Behavioral, Social, and Emotional Assessment of Children and Adolescents

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ISBN: 9780805839074 | 0805839070
Cover: Hardcover
Copyright: 10/1/2002

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"Behavioral, Social, and Emotional Assessment of Children and Adolescents, Third Edition provides a comprehensive foundation for conducting clinical assessments of child and adolescent social-emotional behavior in a practical, scientific, and culturally appropriate manner. It is aimed at graduate students, practitioners, and researchers in the fields of school psychology, child clinical psychology, and special education but will also be of interest to those in related disciplines, such as counseling psychology, child psychiatry, and social work."--BOOK JACKET.

Preface

xiii

PART I: FOUNDATIONS AND METHODS OF ASSESSMENT

Foundations of Assessment

(23)

Theoretical Foundations of Social and Emotional Behavior

(6)

Social Cognitive Theory: An Integrated Orientation

(3)

Finding a Theoretical Foundation That Works for You

(1)

Understanding and Clarifying Assessment Referrals

(1)

Assessment as a Problem-Solving Process

(3)

A Model for Assessment as a Problem-Solving Process

(2)

Legal and Ethical Issues in Assessment

(5)

Basis for Legal Constraints on Assessment

(1)

Specific Assessment Practices Affected by Ethics and Law

(3)

Some Concluding Comments on Legal and Ethical Issues

(1)

Philosophical Foundations of Assessment

(2)

Nomothetic and Idiographic: Definitions and Historical Development

(1)

Nomothetic and Idiographic Approaches in Practice

(1)

Empirical Approach to Assessment

(1)

Designing a Multimethod, Multisource, Multisetting Assessment

(2)

Criteria for Inclusion of Assessment Methods and Instruments

(1)

Conclusions

(1)

Review and Application Questions

(2)

Assessment and Classification

(25)

Why Classify?

(1)

Differential Diagnosis and Classification Error

(1)

Current Classification Systems

(14)

DSM System

(4)

Classification Under Special Education Law

(7)

Behavioral Dimensions: An Alternative Approach to Classification

(3)

Multiple Gating in Assessment and Classification

(5)

Community and Clinic-Based Multiple Gating Procedure

(1)

SSBD: A School-Based Multiple-Gating Procedure

(2)

Concluding Comments on Assessment and Classification

(1)

Conclusions

(2)

Review and Application Questions

(1)

Direct Behavioral Observation

(26)

Behavioral Observation: Basic Principles and Concepts

(1)

Direct Behavioral Observation and Ecological Assessment

(1)

General Methods of Behavioral Observation

(2)

Naturalistic Observation

(1)

Analogue Observation

(1)

Self-Monitoring

(1)

Observational Coding Procedures

(7)

Event Recording

(1)

Interval Recording

(2)

Time-Sample Recording

(2)

Duration and Latency Recording

(1)

Examples of Observational Coding Systems

(3)

School-Based Observation Systems

(1)

Home-Based Observations Systems

(1)

Clinic-Based Observation Systems

(1)

Validity Issues in Direct Behavioral Observation

(6)

Defining the Observation Domain

(1)

Observer Training and Reliability

(1)

Use of Social Comparison Data

(1)

Problem of Reactivity

(1)

Situational Specificity of Behavior

(1)

Use of Inappropriate Recording Techniques

(1)

Biased Expectations and Outside Influence

(1)

Direct Behavioral Observation and Functional Behavior Assessment

(2)

Direct Behavioral Observation and Decision Making

(1)

Conclusions

(1)

Review and Application Questions

(2)

Behavior Rating Scales

(26)

Characteristics of Behavior Rating Scales

(5)

Definitions and Foundations

(2)

Advantages of Behavior Rating Scales

(1)

Problems Associated With Using Behavior Rating Scales

(2)

Measurement and Technical Issues

(1)

Review of Selected General Purpose Problem Behavior Rating Scales

(15)

Behavior Assessment System for Children

(4)

Child Behavior Checklist and Teacher's Report Form

(4)

Conners' Rating Scales and Conners' Rating Scales--Revised

(5)

Revised Behavior Problem Checklist

(2)

Best Practices in Using Behavior Rating Scales

(1)

Behavior Rating Scales and Decision Making

(2)

Conclusions

100

(1)

Review and Application Questions

101

(2)

Interviewing Techniques

103

(35)

Role of Interviews in Assessing Children and Adolescents

104

(1)

Developmental Issues in Interviewing

105

(5)

Preschool-Age and Primary-Age Children

105

(2)

Elementary-Age Children

107

(1)

Adolescents

108

(2)

Factors That May Affect the Quality of the Interview

110

(4)

Interpersonal Context

110

(1)

Ethnocultural Context

111

(1)

Behavioral Context

112

(1)

Physical Context

113

(1)

