Method Effects and Informant Discrepancies in the Behavior Intervention Monitoring Assessment System
MetadataShow full item record
Informants who complete multi-rater versions of child behavior measures tend to provide discrepant information. Much of the literature in this area has examined the impact of situations/context, rater mood states, and other sources of rater error. Given that rater error tends to be fairly unpredictable, relative to mood states and context dependent effects, the role of error has often been minimized in the literature. The present study sought to explore method effects that might account for a portion of discrepancies in multi-informant reports. Method effects include aspects of the sample, procedure, design, and measurement, with a focus in this study on whether characteristics of the samples (both informant and child) and measurement method (source of information, parent and teacher) affect scores on measures of child mental health concerns. Sample characteristics examined for parent and teacher data included child clinical status, age, gender, ethnicity, parent education level, diagnosis, location, and how long the teacher has known the child. The Behavioral Intervention Assessment Monitoring System (BIMAS) is a brief multi-informant measure (parent, teacher, self) designed to monitor children’s behavior over time or to screen students in need of additional assessment. Effect sizes, descriptive statistics, and MANOVAs were used to examine method effects on BIMAS subscales. Results provided important information about the relative size and number of factors associated with scores produced by parent and teacher raters. Clinical status, Hispanic ethnicity, and residence in the Northeastern United States produced some of the largest effect sizes.