Abstract

Anxiety disorders in childhood and adolescence are prevalent, predict substance use problems later in life (Kendall, Safford, Flannery-Schroeder, & Webb, 2004; Pine, Cohen, Gurley, Brook, & Ma, 1998), and are associated with a number of negative cognitive, neurodevelopmental, and hormonal out-comes (Carrión, Weems, & Reiss, 2007; De Bellis et al., 1999). Multiple perspective assessment (e.g., parents, chil-dren) is generally considered a preferred method in the iden-tification and assessment of anxiety disorders (Weems & Stickle, 2005). However, disagreement between parent and youth ratings of the child’s emotional problems is generally thought to be common (e.g., Achenbach, McConaughy, &