How the Affective Reactivity Index (ARI) works for teachers as informants
| Autor: | Esther Trepat, J. Blas Navarro, Lourdes Ezpeleta, Nuria de la Osa, Eva Penelo |
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| Rok vydání: | 2020 |
| Předmět: |
Male
Longitudinal study media_common.quotation_subject Child Behavior Disorders Anger Irritability 03 medical and health sciences 0302 clinical medicine Surveys and Questionnaires medicine Humans Measurement invariance Longitudinal Studies Child media_common Problem Behavior Aggression Reproducibility of Results Irritable Mood Confirmatory factor analysis 030227 psychiatry Psychiatry and Mental health Clinical Psychology Spain Scale (social sciences) Female School Teachers Symptom Assessment medicine.symptom Factor Analysis Statistical Psychology 030217 neurology & neurosurgery Clinical psychology Psychopathology |
| Zdroj: | Dipòsit Digital de Documents de la UAB Universitat Autònoma de Barcelona |
| Popis: | Background The Affective Reactivity Index (ARI) is a brief instrument originally designed as a self- and parent report. However, the view of teachers, who can observe social situations that may give rise to irritability, is relevant. The goal is to provide the measurement qualities of the ARI score as reported by teachers. Method Children formed part of a longitudinal study on behavior problems in Barcelona (Spain) and they were assessed when they were 7 (N = 471) and 11 years old (N = 454) with questionnaires about psychopathology, anger and aggressive behavior, and a diagnostic interview answered by the parents, youths and teachers. Confirmatory factor analysis, measurement invariance, reliability and validity were studied for the ARI answered by teachers. Results The 6-item, 1-factor model fitted well. Almost full metric invariance and partial scalar invariance was obtained across sex and over age. The ARI scores largely converged with other teacher-reported measures of anger and irritability, and with other measures of psychopathology, aggressive behavior, and callous-unemotional traits at a medium level. The associations with parent's measures were medium to low, and very low for child self-reported measures. The ARI scores significantly differentiated children with and without psychopathology and functional impairment, both cross-sectionally and longitudinally. Limitations Only one child self-report measure of irritability included. Limited internal consistency of some scale scores. Findings are mostly generalizable to Spanish children. Conclusions ARI could be a suitable instrument for measuring irritability as reported by teachers. The teacher's view can be useful when planning treatment by helping to identify treatment targets. |
| Databáze: | OpenAIRE |
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