Résumés
Résumé
L’efficacité des interventions auxquelles sont exposés les enfants agressifs doit être évaluée avec rigueur. Pour ce faire, les chercheurs et praticiens doivent disposer de mesures fiables, valides, exemptes de biais et qui soient suffisamment sensibles pour permettre de détecter tout changement dans le comportement des enfants. Le premier objectif de cet article consiste à mettre en évidence les limites associées à l’utilisation de mesures indirectes pour évaluer le comportement des enfants exposés à une intervention. Le second objectif vise à illustrer les enjeux associés à l’utilisation de mesures directes basées sur l’observation du comportement. Une analyse des différentes possibilités qui s’offrent aux chercheurs et aux praticiens, notamment en ce qui a trait au choix des comportements ciblés par l’observation et au contexte où se déroule l’observation, est proposée.
Mots-clés :
- Mesure et évaluation,
- observation,
- intervention,
- méthodologie
Abstract
Behavioral outcomes of intervention targeting young aggressive children have to be carefully assessed. Researchers and practioners need reliable, valid, and bias-free instruments that are also sensitive enough to detect any change in children’s behavior. The first goal of this article is to highlight limitations imposed by indirect measures of behavioral assessment with children exposed to an intervention. The second goal is to illustrate issues related to direct behavioral assessment using observation procedure. The different options for researchers and practioners regarding the choice of behavioral targets and observation settings are discussed.
Keywords:
- Assessment,
- observation,
- intervention,
- methodology
Resumo
A eficácia das intervenções às quais são expostas as crianças agressivas deve ser avaliada com rigor. Para tal, os investigadores e os práticos devem dispor de medições fiáveis, válidas, isentas de enviesamentos e que sejam suficientemente sensíveis para permitir detectar toda a mudança no comportamento das crianças. o primeiro objectivo deste artigo consiste em evidenciar os limites associados à utilização de medições indirectas para avaliar o comportamento das crianças expostas a uma intervenção. o segundo objectivo visa ilustrar os desafios associados à utilização de medições directas baseadas sobre a observação do comportamento. é proposta uma análise das diferentes possibilidades que se apresentam aos investigadores e aos práticos, nomeadamente no que se refere à escolha de comportamentos-alvo para a observação e ao contexto no qual se desenvolve a observação.
Palavras chaves:
- Medição e avaliação,
- observação,
- intervenção,
- metodologia
Parties annexes
Références
- Achenbach, T. M. (1991) Integrative guide for the 1991 CBCL/4-18, YSR and TRF profiles. Burlington: University of Vermont.
- Altmann, S. A., & Altmann, J. (2003). The transformation of behaviour field studies. Animal Behaviour; 65, 413-423.
- Aspland, H., & Gardner, F. (2003). Observational measures of parent-child interaction: An introductory review. Child and Adolescent Mental Health, 8(3), 136-143.
- Bierman, K. L., & Greenberg, M. T. (1996). Social skills training in the Fast Track program. In R. D. Peters & R. J. McMahon (éds), Preventing Childhood Disorders, Substance Abuse, and Delinquency (p. 65-89.
- Bierman, K. L., & Furman, W. (1984). The effects of social skills training and peer involvement on the social adjustment of preadolescents. Child Development, 55, 151162.
- Boisjoli, R., & Vitaro, F. (2005). Quels sont les paramètres qui peuvent influencer l’efficacité des programmes d’entraînement aux habiletés sociales auprès d’enfants agressifs? Revue de Psychoéducation, 34(2), 331-354.
- Boisjoli, R., Vitaro, F., Lacourse, É., Barker, E. D., & Tremblay, R. E. (2008). Impact and clinical significance of a preventive intervention for disruptive boys: 15-year follow-up. British Jounal of Psychiatry, 415-419.
- Breton, J.-J., Bergeron, L., Valla, J.-P., Berthiaume, C., Gaudet, N., Lambert, et al. (1999). Quebec Child Mental Health Survey: Prevalence of DSM-III-R mental health disorders. Journal of Child Psychology and Psychiatry, 40(3), 375-384.
