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Extra info for Annual Review of Clinical Psychology 2007, Volume 3
This is primarily due to the extremely limited use of research designs and analyses relevant to the question of incremental validity of instruments or data sources. Haynes & Lench (2003) reported, for example, that over a ﬁve-year period, only 10% of manuscripts submitted for possible publication in the journal Psychological Assessment considered a measure’s incremental validity. Nevertheless, in the literature some important incremental validity data are available that have direct relevance to the practice of clinical assessment.
INCREMENTAL VALIDITY AND EVIDENCE-BASED ASSESSMENT . . . . . . . . . Data from Multiple Informants . . Data from Multiple Instruments . CLINICAL UTILITY AND EVIDENCE-BASED ASSESSMENT . . . . . . . . . CONCLUSIONS . . . . . . . . . . 30 31 31 32 32 32 33 34 35 36 37 37 38 38 40 40 41 43 43 44 45 46 INTRODUCTION Over the past decade, attention to the use of evidence-based practices in health care services has grown dramatically. Developed ﬁrst 30 Hunsley · Mash in medicine (Sackett et al.
For personal use only. ANRV307-CP03-02 ARI 20 February 2007 18:35 (2005) emphasized that approaches to classifying learning disabilities and the measurement of learning disabilities are inseparably connected. Accordingly, rather than focus on speciﬁc measures used in learning disability evaluations, these authors highlighted the need to evaluate the psychometric evidence for different models of classiﬁcation/measurement. Four models were reviewed, including models that emphasized (a) low achievement, (b) discrepancies between aptitude and achievement, (c) intraindividual differences in cognitive functioning, and (d) responsiveness to intervention.