Millon Clinical Multiaxial Inventory (MCMI) scores with a collegiate sample: Long-term stability and self-other agreement

This study examined (a) the stability of the personality and symptom scales of the Millon Clinical Multiaxial Inventory (MCMI) for a sample of university undergraduates and (b) the correspondence between MCMI scores from self-report versus scores obtained from knowledgeable others who responded by describing the subject rather than themselves. The MCMI was administered to subjects during their freshman year and then again during their senior year. As in clinical populations, stability estimates in this collegiate sample were greater for the basic personality scales than for the symptom scales. Comparison of the results with those from previous studies further showed that the stability coefficients for the collegiate sample were somewhat lower overall than those from treatment follow-up studies with clinical populations. The results also showed that reasonable agreement between self- and others' ratings was obtained on most MCMI scales. The greatest agreement was found for scales that reflect more observable behaviors and relate to an introversion-extroversion dimension, whereas the least agreement was found for scales related to a psychoticism dimension. Lower levels of agreement were also found for scales having a lower mean proportion of items endorsed.This study was sponsored in part by PHS Grant R01 MH31750-01-6, by PHS Grant 5R01 AA06754-01-03, and by funds from the University of Connecticut Research Foundation and Computer Center.     

Alternate methods and software for calculating interobserver agreement for continuous observation data

Portable electronic data collection devices permit investigators to collect large amounts of observational data in a form ready for computer analysis. These devices are particularly efficient for gathering continuous data on multiple behavior categories. We expect that the increasing availability of these devices will lead to greater use of continuous data collection methods in observational research. This paper addresses the difficulties encountered when calculating traditional interobserver agreement statistics for continuous, multiple-code scoring. Two alternative strategies are described that yield interobserver agreement values based on the exact time of behavior code entries by the primary and secondary observers.Work on this paper was supported in part by NICHD Grants P01HD15051 and R01HD17650 and Office of Special Education and Rehabilitation Services Grant G008302980.     

The California Family Health Project: V. Family problem solving and adult health.

This article explores the relationship between family Problem Solving and the Health of adults in a community-based sample of 225 families. Family Problem Solving refers to the ways in which the family conducts itself to resolve a shared problem. Sixteen observer ratings of family Problem-Solving behavior during a 30-minute task were developed, based on the Simulated Family Activity Measure (SIM-FAM), and good interrater agreement was achieved. Principal Components Analysis (PCA) yielded a set of three well-constructed, interpretable dimensions: Problem-Solving Effectiveness, Problem-Solving Style, and Sociomotor Activity. Multidimensional scaling analyses (MDS) suggested that family problem-solving behavior involved an organized, means-end sequence of family behaviors in which aspects of style served problem-solving effectiveness. All 16 Problem-Solving variables were analyzed with a set of 14 health variables, for husbands and wives separately, using canonical correlation. No subset of Problem-Solving variables was significantly associated with a subset of Health variables for either husbands or wives, although there was a significant association between the two sets of variables when taken as a whole. Given previous research on family Problem Solving, we conclude that the absence of significant associations between particular aspects of family Problem Solving and Health may be due to our use of a community-based rather than a stressed or clinical sample. Associations between Family Problem Solving and Health might best be viewed in the context of other family variables.     

Are American children's problems still getting worse? A 23-year comparison

Child Behavior Checklists were completed in home interviews by parents of 7–16-year-olds in 1976, 1989, and 1999. Competence scores decreased from 1976 to 1989, but increased in 1999. Problem scores increased from 1976 to 1989 and decreased in 1999 but remained higher than in 1976. Items, empirically based scales, and DSM-oriented scales showed similar patterns for demographically similar nonreferred samples assessed in 1976, 1989, and 1999 and for national samples that included referred children assessed in 1989 and 1999. For the 114 problem items that were common to the 1976, 1989, and 1999 assessments, the Q correlation was .98 between the mean scores on the 114 items in 1976 versus 1989 and was .94 between the mean scores on the 114 items in 1976 vs. 1999. This indicated very high stability in the rank ordering of item scores across intervals up to 23 years. For all children, the 1-year prevalence rate for mental health services use was 13.2% in 1989 versus 12.8% in 1999. For children with deviant Total Problems scores, the 1989 prevalence for service use was 30.5 versus 26.6% in 1999. Neither difference was statistically significant.     