- Brown, C. H., Wang, W., Kellam, S. G., Muthen, B. O., Petras, H., Toyinbo, P., Poduska, J., et al. (2008). Methods for testing theory and evaluating impact in randomized field trials: Intent-to-treat analyses for integrating the perspectives of person, place, and time. Drug Alcohol Depend, 95 (Suppl. 1), S74-S104.
- Brown, W. H., Odom, S. L, & Holcombe, A. (1996). Observational assessment of young children’s social behavior with peers. Early Childhood Research Quarterly, 11(1), 19-40.
- CPPRG (1999). Initial impact of the Fast Track Prevention Trial for conduct problems: I. The high-risk sample. Journal of Consulting and Clinical Psychology, 6 7(5), 631-647.
- Card, N. A., Hodges, E. V. E., Little, T. D., & Hawley, P. H. (2005). Gender effects in peer nominations for aggression and social status. International Journal of Behavioral Development, 29(2), 146-155.
- Chambless, D. L., & Hollon, S. D. (1998). Defining empirically supported therapies. Journal of Consulting and Clinical Psychology, 66(1), 7-18.
- Cillessen, A. H. N., Bukowski, W. M., & Haselager, G. J. T. (2000). Stability of sociometric categories. New Directions for Child and Adolescent Development, 88, 75-93.
- Cone, J. D. (1999). Observational assessment: Measure development and research issues. In P. C. Kendall, J. N. Butcher & G. N. Holmbeck (éds), Handbook of research methods in clinical psychology (p. 183-223). New York: John Wiley and Sons.
- Coutu, S., Provost, M. A., & Bowen, F. (2005). L’observation systématique des comportements: une démarche structurée pour une évaluation valide. In S. Bouchard & C. Cyr (éds), Recherche psychosociale: Pour harmoniser recherche et pratique. Sainte-Foy: Presses de l’Université du Québec.
- Craig, W. M., Pepler, D., & Atlas, R. (2000). Observations of bullying in the playground and in the classroom. School Psychology International, 21, 22-36.
- Dishion, T. J., & Granic, I. (2003). Naturalistic observation of relationship processes. In E. M. Heiby & S. N. Haynes (éds), Comprehensive handbook of psychological assessment (vol. 3, p. 143-161). New York: Wiley.
- Dishion, T. J., Poulin, F., & Burraston, B. (2001). Peer group dynamics associated with iatrogenic effects in group interventions with high-risk young adolescents. In D. W. Nangle & C. A. Erdley (éds). New directions for child and adolescent development: Friendship and psychological adjustment (p. 79-92). San Francisco: Jossey-Bass.
- Dodge, K. A., Coie, J. D., Pettit, G. S., & Price, J. M. (1990). Peer status and aggression in boys’ groups: Developmental and contextual analyses. Child Development, 61, 1289-1309.
- Enquête longitudinale nationale sur les enfants et les jeunes (ELNEJ) (1999). Grandir au Canada, Enquête longitudinale nationale sur les enf ants et les jeunes. Ottawa: Développement des ressources humaines Canada. Statistique Canada.
- Eddy, J. M., Dishion, J. T., & Stoolmiller, M. (1998). The analysis of intervention change in children and families: Methodological and conceptual issues embedded in intervention studies. Journal of Abnormal Child Psychology, 26, 53-69.
- Epstein, M. H., & Sharma, J. M. (1998). Behavioral and Emotional Rating Scale (BERS): A strengh-based approach to assessment - Examiner's manual. Austin: PRO-ED.
- Foster, S. L., Inderbitzen, H. M., & Nangle, D. W. (1993). Assessing acceptance and social skills with peers in childhood: Current issues. Behavior Modification, 17, 255- 286.
- Gardner, F. (2000). Methodological issues in the direct observation of parent-child interaction: Do observational findings reflect the natural behavior of participants? Clinical Child and Family Psychology Review, 3(3), 185-198.
- Gresham, F. M., & Elliot, S. N. (1990). Social Skills Rating System test manual. Circle Pines, MN: American Guidance Service.
