Evidence-Based Assessment in Pediatric Psychology

In the past decade, there has been considerable attention devoted to evaluating the scientific merit of psychological treatments. In 1995, Division 12 (Clinical Psychology) of the American Psychological Association (APA) embarked on an evaluation of evidence-based (formerly referred to as empirically supported) treatments for psychopathology (Task Force on Promotion and Dissemination of Psychological Procedures, 1995). A similar venture soon followed from Division 53 (Society of Child Clinical and Adolescent Psychology) to identify psychosocial interventions for children and adolescents, which were supported by research findings (Lonigan, Elbert, & Johnson, 1998). Division 54 (Society of Pediatric Psychology) of the APA conducted an evaluation yielding a series of articles on evidence-based treatments germane to pediatric psychology (Spirito, 1999). The efforts to identify, describe, and disseminate information about treatments that are supported by sound scientific evidence are important endeavors for advancing scientist-practitioner approaches to therapy and research in psychology. Scientist-practitioners are equally concerned about the research base supporting their assessment instruments. Thus, in 1999, Division 12 conducted one of the first systematic evaluations of evidence-based assessments (Ollendick, 1999). A particular emphasis was placed on identifying the treatment utility of the measures, which refers to the extent that they provide information that helps guide the design of interventions (Hayes, Nelson, & Jarrett, 1987; NelsonGray, 2003). Thus, there was more attention devoted to measures of malleable state-like variables than measures of stable trait-like characteristics. In addition, this task force limited the scope of the review to laboratory and performance-based measures (e.g., observations under standardized conditions) of child clinical psychology (e.g., autism, anxiety, depression, and attention deficit hyperactivity disorder). In a summary of the findings, Frick (2000) concluded that the measures were useful in providing additional information about the disorders under study, but the instruments did little in guiding the design of treatment interventions. An explanation is that many of the laboratory-based measures reviewed were developed and employed to examine specific hypotheses about disorders rather than for clinical use. In 2005, Division 53 published a special issue focusing on evidence-based assessment of child and adolescent disorders. In the lead article, Mash and Hunsley (2005) discussed some of the difficulties of conducting a review of evidence-based assessments, including the large number of measurement tools, the varied purposes of assessment, the rapid developmental changes in children, and the need for multiple sources of information (e.g., teachers and parents). This series detailed assessment approaches with children with anxiety, depression, bipolar disorder, attention deficit hyperactivity disorder, conduct problems, learning disabilities, and autism spectrum disorders. Whereas there is a overlap in the concerns and issues in the fields of child psychopathology and pediatric psychology, there are also some distinctions that should be noted. The populations evaluated and foci of concern of pediatric psychology are distinct. For example, adherence to medical regimens, psychosocial issues related to having a chronic illness, and evaluations of medical pain management are issues more commonly addressed by pediatric psychologists than clinical child psychologists. Given that pediatric psychologists are often working with medical professionals and in busy