Epidemiological surveys of child and adolescent mental disorders often rely
on multiple informants to get a complete diagnostic picture. A consistent
finding in the literature is that different informants often do not identif
y the same children as being disordered. However, because current strategie
s for estimating interinformant agreement often involve categorizing childr
en using less than perfectly sensitive and/or specific symptoms, biased est
imates of interinformant agreement are likely. The aim of this report was t
o illustrate how latent class analysis (LCA) can be used to model interinfo
rmant agreement in the absence of a "gold standard". The proposed model con
sists of informant-specific latent variables each made up of two or more la
tent classes corresponding to different levels of symptomatology. Unlike mo
st previous applications of LCA this model allows us to model the extent to
which the prevalence of the disorder is the same across informants: and, i
n addition, the association between informants. The data set comes from a p
rospective longitudinal study of 2264 children from Quebec (1155 boys and 1
109 girls). In grade 2, teachers and mothers independently rated each child
on three physical aggression behavior symptoms. We satisfactorily accounte
d for the cross-classification of the behavior symptoms by postulating the
existence of two latent variables - one for each informant - each made up o
f three latent classes of children: low-, medium-, and high-aggressive. The
results showed that the prevalence of low- and medium-aggressive children
in the population differed from teacher to mother, but that the prevalence
of high-aggressive children did not. We found that the association between
teacher and mother was large and positive and did not vary according to the
child's physical aggression state or gender; in contrast, the association
between physical aggression and gender was not the same for mother and teac
her. Limitations and other potential applications of the proposed model are
discussed.