Behavioral, Social, and Emotional Assessment of Children and Adolescents

Sara A. Whitcomb is Associate Professor in the College of Education at the University of Massachusetts, Amherst, USA.

• Table of ContentsList of TablesList of FiguresPreface Acknowledgments Part I Foundations and Methods of AssessmentChapter 1. Foundations of Assessment Theoretical Foundations of Social and Emotional Behavior Social Cognitive Theory: An Integrated Orientation Components of Social Cognitive Theory Triadic Reciprocality: Understanding the Determinants of Behavior Observational Learning: A Multiprocess Analysis The Importance of Context: Ecological Systems Theory Finding Your Own Theoretical Foundation Philosophical Foundations of Assessment Nomothetic and Idiographic: Definitions and Historical Development Nomothetic and Idiographic Approaches in Practice Empirical Approach to Assessment Understanding and Clarifying Assessment Referrals Assessment as a Problem-Solving Process A Model for Assessment as a Problem-Solving Process Phase I: Identification and Clarification Phase II: Data Collection Phase III: Analysis Phase IV: Solution and Evaluation Designing a Multimethod, Multisource, Multisetting Assessment Response to Intervention (RtI): A Public Health Approach to Assessment and Intervention Legal and Ethical Issues in Assessment Basis for Legal Constraints on Assessment Specific Assessment Practices Affected by Ethics and Law Informed Consent Validity of Assessment Procedures Right to Privacy/Confidentiality Some Concluding Comments on Legal and Ethical Issues Criteria for Inclusion of Assessment Methods and Instruments Conclusions Review and Application Questions Chapter 2. Social–emotional Assessment and Cultural Diversity Test and Assessment Bias in Professional Practice Test and Assessment Bias Professional Ethics and Culturally Appropriate Assessment Professional Practice Acculturation and Identity Development Factors That Influence Acculturation Determining Acculturation and Cultural Orientation Development of Racial/Cultural Identity Stage 1: Conformity Stage 2: Dissonance and AppreciatingStage 3: Resistance and Immersion Stage 4: Introspection Stage 5: Integrative Awareness Problems with Categories and Group Emphasis Cultural Diversity in the United States: Description of Major Racial and Ethnic Groups African Americans Asian Americans Hispanic and Latino Americans American Indians and Alaskan Natives Some General Characteristics of the Majority Culture Assessment Methods and Cultural Diversity: Special Considerations Behavioral Observation Behavior Rating Scales Interviewing Learn About the Interviewees’ Culture Learn About the Interviewees’ Language Establish Rapport Identify Stereotypes Promote Clear Communication Identify Family Needs Identify Attitudes toward Health and Illness Recognize the Extent of Acculturation Accept the Interviewees’ Perspectives Sociometric Techniques Self-Report Instruments Projective–expressive Techniques Recommendations for Culturally Responsive Assessment Conclusions Review and Application Questions Chapter 3. Assessment and Classification Why Classify? Differential Diagnosis and Classification Error Current Classification Systems DSM System Assumptions and Structure of DSM Using the DSM System in Assessment Improvements and Changes in DSM Classification under Special Education Law General Assessment Guidelines in the IDEIA IDEIA Definition of Emotionally Disturbed The “Emotionally Disturbed” versus “Socially Maladjusted” IssueState Adaptations of the Federal Definition New Directions Behavioral Dimensions: An Alternative Approach to Classification Behavioral Dimensions and the ASEBA System Example of Behavioral Dimensions Approaches to Specific Classes of Behavior Additional Comments on the Behavioral Dimensions Approach Multiple-Gating Approaches to Assessment and Classification Community- and Clinic-Based Multiple-Gating Procedure SSBD: A School-Based Multiple-Gating Procedure SARS: Classification of Behavioral Problems Using Existing School Records Concluding Comments on Assessment and ClassificationConclusions Review and Application Questions Chapter 4. Direct Behavioral Observation Behavioral Observation: Basic Principles and Concepts Direct Behavioral Observation and Ecological Assessment General Methods of Behavioral Observation Naturalistic Observation Analogue Observation Self-Monitoring Observational Coding Procedures Event Recording Interval Recording Whole-Interval or Partial-Interval Recording? Time-Sample Recording Duration and Latency Recording Duration Recording Latency Recording Examples of Observational Coding Systems School-Based Observation Systems Direct Observation Form Behavior Observation of Students