Selecting an Appropriate Interview Method

114

(1)

Traditional Interviewing Techniques

115

(3)

Obtaining Relevant Background Information From Parents and Teachers

115

(2)

Developing the Interview With Children and Adolescents

117

(1)

Behavioral Interview

118

(6)

Implementing the Behavioral Interview With Parents and Teachers

120

(3)

Implementing Behavioral Interviews With Children and Adolescents

123

(1)

Structured and Semistructured Interviews

124

(5)

Schedule for Affective Disorders and Schizophrenia, School-Age Children

124

(1)

Diagnostic Interview for Children and Adolescents

125

(2)

Child Assessment Schedule

127

(1)

Concluding Comments on Formal Interview Schedules

127

(2)

Clinical Interviewing and Suicidal Ideation/Behavior

129

(5)

Facts Regarding Suicidal Behavior Among Children and Adolescents

130

(1)

Recommendations for Clinical Interviewing

131

(3)

Interviews and Decision Making

134

(1)

Conclusions

135

(1)

Review and Application Questions

136

(2)

Sociometric Techniques

138

(20)

Sociometric Assessment: Its Importance, History, and Empirical Base

138

(5)

Why Study Social Status?

139

(1)

Historical Development of Sociometric Assessment

140

(1)

Validity of Sociometric Assessment

141

(2)

Overview of Specific Sociometric Assessment Procedures

143

(9)

Peer Nomination Procedures

143

(1)

Peer Rating Procedures

144

(4)

Sociometric Ranking Procedures

148

(1)

Alternative Sociometric Procedures

149

(3)

Ethical Concerns in Using Sociometric Procedures

152

(2)

Sociometric Procedures and Decision Making

154

(1)

Conclusions

155

(1)

Review and Application Questions

156

(2)

Self-Report Instruments

158

(25)

Foundations of Self-Report Assessment

159

(6)

Historical Foundations of Personality Testing

159

(1)

Psychometric Foundations of Objective Test Construction

160

(1)

Three Approaches to Developing Objective Self-Report Tests

161

(3)

Response Bias and Error Variance

164

(1)

Reviews of Selected General Purpose Self-Report Tests

165

(15)

Adolescent Psychopathology Scale

166

(2)

Behavior Assessment System for Children: Child and Adolescent Self-Reports

168

(2)

Millon Adolescent Personality Inventory

170

(2)

Millon Adolescent Clinical Inventory

172

(2)

Minnesota Multiphasic Personality Inventory-Adolescent Version

174

(2)

Personality Inventory for Youth

176

(2)

Youth Self-Report

178

(2)

Self-Report Tests and Decision Making

180

(1)

Conclusions

180

(2)

Review and Application Questions

182

(1)

Projective-Expressive Techniques

183

(34)

Projective Assessment: An Introduction

184

(2)

Thematic Approaches

186

(5)

Thematic Apperception Test

187

(1)

Children's Apperception Test

188

(1)

Roberts Apperception Test for Children

189

(1)

Reliability and Validity

190

(1)

Concluding Comments on Thematic Approaches

190

(1)

Drawing Techniques

191

(14)

Draw-A-Person Technique

192

(4)

Kinetic Family Drawing Technique

196

(4)

Bender-Gestalt Test as a Measure of Social-Emotional Status

200

(4)

Concluding Comments on Drawing Techniques

204

(1)

Sentence Completion Tasks

205

(4)

Administration, Scoring, and Interpretation

207

(1)

Reliability and Validity

208

(1)

Hart Sentence Completion Test for Children

208

(1)

Washington University Sentence Completion Test

209

(1)

Concluding Comments on Sentence Completion Tasks

209

(1)

Best Practices

209

(2)

Conclusions

211

(2)

Review and Application Questions

213

(4)

PART II: ASSESSMENT OF SPECIFIC PROBLEMS, COMPETENCIES, AND POPULATIONS

Assessment of Externalizing Problems

217

(29)

Externalizing Disorders: An Overview

217

(8)

Behavioral Dimensions Approach to Classifying Externalizing Disorders

218

(2)

DSM Approach to Classifying Externalizing Disorders

220

(4)

Subdimensions of Externalizing Problems: Classification Studies

224

(1)

Prevalence, Etiology, and Prognosis of Externalizing Disorders

225

(4)

Prevalence

225

(1)

Comorbidity

226

(1)

Etiology

226

(1)

Developmental Course and Prognosis

227

(2)

Methods of Assessing Externalizing Problems

229

(13)

Behavioral Observation

229

(2)

Behavior Rating Scales

231

(1)

Narrow-Band Rating Scales for Attention Deficit Hyperactivity Disorders

232

(4)

Interviewing Techniques

236

(2)

Sociometric Techniques

238

(1)

Self-Report Instruments

239

(3)

