(RISE) Risk Inventory and Strengths Evaluation helps professionals determine risky behaviors and psychological strengths in children, adolescents, and young adults. If the risky behaviors are detected early, the psychological behaviors can be used to coach the child to improve adaptation.
Children who have mental health issues often exhibit risky behaviors that can be detrimental to their ability to function in social situations and could even put them or others in danger. By assessing their psychological strengths and identifying environmental triggers, they can learn to adapt and move forward with their illness.
We can use psychometric concepts to measure the validity of the RISE assessment with both theoretical and practical dimensions. Theoretical aspects of validity concern whether the assessment or the rating scales measure what they are intended to measure.
Practical components encompass clinically relevant information that we can infer from the scores of the assessment or the rating scale. Evidence of content validity, structural validity, concurrent validity, and evidence based on clinical groups is used to address the structural validity and psychometric issues.
Establishing the structural validity of the RISE assessment is important. To do this, we use practical psychometric concepts to organize RISE items into scales that measure the various aspects of the constructs of both risky behavior and psychological strengths.
To support structural validity, the methods of factor analysis, inter-scale correlations, and item-to-scale correlation have to demonstrate that the RISE scales are comprised of items that share variance in the underlying data set. The scales also have to support the separate interpretation of their scores.
Because the RISE assessment is based on two factors including risky behaviors and psychological strengths, the structural validity can be supported by analyses that show the underlying data fits this model.
Subsequently, concurrent validity is a key aspect of determining the validity of the RISE assessment because it measures the new rating scale’s existing measures against similar constructs. These relationships must meet psychometric theoretical expectations concerning strength and valence in order to represent critical connections between the measurements and the existing knowledge of the theory under study.
By selecting concurrent measures to evaluate both risky behaviors and psychological strengths, the concurrent validity of the RISE assessment is solidified by identifying an expected correlation between proneness to risky behavior and strengths in individuals with problems of psychological adjustment.
Using theoretical psychometric concepts, we can determine the content validity of the RISE assessment. The items of a rating scale must include sufficient descriptive coverage of the various behaviors and psychological characteristics that the rating scale should measure.
With decades of experience in assessing and treating at-risk children and young adults, the author of the scales was able to lead a process of writing scales that reflect the expected outcome of youth engaged in high-risk behavior and the psychological characteristics that determine good outcomes.
By using a combination of theoretical and practical psychometric concepts to establish the RISE assessment scales, we can effectively measure the content, concurrent, and structural validity of the exam and trust that the results will accurately identify risky behavior and psychological strengths for the purposes of effective treatment.