A rating scale for assessing dysphoria in youth

A rating scale (RSD) for children and adolescents was developed consisting of 12 items from the Peer Nomination Inventory of Depression (Lefkowitz & Tesiny, 1980) converted to a Likert- type format for obtaining self- ratings or ratings by significant others of dysphoria. The measure was administered to 784 mothers whose children's modal age was 10 years. Longitudinal data were gathered for 124 of these mother- child pairs after an interval of 2 years and for 133 mother- child pairs after an interval of 4 years. At the second interval, 82 of the 133 children's fathers also contributed RSD data. Analyses of reliability and validity indicate that the RSD possesses adequate psychometric properties and may be used for purposes of research and screening, and, experimentally, for clinical assessment.A preliminary version of this paper was presented at the Annual Meeting of the American Association for the Advancement of Science, Los Angeles, May, 1985. This research was supported in part by grant No. 326 from the New York State Health Research Council, by grant No. R01MH29788 from the National Institute of Mental Health, by a grant from the Ittleson Foundation to Monroe M. Lefkowitz, and by a Long Island University Research Faculty Award.     

Cross-informant consistency in externalizing and internalizing problems in early adolescence

The concept of cross-informant consistency has long been a topic of interest for those involved in assessment of behavior problems in adolescence. The purpose of the present study was to replicate and expand the existing literature by including four informants (mother, father, teacher, and adolescent self-report) and examining correlations among them as well as differences between reporters on an absolute level of both internalizing and externalizing problems. Fifty-two young adolescents (ranging in age from 11 to 15 years) and their mothers, fathers, and social studies teachers participated in the study. The Conduct Disorder subscale, Socialized Aggression subscale, and Anxiety/Withdrawal subscale of the Revised Behavior Problem Checklist were used. Results indicated that teachers showed little agreement with other informants on conduct problems (teachers reporting fewer problems), while parents and adolescents showed significant agreement. Informants showed no agreement on the measure of covert problems (socialized aggression), and all reports showed agreement on internalizing problems (although teachers continued to report fewer problems). Implications for assessment of young adolescents are discussed.This research was supported, in part, by the William T. Grant Foundation and the University of Georgia's Institute for Behavior Research.     

Behavior problems of educationally handicapped and normal pupils

Male pupils identified as behaviorally disordered, learning disabled, and educable mentally retarded, as well as nonidentified normal boys, were rated by their teachers on the Behavior Problem Checklist. Analyses of the ratings indicated significant differences for pupil category, Behavior Problem Checklist dimension, and category by dimension interaction, but no significant differences for age alone or in interaction with other factors. Categories of pupils were best discriminated from one another on the basis of Conduct Disorder and Personality Problem dimensions of the Behavior Problem Checklist. Results were discussed in terms of some implications for special education and further research suggested by the present findings.This research was supported by grant number GOO-7700642 from the Bureau of Education for the Handicapped, U.S. Office of Education. Appreciation for their help in facilitating data collection is expressed to Jan Jones, Dee Tull, Dan Hurd, and Frank Kolinsky.     

Selection of effective tests of motor ability in preschool children based on pass-or-fail criteria: examination of reliability, objectivity, and rate of passing

The purpose of this study was to select effective tests of motor ability based on pass-or-fail criteria for use with preschool children. 37 items selected by examining theoretical validity and the results of preliminary tests were administered to preschool children (3 yr.: M = 3.7 yr., SD = 0.28; 4 yr.: M = 4.7 yr., SD = 0.28; 5 yr.: M = 5.7 yr., SD = 0.28). A skilled tester and each child's homeroom teacher rated whether the child's performance passed certain criteria or not. With agreement on two trials as an index of test-retest reliability, the mean agreement among the three grades ranged from 69% to 99% for Locomotion, 59% to 95% for Manipulation; and 66% to 100% for Stability. Disagreement on two trials may reflect instability in movement, practice effects, and so on. With agreement between two testers as an index of objectivity for 37 items, 33 showed interrater agreement of 80% or more for all three grades. No significant increase in pass rate with age was found on 10 items. In examining the three conditions mentioned above 27 items were selected as tests of motor ability: 14 items for Locomotion, 7 items for Manipulation, and 6 items for Stability.     

