A Review and Psychometric Evaluation of Multidimensional Scales of Functional Impairment and Recommendations for Practice

IF 1.1 Q4 PSYCHOLOGY, EDUCATIONAL

Journal of Applied School Psychology Pub Date : 2020-11-18 DOI:10.1080/15377903.2020.1848954

Victor Villarreal, J. Sullivan, Joseph M. Hechler, Karen Ruiz

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引用次数: 1

Abstract

Abstract Assessment of functional impairment provides information that is complementary to diagnostic criteria information and is critical for identifying targets for intervention and evaluating treatment outcomes. This review presents summative psychometric information for five multidimensional measures of functional impairment developed for use with youths. Information for each measure, derived from manuals or test development articles, includes: (a) domains measured; (b) measure characteristics; (c) sample characteristics; (d) reliability; and (e) validity. Although each scale includes parent/caregiver forms and purports to measure the domains of school, social/getting along, and family relations, results indicate variability with regard to characteristics such as number of items, item content, sample characteristics, reliability/validity evidence, and interpretation of scores. Concluding recommendations address the use of such measures as part of the assessment process and includes specific examples in which it would be helpful to use formal measures of impairment.

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功能障碍多维量表的回顾、心理测量学评价及实践建议

功能损害评估提供的信息是对诊断标准信息的补充，对于确定干预目标和评估治疗结果至关重要。这篇综述提出了总结的心理测量信息的功能损害的五个多维措施开发用于青少年。每个度量的信息，来源于手册或测试开发文章，包括:(a)测量的领域;(b)测量特征;(c)样本特性;(d)的可靠性;(e)有效性。虽然每个量表都包括家长/照顾者表格，并旨在衡量学校、社会/相处和家庭关系等领域，但结果表明，在项目数量、项目内容、样本特征、信度/效度证据和分数解释等特征方面存在差异。结论性建议将这些措施的使用作为评估过程的一部分，并包括有助于使用正式减值措施的具体例子。

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来源期刊

Journal of Applied School Psychology PSYCHOLOGY, EDUCATIONAL-

CiteScore

2.40

自引率

10.00%

发文量

期刊介绍： With a new publisher (Taylor & Francis) and a new editor (David L. Wodrich), the Journal of Applied School Psychology will continue to publish articles and periodic thematic issues in 2009. Each submission should rest on either solid theoretical or empirical support and provide information that can be used in applied school settings, related educational systems, or community locations in which practitioners work. Manuscripts appropriate for publication in the journal will reflect psychological applications that pertain to individual students, groups of students, teachers, parents, and administrators. The journal also seeks, over time, novel and creative ways in which to disseminate information about practically sound and empirically supported school psychology practice.