- Gresham, F. M., Sugai, G., & Horner, R. H. (2001). Interpreting outcomes of social skills training for students with high-incidence disabilities. Exceptional Children, 67(3), 331-344.
- Harris, H. C., & Lahey, B. B. (1982). Recording system bias in direct observational methodology: A review and critical analysis of factors causing inaccurate coding behavior. Clinical Psychology Review, 2, 539-556.
- Hansen, D. J., Nangle, D. W., & Ellis, J. T. (1996). Reconsideration of the use of peer sociometrics for evaluating social-skills training: Implications of an idiographic assessment of temporal stability. Behavior Modification, 20, 281-299.
- Hawkins, D. L., Pepler, D. J., & Craig, W. M. (2001). Naturalistic observations of peer interventions in bullying. Social Development, 10, 512-527.
- Hintze, J. M. (2005). Psychometrics of direct observation. School Psychology Review, 34, 507-519.
- Hoyt, W. T., & Kerns, M.-D. (1999). Magnitude and moderators of bias in observer ratings: A meta-analysis. Psychological Methods, 4(4), 403-424.
- Hymel, S. (1986). Interpretations of peer behavior: Affective bias in childhood and adolescence. Child Development, 57(2), 431-445.
- Kazdin, A. E. (2005). Child, parent, and family-based treatment of aggressive and antisocial child behavior. In E. D. Hibbs & P. S. Jensen (eds), Psychosocial treatments for child and adolescent disorders (p. 445-476). Washington, D.C.: American Psychological Association.
- Kellam, S. G., & Van Horn, Y. V. (1997). Life course development, community epide- smiology, and preventive trials: A scientific structure for prevention research. American Journal of Community Psychology, 25(2), 177-188.
- Kerig, P. K. (2001). Introduction and overview: Conceptual issues in family observational research. In D. C. R. Kerr & K. M. Lindahl (eds), Family Observational Coding Systems (p. 1-22). Mahwah, New Jersey: Lawrence Erlbaum Associates.
- Leflot, G., van Lier, P. A. C., Onghena, V., & Colpin, H. (2010). The role of teacher behavior management in the development of disruptive behaviors: An intervention study with the good behavior game. Journal of Abnormal Child Psychology, 38, 869-882,
- Lindahl, K. M. (2001). Methodological issues in family observational research. In P. K. Kerig & K. M. Lindahl (eds), Family Observational Coding Systems (p. 23-32). Mahwah, New Jersey: Lawrence Erlbaum Associates.
- Lochman, J. E., Boxmeyer, C. L., Powell, N. P., Barry, T. D., & Pardini, D. A. (2010). Anger control training for aggressive youths. In J. R. Weisz & A. E. Kazdin (eds), Evidence-based psychotherapies for children and adolescents (2nd ed.), (p. 227-242). New York, NY: Guilford Press.
- Loeber, R., Burke, J. D., Lahey, B. B., Winters, A., & Zera. M. (2000). Oppositional defiant and conduct disorder: A review of the past 10 years, Part I. Journal of the A merican Academy of Child and Adolescent Psychiatry, 39, 1468-1484.
- Maag, J. W. (2006). Social Skills Training for Students With Emotional and Behavioral Disorders: A Review of Reviews. Behavioral Disorders, 32(1), 5-17.
- Margolin, G., Oliver, P. M., Gordis, E. B., O’Hearn, H. G., Medina, A. M., Ghosh, C. M., et al. (1998). The nuts and bolts of behavioral observation of marital and family interaction. Clinical Child and Family Psychology Review, 1(4), 195-213.
- Masten, A. S., Morison, P., & Pellegrini, D. S. (1985). A revised class play method of peer assessment. Developmental Psychology, 21(3), 523-533.
- Merrell, K. W. (1993). School Social Behavior Scales. Iowa City: Assessment-Intervention Resources.
- Nangle, D. W., Ellis, J. T., Christopher, J. S., & Hansen, D. J. (1993). Sociometric peer nominations: An idiographic examination of temporal stability. Education and Treatment of Children, 16, 175-186.
