Psychological Assessment

Lansford, Jennifer E.; Odgers, Candice L.; Bradley, Robert H.; Godwin, Jennifer; Copeland, William E.; Rothenberg, W. Andrew; Dodge, Kenneth A.

doi: 10.1037/pas0001183pmid: 36174166

For decades, the Home Observation for Measurement of the Environment (HOME) has been the most widely used measure of children’s home environments. This report provides a revised version of the HOME–Short Form, the HOME-21, reflecting historical changes in family composition and caregiver roles, norms about the acceptability of different forms of discipline, and children’s digital environments. Using data from two samples of parents of children ages 0–17 (Fast Track [FT], N = 553, age = 33.8, 49.2% female, 48.1% Black, 51.9% White/other; Great Smoky Mountains Study [GSMS], N = 722, age = 37.2, 54.7% female, 67.6% White, 6.6% Black, 25.8% American Indian), we assess the utility of the HOME-21 with descriptive statistics and correlations with a range of demographic, family context, parenting, and child adjustment measures. Higher HOME-21 scores were correlated with obtaining a high school diploma or equivalency diploma (in GSMS only), having 4 or more years of college, and household income. HOME-21 was also correlated with having a more favorable family context indexed by fewer stressful life events (in FT only), less household food insecurity, lower household chaos, and more perceived social support. Higher HOME-21 scores were correlated with better parenting in the form of parental acceptance, positive parenting, warm involvement, appropriate and consistent discipline, verbal discussion, less physical aggression, and greater parental self-efficacy. Higher HOME-21 scores were correlated with better child adjustment in terms of fewer emotional and conduct problems, less hyperactivity, and more prosocial behavior. The HOME-21 has utility for use in future studies of children’s home environments in the 21st century.

Goltermann, Janik; Meinert, Susanne; Hülsmann, Carina; Dohm, Katharina; Grotegerd, Dominik; Redlich, Ronny; Waltemate, Lena; Lemke, Hannah; Thiel, Katharina; Mehler, David M. A.; Enneking, Verena; Borgers, Tiana; Repple, Jonathan; Gruber, Marius; Winter, Nils;

Kuhfeld, Megan; Soland, James; Lewis, Karyn

doi: 10.1037/pas0001187pmid: 36355691

Supporting students’ social-emotional learning (SEL) is gaining emphasis in education. In particular, self-control is a construct that has been shown to predict academic outcomes, though much debate on this point exists. Although largely unexamined, inconsistent findings could stem from the fact that related surveys are often scored by multiple raters (e.g., teachers and parents), especially when administered at a young age when students cannot respond to items themselves. Yet little is known about (a) how much parent and teacher self-control ratings overlap and (b) what student characteristics like race and socioeconomic status are associated with inconsistencies. In this study, we use data from a widely used measure of early self-control with parent and teacher forms. We use these data to examine the impact of rater discrepancies on our understanding of students’ self-control. Results show relatively low agreement between parents and teachers, with some evidence that discrepancies are associated with student race.

Willoughby, Michael T.; Williams, Jason; Tueller, Stephen J.; Lauff, Erich M.; Hudson, Kesha

doi: 10.1037/pas0001179pmid: 36174165

Executive function (EF) assessments often involve the administration of multiple tasks. Although factor analytic methods are routinely used to summarize performance across multiple tasks, they may not be optimal for this purpose. We introduce reliable component analysis (RCA) as a strategy for summarizing EF task performance and demonstrate how it compares to traditional methods. Participants included 259 children (M = 4.5, SD = 0.6 years old; 55% female; 41% White, 35% Black, 14% Hispanic, 1% Asian, 1% American Indian, and 8% of more than one race) from the Kids Activity and Learning Study. Data collection occurred in center-based preschools and involved direct child assessments of EF, motor, and math skills. Principal components analysis (PCA), principal axis factor analysis (FA), and RCA methods were used to summarize children’s performance across a battery of six EF tasks. Whereas PCA and FA indicated that a single composite or factor provided the best representation of EF task data, RCA indicated that three composites were justifiable. RCA composites were moderately to strongly correlated with PCA and FA scores (rs = .39–.79). Regression models indicated that all three approaches for combining EF task scores explained the same proportion of variance in motor and math skills outcomes, though the contributions of individual composite and factor scores varied. Results are discussed with respect to how RCA differs from more commonly used tools for data reduction.

