Karen Esveldt-Dawson

Assessment of childhood depression: correspondence of child and parent ratings.

The present investigation evaluated the correspondence of child and parental reports of the childrens depression. One-hundred-four children (ages 5–13) hospitalized on a psychiatric intensive care service, 101 mothers, and 47 fathers independently completed several measures to assess severity and duration of the childrens depression. To validate the depression instruments, measures of hopelessness and self-esteem (completed by the children) and somatic complaints and internalizing (completed by the parents) were also included. The results indicated that different measures of depression completed by the same rater (child, mother, or father) were highly intercorrelated. However, there was little or no relationship between mother-child and father-child reports of the childrens depression for the same or different measures of depression. Childrens ratings of depression were positively correlated with hopelessness and parent ratings of somatic complaints and negatively correlated with self-esteem. Children independently diagnosed as depressed (DSM-III) were higher in severity of depression than nondepressed children on child and parent completed measures. The implications of the present results for further evaluation of child self-report and factors that may contribute to correspondence with parental report are highlighted.

Child and parent evaluations of depression and aggression in psychiatric inpatient children

This investigation examined the agreement between children and their parents on measures of depression and aggression. A total of 120 inpatient children (ages 7–13) and their mothers and fathers independently completed self-report and interview measures that focused on the childrens dysfunction. Children and their parents differed in their ratings of each symptom area, with children providing significantly less severe ratings than their parents. Children who met DSM III criteria for major depression or conduct disorder were significantly higher in their ratings of depression and aggression than children without these diagnoses, as reflected in both child and parent ratings. Child and parent ratings correlated in the low to moderate range on measures of childrens symptoms, whereas mother and father ratings correlated in the moderate to high range. The correspondence between children and parents did not vary as a function of symptom area (depression and aggression) or assessment format (self-report and interviews). The results suggest that children are able to rate the severity of their dysfunction, although they tend to provide lowerbound estimates than do their parents.

Effects of Parent Management Training and Problem‐solving Skills Training Combined in the Treatment of Antisocial Child Behavior

Abstract This investigation evaluated the combined effects of parent management training (PMT) and cognitive-behavioral problem-solving skills training (PSST) for the treatment of antisocial behavior. Psychiatric inpatient children (N = 40, ages 7 to 12) and their parents were assigned randomly to either PMT-PSST combined or to a contact-control condition. In the combined treatment, parents received PMT and the children received PSST. In the control condition, parents received contact meetings in which the childs treatment was discussed; children met with a therapist in individual sessions where they discussed activities on the ward. All children participated in a short-term hospital program before their return to the community. Children in the PMT-PSST condition showed significantly less aggression and externalizing behavior at home and at school and greater prosocial behavior and overall adjustment than contact-control children. These results were evident immediately after treatment and at a 1-year follow-up assessment.

The interview for antisocial behavior: Psychometric characteristics and concurrent validity with child psychiatric inpatients

The present study evaluated psychometric features and correlates of the Interview for Antisocial Behavior (IAB), a new measure designed to assess antisocial child behavior. Parents of 264 psychiatric inpatients (ages 6–13 years) completed the measure to evaluate antisocial behavior of their children. The investigation evaluated the relation of IAB scores to clinically derived diagnoses and to aggression and externalizing behaviors, as measured by different raters (parents, teachers), across different settings (home, school, hospital), and with different assessment methods (rating scales, behavioral role-play test). The results indicated that the IAB showed acceptable levels of internal consistency. A priori scores (severity, duration, total antisocial behavior) and factor analytically derived scales (Arguing/Fighting, Covert Antisocial Behaviors, Self-Injury) distinguished children with a DSM III diagnosis of conduct disorder, and scores on the IAB were more consistently related to other measures of aggression and externalizing behavior than to measures of internalizing behavior or overall severity of dysfunction. The implications of the results for use of the measure, particularly in relation to evaluation of the overt-covert dimension of antisocial behavior, are discussed.

Validation of methods for assessing social skills in children

Fifty‐eight children ages 8–13 (X = 9.7 years) from an elementary school were assessed on teacher and child measures of popularity and social skills. Measures given to children included a behavioral role‐play test, peer nominations, the Matson Evaluation of Social Skills with Youngsters (MESSY), a paper and pencil Likert‐type scale, and a structured interview in which children were asked what they would say and do in six different situations involving interactions with peers. Measures completed by teachers included a popularity ranking and a social skills rating based on several questions concerning social behaviors. Behavioral role‐play test performance was not consistently correlated with measures of popularity and social skills as assessed either from the perspective of child popularity or predicted by ratings of general social adjustment, other teacher or child measures of social skills or child gender. Implications of these and related findings for assessing popularity and social skills excesses and ...

