A DSM-IV - Referenced teacher rating scale for use in clinical management

Richard E. Mattison, Kenneth D. Gadow, Joyce Sprafkin, Edith E. Nolan, Jayne Schneider

Research output: Contribution to journalArticlepeer-review

31 Scopus citations

Abstract

Objective: Two studies were conducted to examine the psychometric properties of a DSM-IV-referenced teacher-completed rating scale in children receiving special education. Method: To assess reliability, teachers rated 74 students on two separate occasions (test-retest) using the teacher version of the Child Symptom Inventory-4 (CSI-4T), and teacher aides also rated the children on the first occasion (interrater). In a second study, teacher CSI-4T and Teacher's Report Form (TRF) ratings and consultant diagnoses were obtained for 101 students. Results: Internal consistency reliabilities (0.72-0.94), 2-week test-retest reliabilities (r = 0.61-0.88), and interrater agreement (r = 0.19-0.56) for the CSI-4T major symptom categories were comparable with dimensional rating scales. CSI-4T ratings showed a consistent pattern of convergent and divergent validity with TRF scores and with consultant diagnoses. Conclusion: Findings provide preliminary support for the reliability and validity of the CSI-4T as a measure of DSM-IV symptoms in children receiving special education.

Original languageEnglish (US)
Pages (from-to)442-449
Number of pages8
JournalJournal of the American Academy of Child and Adolescent Psychiatry
Volume42
Issue number4
DOIs
StatePublished - Apr 2003

All Science Journal Classification (ASJC) codes

  • Developmental and Educational Psychology
  • Psychiatry and Mental health

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