Simmons, Melanie L.; Ogloff, James R. P.; Daffern, Michael

doi: 10.1037/pas0001174pmid: 36455028

Readministration of multiple risk assessment instruments to determine the risk of aggression over the short, medium, and long term is common practice in many forensic mental health settings. Justification for the repeated administration and use of multiple instruments is based on purported differences in discriminative validity of risk factors according to whether they are characterized as static, stable, or acute, and the composition of these tools, in terms of the relative balance of different types of risk factors, which can impact the discriminative validity of these instruments over different follow-up periods. However, research has yet to determine whether the use of multiple and repeated administration of risk assessment instruments improves identification of risk, and it may be the case that the heavy burden on service providers to administer multiple instruments is unwarranted. In this study, time-dependent cox regression with repeated assessments and recurrent events was used to investigate the dynamic nature and incremental validity of the dynamic appraisal of situational aggression (DASA), short-term assessment of risk and treatability (START), and HCR-20v3, which were repeatedly rated on a sample of forensic mental health inpatients (N = 240) over a 2-year period. Results suggest that using the rolling mean or the most recent risk assessment yielded the most accurate characterization of change in aggression risk. Repeated administration of dynamic risk instrument instruments improved the identification of aggression beyond the initial risk assessment. Although static, stable, and acute factors were significantly related to aggression, the combination of data from multiple risk assessment instruments may not result in clinically meaningful improvements in risk identification.

Burghart, Matthias; de Ruiter, Corine; Hynes, Sophia E.; Krishnan, Nishant; Levtova, Yara; Uyar, Abdo

doi: 10.1037/pas0001184pmid: 36227302

Although the inclusion of protective factors in risk assessment is believed to improve prediction, most risk assessment tools emphasize risk factors. In response, the Structured Assessment of Protective Factors for violence risk (SAPROF) has been developed, which focuses exclusively on protective factors and is used in conjunction with a structured risk assessment tool. It has received increasing attention from both researchers and forensic mental health practitioners, and additional versions have been developed for use with adolescents (SAPROF-YV) and sex offenders (SAPROF-SO). To assess their psychometric performance, we conducted a meta-analysis of validation studies. Our final sample included 39 articles with 5,434 subjects from 16 countries. Overall, the SAPROF(-YV/-SO) showed good interrater reliability and moderate-to-good predictive performance for the absence of recidivism and institutional misconduct. All three instruments exhibited incremental validity when used in conjunction with a risk-focused assessment tool. Our meta-analysis additionally showed that changes on the SAPROF are associated with decreased violent and general recidivism after controlling for baseline risk. We also uncovered several shortcomings in current research with the SAPROF(-YV/-SO). Studies did not report calibration indices and most studies were retrospective and limited to male offenders. The present findings provide support for the relevance of protective factors in risk assessment, but future research should focus on their hypothesized role in treatment and risk management.

Eisele, Gudrun; Vachon, Hugo; Lafit, Ginette; Tuyaerts, Daphne; Houben, Marlies; Kuppens, Peter; Myin-Germeys, Inez; Viechtbauer, Wolfgang

doi: 10.1037/pas0001177pmid: 36174163

Since the introduction of the experience sampling method (ESM), there have been concerns that the repeated assessments typically related to this method may alter the behavior, thoughts, or feelings of participants. Previous studies have offered mixed results with some studies reporting reactive changes, while others failed to find such effects. Our aim was to investigate under which circumstances ESM induces reactive effects. Students (N = 151) were randomly assigned to receive a questionnaire containing 30 or 60 items three, six, or nine times per day for 14 days. A random sample of 50 participants took part in qualitative interviews after the end of the data collection. We investigated changes over time in the data, while taking into account the sampling protocol and characteristics of participants, and analyzed qualitative reports of measurement reactivity. Decreases in completion time, within-person variance of ratings and subjective reports of habituation point toward the existence of a habituation period. While participants reported increases in emotional awareness in interviews, ESM measures indicated a decrease in emotional awareness over time. Changes in behavior were rare in quantitative and qualitative reports. Positive affect was decreasing over time in the ESM data, and various changes in affect, emotion regulation, and thoughts were reported in interviews. Individual characteristics and sampling protocol had inconsistent effects on changes over time. The results suggest that ESM induces changes in within-person variability, completion times, affect, or emotional awareness over time. Further research is needed to explore whether observed changes affect the validity of ESM data.

Dixon, Jasmine S.; Mather, Molly A.; Ready, Rebecca E.; Madore, Michelle R.

doi: 10.1037/pas0001189pmid: 36227304

The older adult population in the United States (U.S.) is becoming more racially and ethnically diverse, whereas most practicing neuropsychologists are white. Psychologists hold social privilege of which they may not be aware and work in health care systems that benefit the racial majority. System-level change is necessary to create a more equitable and accessible health care system for racially and ethnically diverse older adults. It is vital for the field of psychology to understand how oppression, power, and privilege impact the accessibility, reliability, and effectiveness of psychological assessment. The aim of this article is to address how historical medical injustices, poor education quality, barriers to communication, biases, and intersectionality influence psychological evaluations. Via a selective literature review, we illustrate how these issues apply to working with racially and ethnically diverse older adults. We discuss the historical context of the multicultural approach to assessment; system- and interpersonal-level manifestations of oppression; and age-cohort-related considerations. A clinical vignette illustrates how oppression, power, and privilege can manifest in the context of an evaluation. We issue a commentary and call to action, charging psychologists to implement individual- and system-level change. We provide recommendations for culturally responsive psychological assessments.