Contributions of a Child Interview to Multimethod Assessment of Children with EBD and LD

Abstract

This study tested the predictive power of a child interview, combined with two standardized parent and teacher rating scales, for differentiating matched samples of children with emotional and behavioral disorders (EBD) or learning disabilities (LD), and nonreferred children. The Semistructured Clinical Interview for Children and Adolescents (SCICA) was administered to 178 subjects ages 6–12. Parents completed the Child Behavior Checklist (CBCL) and teachers completed the Teacher's Report Form (TRF). Most SCICA, CBCL, and TRF scales significantly discriminated between children with EBD and nonreferred children. Many scales also discriminated between children with EBD and LD. Discriminant analyses of combinations of SCICA, CBCL, and TRF scales produced exceptionally high classification rates for EBD versus nonreferred children, with overall misclassification rates of only 3.3-4.4%. Classification rates were lower for EBD versus LD, as expected. Implications are discussed regarding multimethod assessment and interventions for children with behavioral and emotional problems.

Additional information

Notes on contributors

Stephanie H. McConaughy

Stephanie H. McConaughy, PhD, is Research Associate Professor of Psychiatry and Psychology in the Department of Psychiatry, University of Vermont. Her research interests include multimethod assessment of children's behavioral/emotional and learning problems and their long-term outcomes.

Thomas M. Achenbach

Thomas M. Achenbach, PhD, is a Professor of Psychiatry and Psychology in the Department of Psychiatry, University of Vermont. His interests include developmental and empirically based approaches to psychopathology.