Linking Assessment to Intervention

242

(2)

Conclusions

244

(1)

Review and Application Questions

245

(1)

Assessment of Internalizing Problems

246

(34)

Internalizing Problems: An Overview

246

(3)

Behavioral Dimensions Classification

247

(1)

DSM Classification

247

(1)

Prevalence

248

(1)

Gender Issues in Prevalence

249

(1)

Major Internalizing Disorders

249

(8)

Depression

250

(2)

Anxiety

252

(2)

Related Internalizing Disorders

254

(2)

Implications of Internalizing Disorders

256

(1)

Positive and Negative Affectivity: A Model for Understanding Internalizing Problems

257

(1)

Internalizing Problems and Self-Concept

258

(2)

Methods of Assessing Internalizing Problems

260

(16)

Behavioral Observation

260

(2)

Behavior Rating Scales

262

(1)

Interviewing

262

(1)

Sociometric Techniques

263

(2)

Narrow-Band Self-Report Instruments

265

(7)

Self-Report Instruments for Assessing Multidimensional Self-Concept

272

(4)

Linking Assessing to Intervention

276

(1)

Conclusions

277

(2)

Review and Application Questions

279

(1)

Assessment of Other Behavioral, Social, and Emotional Problems

280

(31)

Classification and Taxonomy

281

(2)

Behavioral Dimensions Classification

281

(1)

DSM Classification

282

(1)

Pervasive Developmental Disorders

283

(9)

Description

284

(4)

Assessment

288

(4)

Schizoid Disorders

292

(2)

Description

292

(2)

Assessment

294

(1)

Tic Disorders (Tourette's Disorder)

294

(2)

Description

294

(1)

Assessment

295

(1)

Schizophrenia and Other Psychotic Disorders

296

(6)

Description

297

(2)

Assessment

299

(3)

Eating Disorders

302

(3)

Description

303

(1)

Assessment

304

(1)

Linking Assessment to Intervention

305

(2)

Conclusions

307

(2)

Review and Application Questions

309

(2)

Assessment of Social Skills and Peer Relations

311

(29)

Social Competence: A Complex Construct

311

(3)

Adaptive Behavior

312

(1)

Social Skills

312

(1)

Peer Relations

313

(1)

Theoretical Model

313

(1)

Dimensions of Social Skills

314

(3)

Importance of Social Skills

317

(1)

Methods of Assessing Social Skills

318

(17)

Direct Behavioral Observation

318

(4)

Behavior Rating Scales

322

(8)

Interviewing Techniques

330

(2)

Sociometric Approaches

332

(1)

Assessment With Self-Reports

333

(2)

Linking Assessment to Intervention

335

(2)

Conclusions

337

(1)

Review and Application Questions

338

(2)

Assessing Social and Emotional Behavior of Young Children

340

(24)

Alternative Diagnostic Classification System

341

(3)

Methods for Assessing Young Children

344

(14)

Direct Behavioral Observation

344

(1)

Behavior Rating Scales

345

(8)

Interviewing Techniques

353

(2)

Sociometric Approaches

355

(1)

Self-Report Tests

356

(2)

Early Screening Project: A Multiple-Gating Procedure for Young Children

358

(2)

Best Practices

360

(1)

Conclusions

361

(1)

Review and Application Questions

362

(2)

Assessment and Cultural Diversity

364

(34)

Test and Assessment Bias in Professional Practice

366

(4)

Test and Assessment Bias

366

(1)

Professional Ethics and Culturally Appropriate Assessment

367

(2)

Professional Practice

369

(1)

Acculturation and Identity Development

370

(3)

Factors that Influence Acculturation

370

(1)

Determining Acculturation and Cultural Orientation

371

(1)

Development of Racial/Cultural Identity

371

(2)

Problems With Categories and Group Emphasis

373

(2)

Cultural Diversity in the United States: Description of Major Racial/Ethnic Groups

375

(8)

African Americans

376

(1)

Asian Americans

377

(1)

Hispanic Americans

378

(2)

Native Americans

380

(1)

Some General Characteristics of the Majority Culture

381

(2)

Assessment Methods and Cultural Diversity: Special Considerations

383

(10)

Behavioral Observation

383

(1)

Behavior Rating Scales

384

(2)

Interviewing

386

(3)

Sociometric Techniques

389

(1)

Self-Report Instruments

390

(2)

Projective-Expressive Techniques

392

(1)

Recommendations for Culturally Competent Assessment

393

(2)

Conclusions

395

(2)

Review and Application Questions

397

(1)

Appendix: Sources for Published Assessment Instruments

398

(6)

References

404

(37)

Author Index

441

(12)

Subject Index

453

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Behavioral, Social, and Emotional Assessment of Children and Adolescents

Summary

Table of Contents

Supplemental Materials