| Autor: |
Singh, Nirbhay N., Baker, Jeri, Winton, Alan S. W., Lewis, Dawn K. |
| Předmět: |
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| Zdroj: |
Journal of Child & Family Studies; Jun2000, Vol. 9 Issue 2, p123-134, 12p, 1 Chart |
| Abstrakt: |
It is informed that with the proliferation of mental health service delivery models for children and adolescents with mental health problems, there have been increased demands to provide data attesting to the benefits that accrue with the use of each of these models. Children and adolescents with emotional and behavioral disorders form a culturally diverse group. There are few standardized assessment instruments that may be used with all children and adolescents regardless of their cultural heritage and personal life experiences. Typically, the assessment instruments used in assessing children and adolescents with emotional and behavioral disorders have been developed from a Caucasian perspective. Although the developers of some instruments have attempted to include normative samples of participants from diverse cultures, rarely have these instruments fulfilled the methodological requirements for a valid instrument that can be used with children and adolescents from different cultures. There are five psychometric properties of assessment instruments that can be used to determine which instruments will provide valid baseline and outcome measures of child and adolescent functioning. These include content validity, semantic validity, technical validity, criterion validity, and conceptual validity. An instrument is considered culturally equivalent in two cultures if it meets the criterion of equivalence on one or more of the five types of validity. |
| Databáze: |
Complementary Index |
| Externí odkaz: |
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