in Schools Behavior Coding System Home-Based Observation Systems Social Interaction Coding System Family Interaction Code Clinic-Based Observation Systems The Coder’s Impression Measure Child’s Game/Parent’s Game Teacher Behavior Code Technology Advances in Behavioral Observation BehaviorSnap BOSS !Observe iObserve Reliability and Validity Issues in Direct Behavioral Observation Defining the Observation Domain Observer Training and Reliability Use of Social Comparison Data Observer Reactivity Situational Specificity Inappropriate Recording Techniques Biased Expectations and Outside Influence Behavioral Observation and Functional Behavior Assessment How Many Observations Are Needed? Direct Behavioral Observation and Decision Making Conclusions Review and Application Questions Scenarios Chapter 5. Behavior Rating Scales Characteristics of Behavior Rating Scales Definitions and Foundations Rating Scales versus Checklists Advantages of Behavior Rating Scales Problems Associated with Using Behavior Rating Scales Measurement and Technical Issues Review of Selected General Purpose Behavior Rating Scales and Systems ASEBA: Child Behavior Checklist and Teacher’s Report Form for Ages 6 to 18 Description Scoring System and Scale Structure Development and Standardization Psychometric Properties Additional Comments Behavior Assessment System for Children, Third Edition Description Scoring System and Scale Structure Development and Standardization Psychometric Properties Additional Comments Conners’ Rating Scales and Conners’ Rating Scales–Revised, The Conners’ 3, and theConners’ Comprehensive Behavior Rating Scales1997 Conners’ Rating Scales-Revised Description of the Conners’ 3 Scoring System and Scale Structure Development and Standardization Psychometric Properties The Conners’ Comprehensive Behavior Rating Scales Additional Comments Best Practices in Using Behavior Rating Scales Behavior Rating Scales and Decision Making Conclusions Review and Application Questions Chapter 6. Interviewing Techniques Role of Interviews in Assessing Children and AdolescentsDevelopmental Issues in Interviewing Preschool-Age and Primary-Age Children Elementary-Age Children Adolescents Factors That May Affect the Quality of the Interview Interpersonal Context Ethnocultural Context Behavioral Context The Truth Context: Dealing with Lying Physical Context Selecting an Appropriate Interview Method Traditional Interviewing Techniques Gathering Relevant Background Information from Parents and Teachers Developing the Interview with Children and Adolescents Areas for Observation Areas for Questioning Behavioral Interviewing Implementing Behavioral Interviews with Parents and Teachers Problem Identification Interview Problem Analysis Interview Implementing Behavioral Interviews with Children and Adolescents Structured and Semistructured Interview Tools Schedule for Affective Disorders and Schizophrenia, School-Age Children Semistructured Clinical Interview for Children and Adolescents Concluding Comments on Formal Interview Schedules Clinical Interviewing and Suicidal Ideation/Behavior Facts Regarding Suicidal Behavior among Children And Adolescents Recommendations for Clinical Interviewing Thinking about Suicide Suicide Plan Means and Preparations for Suicide Intended Place or Setting Immediate Protective Action Suicidal Safety Planning Interviews and Decision Making Conclusions Review and Application Questions Chapter 7. Sociometric Techniques Sociometrics: Importance, History, and Empirical Base Why Assess Social Status? Historical Development of Sociometric Assessment Validity of Sociometric Assessment Dimensions of Social Status Technical Adequacy of Sociometric Procedures Predictive Validity of Sociometric Assessment Overview of Sociometric Assessment Procedures Peer Nomination Procedures Peer Rating Procedures Sociometric Ranking Procedures Alternative Sociometric Procedures Picture Sociometrics Class Play "Guess Who" Measures Ethical Concerns in Using Sociometric Procedures Sociometric Procedures and Decision Making Conclusions Review and Application Questions Chapter 8. Self-Report Assessment Foundations of Self-Report Assessment Historical Foundations of Personality Testing Psychometric Foundations of Objective Test Construction Three Approaches to Developing Objective Self-Report Tests Rational–Theoretical Approach Factor Analytic Approach Empirical Criterion Keying Approach Response Bias and Error Variance Reviews of Selected General Purpose Self-Report Tests Adolescent Psychopathology Scale Description Technical Characteristics APS Short Form Evaluation Behavior Assessment System for Children, Third Edition: Child and Adolescent Self-Reports Description Technical Characteristics