing behavior in 24 classroom situational contexts. This study examines the Trinidad and Tobago national normative process for the ASCA contextual dimensions with a representative sample of elementary school children (N = 900). Exploratory and confirmatory factor analyses yielded the same three dimensions (peer context problems, teacher context problems, and learning context problems) observed in U.S. national samples. Dimensions were scaled using item response theory (IRT) and Bayesian scoring methods, with peer and learning context problems scores relating more strongly to clinical behavior disturbances and learning context problems showing stronger association with classroom learning styles. Implications for future research and practice are discussed.

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ADHD and ODD Symptoms in Toddlers: Common and Specific Associations with Temperament Dimensions

Sánchez-Pérez

Putnam

Gartstein

et al. 2019

Child Psychiatry Hum Dev

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The structure of oppositionality: response dispositions and situational aspects

Abstract: Results are discussed with respect to the concept of oppositionality, varying expectations for interpersonal consequences, and implications for clinical assessment and studies of inter-informant reliability.

Cited by 23 publications

References 46 publications

Situational specificity makes the difference in assessment of youth behavior disorders

Situational specificity makes the difference in assessment of youth behavior disorders

Classroom Contexts as the Framework for Assessing Social–emotional Adjustment: A National Study in Trinidad and Tobago

ADHD and ODD Symptoms in Toddlers: Common and Specific Associations with Temperament Dimensions

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