Incremental validity in the psychological assessment of children and adolescents.
Incremental validity in the process of psychological assessment of children and adolescents is explored. The authors highlight the dependence of the incremental validity of assessment information on factors such as goal of assessment, other information available, base rate of the problem or outcome, age or gender of the child, and type of problem being assessed. The authors discuss the incremental validity of assessment information from alternate sources, methods, and constructs. In view of the limited number of studies directly relevant to incremental validity in child clinical assessments, the authors call for more clinically relevant research. To have the greatest impact on child and adolescent services, this research must be readily generalized and immediately relevant to actual clinical practice.
Johnston
Charlotte
C
Department of Psychology, 2136 West Mall, University of British Columbia, Vancouver, British Columbia, Canada V6T 1Z4. cjohnston@psych.ubc.ca
Murray
Candice
C
D000293:Adolescent; D002648:Child; D002653:Child Behavior Disorders / Q000175:diagnosis* / Q000453:epidemiology / Q000628:therapy; D006801:Humans; D001523:Mental Disorders / Q000175:diagnosis* / Q000453:epidemiology / Q000628:therapy; D010552:Personality Assessment / Q000706:statistics & numerical data*; D011581:Psychological Tests / Q000706:statistics & numerical data*; D011594:Psychometrics / Q000706:statistics & numerical data; D015203:Reproducibility of Results