Although variable-oriented analyses are dominant in developmental psychopathology, researchers have championed a person-oriented approach that focuses on the individual as a totality. This view has methodological implications and various person-oriented methods have been developed to test person-oriented hypotheses. Configural frequency analysis (CFA) has been identified as a prime method for a person-oriented analysis of categorical data. CFA searches for configurations in cross-classifications and asks whether the number of observed cases is larger (CFA type) or smaller (CFA antitype) than expected under a probability model. The present study introduces a combination of CFA and model-based recursive partitioning (MOB) to test for type/antitype heterogeneity in the population. MOB CFA is well suited to detect complex moderation processes and can distinguish between subpopulation and population types/antitypes. Model specifications are discussed for first-order CFA and prediction CFA. Results from two simulation studies suggest that MOB CFA is able to detect moderation processes with high accuracy. Two empirical examples are given from school mental health research for illustrative purposes. The first example evaluates heterogeneity in student behavior types/antitypes, the second example focuses on the effect of a teacher classroom management intervention on student behavior. An implementation of the approach is provided in R.

尽管以变量为导向的分析在发展性精神病理学中占主导地位，但研究人员支持一种以人为本的方法，将个体作为一个整体来关注。这种观点具有方法论含义，并且已经开发了各种以人为本的方法来检验以人为本的假设。配置频率分析 (CFA) 已被确定为面向人的分类数据分析的主要方法。CFA 在交叉分类中搜索配置，并询问观察到的案例数量是比概率模型下的预期大（CFA 类型）还是小（CFA 反类型）。本研究引入了 CFA 和基于模型的递归分区 (MOB) 的组合来测试人群中的类型/反类型异质性。MOB CFA 非常适合检测复杂的调节过程，并且可以区分亚群和种群类型/反型。讨论了一阶 CFA 和预测 CFA 的模型规范。两项模拟研究的结果表明，MOB CFA 能够以高精度检测缓和过程。出于说明目的，从学校心理健康研究中给出了两个实证例子。第一个例子评估学生行为类型/反类型的异质性，第二个例子侧重于教师课堂管理干预对学生行为的影响。R中提供了该方法的实现。两项模拟研究的结果表明，MOB CFA 能够以高精度检测缓和过程。出于说明目的，从学校心理健康研究中给出了两个实证例子。第一个例子评估学生行为类型/反类型的异质性，第二个例子侧重于教师课堂管理干预对学生行为的影响。R中提供了该方法的实现。两项模拟研究的结果表明，MOB CFA 能够以高精度检测缓和过程。出于说明目的，从学校心理健康研究中给出了两个实证例子。第一个例子评估学生行为类型/反类型的异质性，第二个例子侧重于教师课堂管理干预对学生行为的影响。R中提供了该方法的实现。