Correspondence of teacher ratings and direct observations of classroom behavior of psychiatric inpatient children

The present investigation examined the correspondence of teacher ratings and direct observations of classroom behavior. Techers, extraclass raters, and observers completed standard rating scales and/or measures of overt classroom behaviors of psychiatric inpatient children (N=32). The study assessed if the correspondence between ratings and direct observations was influenced by who evaluates the child (teachers, raters) and the assessment format (general ratings, discrete behaviors). The results indicated that (1) measures from different assessors correlated in the low to moderate range, (2) data from extraclass raters corresponded more closely with direct observations than with data from teachers, (3) teacher and rater estimates of overt child behavior did not correlate more highly with direct observations than did standard rating scales, and (4) teachers and raters viewed child behavior as more appropriate than direct observations indicated. Measures from teachers, raters, and observers readily distinguished attention deficit disorder children with hyperactivity from their peers. However, teacher evaluations delineated these children more sharply than other assessors.

Training interpersonal skills among mentally retarded and socially dysfunctional children

Abstract Two moderately retarded boys, ages 11 and 12 yr, who resided in an inpatient unit for emotionally disturbed children, were treated for deficits in social skills. The deficits included physical gestures, facial mannerisms, eye contact, words spoken, and intonation and content of speech. The treatment package consisted of instructions, performance feedback, social reinforcement, modeling, and role-playing. The effects of the treatment in developing appropriate social performance were evaluated in separate multiple-baseline designs across behaviors for each child. The training improved social skills and brought children up to or beyond the level of normal control subjects who were the same age and gender.

The relationship of role-play assessment of children's social skills to multiple measures of social competence

Abstract The present investigation evaluated the relationship of role-play performance of childrens social skills with multiple measures of social competence. Thirty-eight psychiatric inpatient children (ages 7–13 yrs) completed measures to assess role-play performance, knowledge of social skills, self-efficacy and self-reported social behavior in diverse situations. Overt social interaction was directly but unobtrusively assessed in the hospital as well. Multiple measures of social skills were also completed by hospital staff, parents and teachers. The results indicated that role-play performance correlated significantly with child knowledge and self-efficacy but not with overt social behavior or self-reported social behavior in diverse situations. Role-play performance generally did not correlate with measures completed by staff, parents and teachers. Yet measures completed by these informants did converge and also were useful in delineating diagnostic groups of children whose social behavior would be expected to be problematic. The implications of the results for the use of role-play tests to evaluate social skills and to discriminate clinical populations are discussed.

Nonverbal Behavior and Childhood Depression

The present investigation evaluated the relationship of nonverbal behavior and childhood depression among 104 child psychiatric inpatients (ages 7–12 years). Depression was measured by standard inventories of severity administered separately to children and their mothers, global ratings of affect from an interview, and DSM-III diagnoses obtained from diagnostic inteviews and clinical material. Nonverbal behaviors (eye contact, response latency, facial expressiveness, smiling, frowning, intonation, tearfulness, and head, body, and hand movements) were assessed in an interview in which the child answered questions and told stories. Selected nonverbal behaviors significantly correlated with depression and generally were consistent with depressive symptoms such as sad affect, diminished motor activity, and deficient social interaction. Nonverbal behaviors tended to correlate with severity of depression more consistently among girls than boys. Notwithstanding several significant relationships, most of the nonverbal behaviors assessed did not consistently correlate with measures of depression across both child and parent inventories. Moreover, DSM-III diagnosis of depression generally was unrelated to nonverbal behavior. The present findings suggest less robust relationships between depression and nonverbal behavior for children than those obtained with adults.

Social skill performance among normal and psychiatric inpatient children as a function of assessment conditions

Abstract The present investigation examined the effects of varying the standard assessment conditions on performance of social skills among normal and psychiatric inpatient children. Sixty children (30 normals, 30 patients), ages 6–12, completed behavioral and self-report measures of social skills on two separate occasions. During the second assessment, half of the children received feedback and incentives for performance; the other half did not. The testing conditions consistently altered social skill performance. Children who received the incentives during assessment showed significantly higher levels of social skills, as reflected in concrete behavior (e.g. eye contact, facial expressions), and molar responses (e.g. giving compliments, responding to provocation). The results suggest that social skills performance varies considerably as a function of the assessment conditions. Training programs should not assume that persons do not have the responses in their repertoires merely because of low pretest performance unless more extensive efforts are made to evoke appropriate responses.