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Journal of Pediatric Psychology Advance Access originally published online on June 18, 2008
Journal of Pediatric Psychology 2008 33(9):1015-1020; doi:10.1093/jpepsy/jsn060
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© The Author 2008. Published by Oxford University Press on behalf of the Society of Pediatric Psychology. All rights reserved. For permissions, please e-mail: journals.permissions@oxfordjournals.org

Commentary: Evidence-based Assessment is not Evidence–based Medicine—Commentary on Evidence-based Assessment of Cognitive Functioning in Pediatric Psychology

Eric Youngstrom

Departments of Psychology and Psychiatry, University of North Carolina, Chapel Hill

All correspondence concerning this article should be addressed to Eric Youngstrom, PhD, Department of Psychology, Davie Hall, CB 3270, University of North Carolina, Chapel Hill, NC 27599-3270, USA. E-mail: eay@unc.edu

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The authors are commended on a well-done review of instruments to assess cognitive functioning in pediatric psychology. The review follows the framework of a psychological assessment review, and it provides a concise compendium with good coverage of available tests and a compilation of their psychometric "vital statistics." The article also goes beyond the tropes of routine review by identifying some themes and issues such as the potential value of having disorder specific (or other subgroup specific) norms.

The choice of the words "evidence based" in the title invokes many associations, several perhaps unintended by the authors. For me, the phrase cued expectations developed from reading and teaching in an "Evidence-based Medicine" (EBM) framework (Guyatt & Rennie, 2002Go; Straus, Richardson, Glasziou, & . . . [Full Text of this Article]


   Strengths
 

   Three Emergent Themes: Some Elaboration on Short Forms, Retest Intervals, and Norms
 
Short Forms
Retest Intervals
Separate Group Norms
EBA versus EBM

   Next Steps: Integrating the Two Models of "Evidence-based"
 
Agenda for the Researcher
Agenda for the Practitioner

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