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Canadian Journal of School Psychology
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23/2/148    most recent
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What's this?

Development of a Change-Sensitive Outcome Measure for Children Receiving Counseling

Scott T. Meier

University at Buffalo, stmeier{at}buffalo.edu

James L. McDougal

State University of New York at Oswego

Achilles Bardos

University of Northern Colorado

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.

Key Words: testing • measurement • outcome assessment • counseling • psychotherapy • children and adolescents

This version was published on December 1, 2008

Canadian Journal of School Psychology, Vol. 23, No. 2, 148-160 (2008)
DOI: 10.1177/0829573507307693
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