Advanced Search

Journal Navigation

Journal Home

Subscriptions

Archive

Contact Us

Table of Contents

CiteULike is a free service for managing and discovering scholarly references - click here to get started.

Sign In to gain access to subscriptions and/or personal tools.
Assessment for Effective Intervention
This Article
Right arrow Full Text (PDF)
Right arrow References
Right arrow Alert me when this article is cited
Right arrow Alert me if a correction is posted
Right arrow Citation Map
Services
Right arrow Email this article to a friend
Right arrow Similar articles in this journal
Right arrow Alert me to new issues of the journal
Right arrow Add to Saved Citations
Right arrow Download to citation manager
Right arrowRequest Permissions
Right arrow Request Reprints
Right arrow Add to My Marked Citations
Citing Articles
Right arrow Citing Articles via HighWire
Right arrow Citing Articles via Google Scholar
Right arrow Citing Articles via Scopus
Google Scholar
Right arrow Articles by Canivez, G. L.
Right arrow Articles by Watkins, M. W.
Right arrow Search for Related Content
Social Bookmarking
Add to CiteULike   Add to Complore   Add to Connotea   Add to Del.icio.us   Add to Digg   Add to Reddit   Add to Technorati   Add to Twitter  
What's this?

Interrater Agreement for Syndromic Profile Classifications on the Adjustment Scales for Children and Adolescents

Gary L. Canivez

Eastern Illinois University

Marley W. Watkins

The Pennsylvania State University

This article reports on an investigation of the interrater agreement on the Adjustment Scales for Children and Adolescents (ASCA) syndromic profile classifications. Teaching professionals (N = 29) who shared the same classroom for a minimum of one hour per day provided independent ratings of the same child on the ASCA. Results indicated that statistically significant interrater agreement was achieved across all 22 syndromic profile classification levels. However, good clinical significance was obtained only for the three- and two-level broad classifications while fair clinical significance was obtained for the five-level broad classifications. Thus, there was adequate interrater agreement for ASCA classifications that reflected broad levels of adjustment and maladjustment but inadequate agreement for specific behavioral types of adjustment and maladjustment. Additional research with much larger sample sizes is needed to better determine the agreement for the 22 syndrome profiles.

Assessment for Effective Intervention, Vol. 28, No. 1, 39-46 (2002)
DOI: 10.1177/073724770202800105
Add to CiteULike CiteULike   Add to Complore Complore   Add to Connotea Connotea   Add to Del.icio.us Del.icio.us   Add to Digg Digg   Add to Reddit Reddit   Add to Technorati Technorati   Add to Twitter Twitter    What's this?


This article has been cited by other articles:


Home page
 Canadian Journal of School PsychologyHome page
G. L. Canivez and T. N. Beran
Adjustment Scales for Children and Adolescents: Factorial Validity in a Canadian Sample
Canadian Journal of School Psychology, December 1, 2009; 24(4): 284 - 302.
[Abstract] [PDF]

Home page
 Journal of Psychoeducational AssessmentHome page
G. L. Canivez and K. J. Bohan
Adjustment Scales for Children and Adolescents and Native American Indians: Factorial Validity Generalization for Yavapai Apache Youths
Journal of Psychoeducational Assessment, December 1, 2006; 24(4): 329 - 341.
[Abstract] [PDF]