- Nangle, D. W., Erdley, C. A., Carpenter, E. M., Newman, J. E. (2002). Social skills training as a treatment for aggressive children and adolescents: A developmental-clinical integration. Aggression and Violent Behavior; 7, 169-199.
- Pellegrini, A. D. (2001). Practitioner review: The role of direct observation in the assessment of young children. Journal of Child Psychology and Psychiatry, 42(7), 861-869.
- Pepler, D. J., & Craig, W. M. (1995). A peek behind the fence: Naturalistic observations of aggressive children with remote audiovisual recording. Developmental Psychology, 31(4), 548-553.
- Putallaz, M., & Wasserman, A. (1990). Children’s entry behavior. In S. R. Asher et J. D. Coie (éds), Peer rejection in childhood, Cambridge studies in social and emotional development (p. 60-89). New York, NY: Cambridge University Press.
- Saudino, K. J., Ronald, A., & Plomin, R. (2005). The etiology of behavior problems in 7-year-old twins: Substantial genetic influence and negligible shared environmental influence for parent ratings and ratings by same and different teachers. Journal of Abnormal Child Psychology, 33(1), 113-130.
- Snyder, J., Reid, J., Stoolmiller, M., Howe, G., Brown, H., Dagne, G., et al. (2006). The role of behavior observation in measurement systems for randomized prevention trials. Prevention Science, 7(1), 43-56.
- Snyder, J., Schrepferman, L., McEachern, A., Barner, S., Johnson, K., & Provines, J. (2008). Peer deviancy training and peer coercion: Dual processes associated with early-onset conduct problems. Child Development, 79, 252-268.
- Stage, S. A., & Quiroz, D. R. (1997). A meta-analysis of interventions to decrease disruptive classroom behavior in public education settings. School Psychology Review, 26(3).
- Stoolmiller, M., Eddy, J. M., & Reid, J. B. (2000). Detecting and describing preventive intervention effects in a universal school-based randomized trial targeting delinquent and violent behavior. Journal of Consulting and Clinical Psychology, 68(2), 296-306.
- Swindells, D., & Stagnitti, K. (2006). Pretend play and parents’ view of social competence: The construct validity of the Child-Initiated Pretend Play Assessment. Australian occupational Therapy Journal, 53, 314-324.
- Tremblay, R. E. (2011). Origins, Development, and Prevention of Aggressive Behavior. In Daniel P. Keating, Nature and Nurture in Early Child Development (p. 169-187). New York, NY: Cambridge University Press.
- Vitaro, F. (2001). Évaluation des programmes de prévention: Principes et procédures. In F. Vitaro & C. Gagnon (éds), Prévention des problèmes d'adaptation chez les enfants et les adolescents, tome I (p. 67-100). Sainte-Foy: Presses de l’Université du Québec.
- Vitaro, F., Pelletier, D., & Coutu, S. (1989). Stratégies de résolution de problèmes sociaux hypothétiques: impact de provocations réelles sur les réponses d’enfants en début de scolarisation. Revue Internationale de Psychologie Sociale, 2, 513-529.
- Vitaro, F., & Tremblay, R. E. (2008).Clarifying and maximizing the usefulness of targeted preventive interventions. In Michael Rutter et al. (éds), Rutter's child and adolescent psychiatry (5th ed.), (p. 989-1008). Wiley-Blackwell, xv, 1230 p.
- Walker, H. M., & McConnell, S. (1995). Walker-McConnell Scale of Social Competence and School Adjustment, Elementary Version. San Diego: Singular.
- Walker, H. M., & Severson, H. H. (1990). Systematic Screening for Behavior Disorders. Longmont: Sopris West.
- Webster-Stratton, C., Reid, M. J., & Stoolmiller, M. (2008). Preventing conduct problems and improving school readiness: Evaluation of the Incredible Years Teacher and Child Training Programs in high-risk schools. Journal of Child Psychology and Psychiatry, 49(5), 471-488.
- Yoder, P., & Symons, F. (2010). Observational measurement of behavior. New York: Springer Publishing Company.