Appraisal and coping strategy use in victims of school bullying

Background: Transactional models of coping (Lazarus & Folkman, 1984) can contribute to our understanding of why some children cope effectively with bullying while others suffer negative outcomes. However, previous research has relied on coping measures that are not comparable with adult measures, restricting investigation of developmental trends. Additionally, previous research has not included appraisals when measuring coping using an established coping measure. Aims: To examine the factor structure of a coping measure that is directly comparable with the adult literature; to examine the content of pupils' threat and challenge appraisals concerning bullying; and to examine the relationships between appraisals and coping strategy use within the victims of school bullying. Sample: Participants were 459 children aged 9 — 14 years. Method: A self‐report bullying questionnaire, incorporating Halstead et al.'s (1993) adolescent version of the Ways of Coping Checklist, was completed by participants. Also included were control, threat and challenge appraisal items. Results: Confirmatory factor analysis confirmed that Halstead et al.'s four‐factor model of coping is valid for a population of school bullying victims. Content validity of items used to measure threat and challenge appraisal was demonstrated. Ambiguity of challenge appraisal influenced the use of Wishful Thinking, Seeks Social Support and Problem Focused coping. Wishful Thinking was also influenced by control appraisal. Avoidance coping was not influenced by the appraisals measured. Conclusion: Halstead et al.'s Revised Ways of Coping Checklist can be used to measure coping amongst child and adolescent victims of bullying. Furthermore, including appraisal variables improves our understanding of individual differences between victims' coping strategy choices.     

Development and validation of a test on Anasakti (non-attachment): an Indian model of well-being

Deriving our theoretical model from the Hindu religious text Srimad Bhagvad Gita, gaps in the existing frameworks on the concept of Anasakti (non-attachment) were found. The purpose of the study was to develop and test psychometric properties of a scale based on this Indian concept. We pooled 46 items which included items from existing scales as well as new items. The data were collected from 366 students (236 females and 130 males; mean age?=?23.55 years, SD?=?8.30 years). The final scale consists of 22 items comprising six subscales: Outcome Vulnerability, Faith in God, Empathy, Frustration Tolerance, Effort Orientation and Emotional Equipoise. The scale is psychometrically robust, explaining 50.79 per cent of variance and also acceptable levels of reliability (α?=?.70). We tested for convergent validity by correlating the new scale with the Scale of Positive and Negative Experiences (SPANE), the Mental Health Continuum (MHC) and the Flourishing Scale (FS). The new scale demonstrated acceptable convergent validity showing significant positive correlation with SPANE-P, SPANE-B, FS and MHC (.23?<?r?<?.38, p?<?.01) and a significant negative correlation with SPANE-N (r?=??.29, p?<?.01).     

Social and personal adjustment of elementary and secondary students

The present study examined school adjustment problems of about 1000 students aged 6 through 17 years. The Behavior Problem Checklist was factor-analyzed to identify multivariate factors of adjustment problems. Age- and sex-based subgroups were then compared on these factors, and some estimates of criteria for abnormality were derived. Finally, the prevalence of each problem on the checklist was derived separately for age- and sex-based subgroups, which were then contrasted on the items. The results provide basic information about the adjustment problems of those students who are not considered socially or personally maladjusted.     

Word Frequency Effects on the Processing of Subject–Verb Number Agreement

This paper examines the role of word frequency in the computation of subject–verb number agreement. Previous research in both production and comprehension has demonstrated that processing difficulties can arise in sentence structures containing a singular subject noun followed by a plural distractor noun, as in The key to the cabinets.¨ A whole sentence reading task was employed to determine whether the relative frequency with which the distractor noun appears in its singular or plural form would affect the degree of processing difficulty experienced by readers. Results suggest that the agreement process is, indeed, sensitive to this factor and this finding is compatible with activation-based accounts of the implementation of number agreement.     

Reliability of the Behavior Problem Checklist with institutionalized male delinquents

Interrater and 2-week test retest reliability coefficients were determined for subscales of the Behavior Problem Checklist on 50 males incarcerated in a state receiving facility for delinquent adolescents. Raters were 22 dormitory counselors, 2 of whom rated each child after 1 week and again after 3 weeks of observing the boys. Interrater reliability ranged from .06 to .68 on the various BPC subscales and was .50 overall, reflecting wide variation in the agreement of raters in rating boys on different dimensions. Test-retest reliability coefficients for the same rater at 2-week intervals were higher (.71 overall) and also varied among subscales. Raters were able to agree best on aggressive, acting-out behaviors. Other personality dimensions tapped by the BPC were rated with less reliability in this particular setting.This research was conducted with the cooperation and support of the Alabama Department of Youth Services, Diagnostic and Evaluation Center, Mt. Meigs, Alabama.     

Dissociative effects of phonological vs. semantic associates on recognition memory in the Deese/Roediger-McDermott paradigm

Using a variation of the Deese/Roediger–McDermott paradigm in four experiments, we examined hit rate, false alarm rate, and memory discriminability (d′) for critical items (e.g., sleep) after their semantic associates (e.g., dream, rest, and awake), phonological associates (e.g., bleep, sheep, and cheap) or unrelated items were studied. Replicating previous research (e.g., Neely & Tse, 2007), d′ was lower for critical items than for yoked associates in semantic lists. However, d′ was higher for critical items than for yoked associates in phonological lists, even when the same critical items were used for these two list types. The memory discriminability of critical items was enhanced by phonological lists via a larger increase in their hit rates than in their false alarm rates, relative to the same critical items in lists of unrelated words. These findings (a) could not be fully accounted for by the activation-based theories proposed in the false memory literature, and (b) may suggest that the memory discriminabilities of semantic and phonological lists are modulated by two distinct activation mechanisms.     

