Validation of the Dominic Interactive among Innu schoolchildren: Clinical value and psychometric limits

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Reference

Garneau M, Laventure M, Temcheff, CE. (2023). Validation du Dominique Interactif auprès d’élèves Innus : utilité clinique et limites psychométriques. Revue de psychoéducation. 52(1), 267–298.

Abstract

The use of a self-reported measurement tool to identify emotional and behavioral problems would contribute to the valid assessment of adaptative difficulties among Indigenous children. However, without proper validation in a particular socio-cultural context, the use of psychological tests may lead to inaccurate interpretations (AERA et al., 2014). The Dominic Interactive (Valla, 2008) screens for seven common mental health problems in children and has shown promise in terms of being a valid measure for Indigenous children (Garneau et al., 2020). The psychometric properties of the Dominic Interactive are examined in 195 Innu children in Quebec. This study reports indices of temporal stability (test-retest reliability) and validity of the Dominic Interactive scale scores interpretations. Associations between test scores and other variables, such as the ASEBA-Teacher Report Form (TRF) scores (Achenbach et Rescorla, 2001), the reception of psychosocial or educational services, and child gender were examined. Results show satisfactory temporal stability for the seven Dominic Interactive scale scores among Innu children. Correlations between Dominic Interactive scale scores and ASEBA-TRF scale scores suggest that Innu children are reporting valid information about their anxious, depressed, oppositional, behavioral, and attentional symptoms. However, Dominic Interactive scores were poorly associated with the reception of psychosocial or educational services. Data suggest Innu girls participating in this study were less likely to be referred for services. Potential clinical applications of these results are discussed.

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