Abstract
Interviews between school psychologists and teachers or parents are usually conducted informally and unsystematically in the assessment process. Consequently, interviews have not been considered a formal assessment method in school psychology. This article reviews evidence for the psychometric adequacy of behavioral interviews both in terms of traditional psychometric theory and Generalizability Theory. Based upon this review, it was concluded that behavioral interviews have some evidence for interrater reliability (scorer generality), content validity, and criterion-related validity (method generality). Additional research in the areas of training behavioral interviewing skills, construct and social validation, the effects of interviewer and interviewee characteristics, and the accuracy of child interview data were recommended.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
