Citation

Meier ST, McDougal JL, Bardos A. Can. J. Sch. Psychol. 2008; 23(2): 148-160.

Copyright

(Copyright © 2008, SAGE Publishing)

DOI

10.1177/0829573507307693

PMID

unavailable

Abstract

Contemporary testing standards place test purpose as the central focus during test development and subsequent use. This study describes the development of a measure for children designed explicitly to measure change resulting from psychosocial interventions. Parents completed the outcome measure for 896 elementary school-age children receiving psychotherapy interventions from community mental health agencies. Scales formed with change-sensitive items evidenced adequate reliability estimates and larger effect sizes than scales composed of the original item pool. When asked by stakeholders such as parents, principals, and school boards to investigate the effectiveness of provided interventions, school psychologists should consider the use of change-sensitive measures that are sensitive to small and moderately sized treatment effects.

Language: en