Abstract
A growing body of research suggests that, apart from the wording of specific questions, various aspects of the interview process itself may affect the reliability of information provided by research participants. To examine whether the order of presentation of specific diagnostic modules affects the likelihood of subjects' yes/no responses within the Diagnostic Interview Schedule for Children (DISC), the authors used a counterbalanced design, presenting two DISC diagnostic modules to children and their parents in standard or reversed order. Results indicate that the order of module administration exerts effects on the total numbers of symptoms endorsed, level of impairment, and the likelihood of meeting diagnostic criteria, regardless of whether the information is provided by parent or child respondents. Future child and adult assessment measures should take these difficulties fully into account through novel approaches to instrument design and interview procedures.
| Original language | English (US) |
|---|---|
| Pages (from-to) | 439-445 |
| Number of pages | 7 |
| Journal | Journal of Abnormal Child Psychology |
| Volume | 27 |
| Issue number | 6 |
| State | Published - 1999 |
| Externally published | Yes |
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Keywords
- Assessment
- Diagnosis
- Diagnostic interviews
- DISC
- Reliability
ASJC Scopus subject areas
- Psychology(all)
- Clinical Psychology
- Developmental and Educational Psychology
Cite this
Who's up first? Testing for order effects in structured interviews using a counterbalanced experimental design. / Jensen, Peter S.; Watanabe, Henry K.; Richters, John E.
In: Journal of Abnormal Child Psychology, Vol. 27, No. 6, 1999, p. 439-445.Research output: Contribution to journal › Article
}
TY - JOUR
T1 - Who's up first? Testing for order effects in structured interviews using a counterbalanced experimental design
AU - Jensen, Peter S.
AU - Watanabe, Henry K.
AU - Richters, John E.
PY - 1999
Y1 - 1999
N2 - A growing body of research suggests that, apart from the wording of specific questions, various aspects of the interview process itself may affect the reliability of information provided by research participants. To examine whether the order of presentation of specific diagnostic modules affects the likelihood of subjects' yes/no responses within the Diagnostic Interview Schedule for Children (DISC), the authors used a counterbalanced design, presenting two DISC diagnostic modules to children and their parents in standard or reversed order. Results indicate that the order of module administration exerts effects on the total numbers of symptoms endorsed, level of impairment, and the likelihood of meeting diagnostic criteria, regardless of whether the information is provided by parent or child respondents. Future child and adult assessment measures should take these difficulties fully into account through novel approaches to instrument design and interview procedures.
AB - A growing body of research suggests that, apart from the wording of specific questions, various aspects of the interview process itself may affect the reliability of information provided by research participants. To examine whether the order of presentation of specific diagnostic modules affects the likelihood of subjects' yes/no responses within the Diagnostic Interview Schedule for Children (DISC), the authors used a counterbalanced design, presenting two DISC diagnostic modules to children and their parents in standard or reversed order. Results indicate that the order of module administration exerts effects on the total numbers of symptoms endorsed, level of impairment, and the likelihood of meeting diagnostic criteria, regardless of whether the information is provided by parent or child respondents. Future child and adult assessment measures should take these difficulties fully into account through novel approaches to instrument design and interview procedures.
KW - Assessment
KW - Diagnosis
KW - Diagnostic interviews
KW - DISC
KW - Reliability
UR - http://www.scopus.com/inward/record.url?scp=0033429428&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=0033429428&partnerID=8YFLogxK
M3 - Article
C2 - 10821625
AN - SCOPUS:0033429428
VL - 27
SP - 439
EP - 445
JO - Journal of Abnormal Child Psychology
JF - Journal of Abnormal Child Psychology
SN - 0091-0627
IS - 6
ER -