Integrating and Interpreting Assessment Information

Abstract

What are some reasons why assessment information may differ depending on who is providing it?

What are the issues involved in using simple (equal weighing) or complex (unequal weighing) methods for combining information from different sources?

How might age of the child and type of behavior affect the agreement between different sources on a child’s or adolescent’s adjustment?

Throughout this book we have emphasized the need for a comprehensive evaluation when testing children and adolescents in most circumstances. Comprehensive means that (1) many areas of functioning should be assessed, (2) assessments should be conducted using multiple techniques, and (3) assessments should obtain information from many sources (e.g., child, parent, teachers, peers). If one follows this advice, one is confronted with a dizzying array of information gathered during the assessment. In the previous chapters we discussed each individual component of the assessment in isolation. However, the most important and most difficult part of the evaluation is the integration of this information into a clear case formulation that answers the referral questions and points the way to the most appropriate intervention.