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Integrating assessment data from multiple informants

D R Offord1, M H Boyle, Y Racine

  • 1Department of Psychiatry, McMaster University, Hamilton, Ontario, Canada.

Journal of the American Academy of Child and Adolescent Psychiatry
|August 1, 1996
PubMed
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Child psychiatric disorders are best understood as informant-specific, not combined, phenomena. Analyzing data from parents and teachers separately reveals distinct patterns of disorder features.

Area of Science:

  • Child and Adolescent Psychiatry
  • Developmental Psychology
  • Psychometrics

Background:

  • Accurate measurement of child psychiatric disorders is crucial for diagnosis and intervention.
  • Discrepancies exist between parent and teacher reports of child behavior.

Purpose of the Study:

  • To investigate the impact of integrating versus not integrating informant data (parents, teachers) on measuring child psychiatric disorders.
  • To compare three strategies for data integration.

Main Methods:

  • Utilized problem checklist data from parents and teachers for 1,134 children (aged 6-16) from a general population sample.
  • Conducted structured interviews on a subsample (n=251).

Main Results:

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  • Parent-teacher agreement on child disorders was low.
  • Disorder characteristics differed significantly between parent-identified and teacher-identified cases.
  • Integrating informant data masked informant-specific disorder patterns.
  • Informant-specific measurement showed comparable internal properties to combined methods.

    • Conclusions:

    • Child psychiatric disorders should be viewed as informant-specific phenomena.
    • Separate analysis of parent and teacher data is recommended for a nuanced understanding.