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Only complementary voices tell the truth: a reevaluation of validity in multi-informant approaches of child and adolescent clinical assessments

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Only complementary voices tell the truth: a reevaluation of validity in multi-informant approaches of child and adolescent clinical assessments. / Kaurin, Aleksandra; Egloff, Boris; Stringaris, Argyris; Wessa, Michèle.

In: Journal of Neural Transmission, 27.04.2016.

Research output: Contribution to journalArticle

Harvard

Kaurin, A, Egloff, B, Stringaris, A & Wessa, M 2016, 'Only complementary voices tell the truth: a reevaluation of validity in multi-informant approaches of child and adolescent clinical assessments', Journal of Neural Transmission. https://doi.org/10.1007/s00702-016-1543-4

APA

Kaurin, A., Egloff, B., Stringaris, A., & Wessa, M. (2016). Only complementary voices tell the truth: a reevaluation of validity in multi-informant approaches of child and adolescent clinical assessments. Journal of Neural Transmission. https://doi.org/10.1007/s00702-016-1543-4

Vancouver

Kaurin A, Egloff B, Stringaris A, Wessa M. Only complementary voices tell the truth: a reevaluation of validity in multi-informant approaches of child and adolescent clinical assessments. Journal of Neural Transmission. 2016 Apr 27. https://doi.org/10.1007/s00702-016-1543-4

Author

Kaurin, Aleksandra ; Egloff, Boris ; Stringaris, Argyris ; Wessa, Michèle. / Only complementary voices tell the truth: a reevaluation of validity in multi-informant approaches of child and adolescent clinical assessments. In: Journal of Neural Transmission. 2016.

Bibtex Download

@article{2841b537d7cf45c999b85b12adfe108e,
title = "Only complementary voices tell the truth:: a reevaluation of validity in multi-informant approaches of child and adolescent clinical assessments",
abstract = "Multi-informant approaches are thought to be key to clinical assessment. Classical theories of psychological measurements assume that only convergence among different informants’ reports allows for an estimate of the true nature and causes of clinical presentations. However, the integration of multiple accounts is fraught with problems because findings in child and adolescent psychiatry do not conform to the fundamental expectation of convergence. Indeed, reports provided by different sources (self, parents, teachers, peers) share little variance. Moreover, in some cases informant divergence may be meaningfuland not error variance. In this review we give an overview of conceptual and theoretical foundations of valid multiinformantassessment and discuss why our common concepts of validity need revaluation.",
author = "Aleksandra Kaurin and Boris Egloff and Argyris Stringaris and Mich{\`e}le Wessa",
year = "2016",
month = "4",
day = "27",
doi = "10.1007/s00702-016-1543-4",
language = "English",
journal = "Journal of Neural Transmission",
issn = "0300-9564",

}

RIS (suitable for import to EndNote) Download

TY - JOUR

T1 - Only complementary voices tell the truth:

T2 - a reevaluation of validity in multi-informant approaches of child and adolescent clinical assessments

AU - Kaurin, Aleksandra

AU - Egloff, Boris

AU - Stringaris, Argyris

AU - Wessa, Michèle

PY - 2016/4/27

Y1 - 2016/4/27

N2 - Multi-informant approaches are thought to be key to clinical assessment. Classical theories of psychological measurements assume that only convergence among different informants’ reports allows for an estimate of the true nature and causes of clinical presentations. However, the integration of multiple accounts is fraught with problems because findings in child and adolescent psychiatry do not conform to the fundamental expectation of convergence. Indeed, reports provided by different sources (self, parents, teachers, peers) share little variance. Moreover, in some cases informant divergence may be meaningfuland not error variance. In this review we give an overview of conceptual and theoretical foundations of valid multiinformantassessment and discuss why our common concepts of validity need revaluation.

AB - Multi-informant approaches are thought to be key to clinical assessment. Classical theories of psychological measurements assume that only convergence among different informants’ reports allows for an estimate of the true nature and causes of clinical presentations. However, the integration of multiple accounts is fraught with problems because findings in child and adolescent psychiatry do not conform to the fundamental expectation of convergence. Indeed, reports provided by different sources (self, parents, teachers, peers) share little variance. Moreover, in some cases informant divergence may be meaningfuland not error variance. In this review we give an overview of conceptual and theoretical foundations of valid multiinformantassessment and discuss why our common concepts of validity need revaluation.

U2 - 10.1007/s00702-016-1543-4

DO - 10.1007/s00702-016-1543-4

M3 - Article

JO - Journal of Neural Transmission

JF - Journal of Neural Transmission

SN - 0300-9564

ER -

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