Informant discrepancies in assessments of psychosocial functioning in school-based services and research: Review and directions for future research

被引：67

作者：

De Los Reyes, Andres ^{[1
]}

Cook, Clayton R. ^{[2
]}

Gresham, Frank M. ^{[3
]}

Makol, Bridget A. ^{[1
]}

Wang, Mo ^{[4
]}

机构：

[1] Univ Maryland, Dept Psychol, Comprehens Assessment & Intervent Program, Biol Psychol Bldg,Room 3123H, College Pk, MD 20742 USA

[2] Univ Minnesota, Minneapolis, MN USA

[3] Louisiana State Univ, Dept Psychol, Baton Rouge, LA 70803 USA

[4] Univ Florida, Dept Management, Gainesville, FL USA

来源：

JOURNAL OF SCHOOL PSYCHOLOGY | 2019年 / 74卷

关键词：

Informant discrepancies; Multiple informants; Operations Triad Model; Schools; AUTISM SPECTRUM DISORDER; SOCIAL-EMOTIONAL SKILLS; MENTAL-HEALTH; PSYCHOMETRIC PROPERTIES; INTERRATER RELIABILITY; MULTIPLE INFORMANTS; PARENT PERCEPTIONS; TEACHER AGREEMENT; CONDUCT PROBLEMS; SPECIAL-ISSUE;

D O I：

10.1016/j.jsp.2019.05.005

中图分类号：

G44 [教育心理学];

学科分类号：

0402 ; 040202 ;

摘要：

Psychosocial functioning plays a key role in students' wellbeing and performance inside and outside of school. As such, techniques designed to measure and improve psychosocial functioning factor prominently in school-based service delivery and research. Given that the different contexts (e.g., school, home, community) in which students exist vary in the degree to which they influence psychosocial functioning, educators and researchers often rely on multiple informants to characterize intervention targets, monitor intervention progress, and inform the selection of evidence-based services. These informants include teachers, students, and parents. Across research teams, domains, and measurement methodologies, researchers commonly observe discrepancies among informants' reports. We review theory and research occurring largely outside of school-based service delivery and research that demonstrates how patterns of informant discrepancies represent meaningful differences that can inform our understanding of psychosocial functioning. In turn, we advance a research agenda to improve use and interpretation of informant discrepancies in school-based services and research.

引用

页码：74 / 89

页数：16

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