Behavior problems of elementary-school children

Normative or baseline data are presented on a modified (shortened) form of the Peterson-Quay Behavior Problem Checklist. Scores on the two primary factors, Conduct and Personality, were obtained on an entire public elementary-school population (approximately 25,000 children) in a mediumsized midwestern city (Des Moines, Iowa). The data presented are categorized by sex, grade level, and intellectual level. Percentages of children checked on each checklist item and on given numbers of items are also presented.Formerly school psychologist with Des Moines (Iowa) Public Schools.     

Memory for metaphors

Three experiments examined memory for metaphorical sentences. No differences between metaphors and nonmetaphorical equivalents (e.g.,The ivy cuddled up to the window vs.The ivy grew up to the window) in the number of correct recalls or recognitions were found. There was, however, a significant trend for recall errors that were meaning-preseving to be less metaphorical than the input sentence. The results supported hypotheses that metaphors and nonmetaphors are equally easy to remember and that the stored memory representation does not distinguish whether its antecedent linguistic input was metaphorical or not.This research was supported by Grant MH 28493-01 from NIMH and by a grant from the Kansas State University Bureau of General Research.Some of the data were reported at the Meeting of the Psychonomic Society, Denver, November 1975.     

Sex differences in social memory among preschool children

Preschool children, 17 boys and 18 girls, attending a day-care center, were presented with photographs of all 37 children in the center and required to supply the name of each pictured child. Girls made significantly fewer errors in identification than boys (p<.05), although boys spent more time in the day-care program (p<.025). Girls were, on the average, 4 months older than boys (p<.01), but age was not significantly correlated with number of identification errors. No sex differences were obtained on the Peabody Picture Vocabulary Test, memory, or perceptual-performance scales of the McCarthy Scales of Children's Abilities. Results were consistent with previous findings for college students and were interpreted in terms of differential child-rearing practices and observational learning.This research was supported by Grant 216-15-36 from the Cooperative State Research Service, U. S. Department of Agriculture, to the University of Maryland, Eastern Shore.     

A Psychometric Investigation of the Ohio Scales,Short Form,Problem Severity Domain,Youth- and Caregiver-Report Versions

The current study examined the extent to which the Ohio Scales, Short Form, Problem Severity domain was able to perform as a reliable and valid measure within a large community mental health sample of multiethnic youth and families in Hawai?i. Using a sample of 1,125 youth participants, who were 59.1% male (n = 665), with a mean age of 12.96 (SD = 3.4), confirmatory factor analyses pointed to four factors (Externalizing, Delinquency, Anxiety, Depression), with subscale internal reliabilities varying slightly. The majority of convergence patterns between Problem Severity domain and related Child and Adolescent Functional Assessment Scale subscales were significantly correlated in the expected directions. Problem Severity subscale scores were mostly able to discriminate between youth with and without pertinent mental health diagnoses. Youth- and caregiver-report Problem Severity domain subscale and total scores were significantly correlated in the predicted directions. Finally, significant youth improvement was evident at 3-month follow-up, and Problem Severity intake and 3-month follow-up scores were significantly and positively related to one another. Implications and suggestions for future research are discussed.

     

Indiscriminate mothering as a contextual factor in aggressive-oppositional child behavior: “Damned if you do and damned if you don’t”

Fifty-two mother-child dyads took part in a parent training program to modify coercive, antisocial child behavior. Prior to intervention, scores on 14 measures of mother-child interaction and on an index of maternal community contacts (known as insularity) were obtained for each dyad. This index was used to divide the sample into two groups (noninsular) n=21; insular n=31). The interactional measures were then compared between the groups. Insular mothers were more aversive and indiscriminate than noninsular mothers in their use of aversive behavior toward their children, while their children were more aversive than noninsular children, especially in response to aversive maternal behavior. It was concluded that research and therapeutic work with deviant families should focus not only on immediate family interactions but also on the extrafamily environment in which these interactions take place.The research data reported in this paper were generated with support of Grant No. R01-1068-58 from the National Institute of Mental Health, Crime and Delinquency Section. The first author conducted the research while supported by a grant from the University of Lausanne, Switzerland, and the Swiss National Fund for Scientific Research.