Evaluation Minnesota Multiphasic Personality Inventory–Adolescent Version and Restructured Form Description Technical Characteristics MMPI-A-RF Evaluation Conners 3 Self-Report Description Technical Characteristics Evaluation Conners 3 Comprehensive Behavior Ratings Scale Self-Report Description Technical Characteristics Evaluation Youth Self-Report Description Technical Characteristics Evaluation Self-Report Tests and Decision Making Conclusions Review and Application Questions Chapter 9. Projective–expressive Assessment Techniques Projective Assessment: An Introduction Thematic Approaches Thematic Apperception Test Children’s Apperception Test Roberts Apperception Test for Children Reliability and Validity Concluding Comments on Thematic Approaches Drawing Techniques Draw-A-Person Technique Administration, Scoring, and Interpretation Reliability and Validity Additional Comments Kinetic Family Drawing Technique Administration, Scoring, and Interpretation Reliability and Validity Kinetic School Drawing Additional Comments Bender–Gestalt Test as a Measure of Social–emotional Status Administration, Scoring, and Interpretation Reliability and Validity Additional Comments Concluding Comments on Drawing Techniques Sentence Completion Tasks Administration, Scoring, and Interpretation Reliability and Validity Hart Sentence Completion Test for Children Washington University Sentence Completion Test Concluding Comments on Sentence Completion Tasks Best Practices Conclusions Review and Application Questions Part II Assessment of Specific Problems, Competencies, and PopulationsChapter 10. Assessing Externalizing Problems Externalizing Disorders: An Overview Behavioral Dimensions Approach to Classifying Externalizing Disorders Undersocialized Aggressive Conduct Disorder Socialized Aggressive Conduct Disorder Attention Deficit Hyperactivity Disorder DSM Approach to Classifying Externalizing Disorders Attention Deficit Hyperactivity Disorder Conduct Disorder Oppositional Defiant Disorder Intermittent Explosive Disorder Subdimensions of Externalizing Problems: Classification Studies Prevalence, Development, and Prognosis of Externalizing Disorders Prevalence Comorbidity Etiology and Development Developmental Course and Prognosis Methods of Assessing Externalizing Problems Behavioral Observation Dyadic Parent–child Interaction Coding System Behavior Rating Scales Narrow-Band Rating Scales for Attention Deficit Hyperactivity Disorders ADHD Rating Scale–5 Attention Deficit Disorders Evaluation Scales Conners 3 ADHD Index (Conners 3AI) Behavior Rating Inventory of Executive Function, Second Edition Interviewing Techniques Sociometric Techniques Self-Report Instruments Jesness Inventory–Revised Linking Assessment to Intervention Conclusions Review and Application Questions Chapter 11. Assessing Internalizing Problems Internalizing Problems: An Overview Behavioral Dimensions Classification DSM Classification Prevalence Gender Issues in Prevalence Symptoms of Major Internalizing Disorders: Depression, Anxiety, and Related Problems Depression Depression as a Symptom Depression as a Syndrome Depression as a Disorder Causal Factors Anxiety Causal Factors Related Internalizing Disorders Social Withdrawal Somatic Problems Fears and Phobias Other Problems Implications of Internalizing Disorders Positive and Negative Affectivity: A Model for Understanding Internalizing Problems Internalizing Problems and Self-Concept Methods of Assessing Internalizing Problems Behavioral Observation Functional Assessment and Internalizing Problems Behavior Rating Scales Interviewing Sociometric Techniques Narrow-Band Self-Report Instruments Children’s Depression Inventory and Children’s Depression Inventory-2 Revised Children’s Manifest Anxiety Scale and Revised Children’s Manifest Anxiety Scale, Second Edition Reynolds Child Depression Scale and Reynolds Child Depression Scale, Second Edition Reynolds Adolescent Depression Scale, Second Edition Multidimensional Anxiety Scale for Children 2nd Edition State-Trait Anxiety Inventory for Children Concluding Comments on Internalizing Symptoms Self-Report Measures Self-Report Instruments for Assessing Multidimensional Self-Concept Multidimensional Self-Concept Scale Self-Description Questionnaire I Self-Description Questionnaire II Self-Perception Profile for Children Self-Perception Profile for Adolescents Linking Assessment to Intervention Conclusions Review and Application Questions Chapter 12. Assessing Other Behavioral, Social, and Emotional ProblemsClassification and Taxonomy Behavioral Dimensions Classification DSM Classification Autism Spectrum Disorder Description Autism Spectrum Disorder Asperger’s Disorder Rett’s Disorder Childhood Disintegrative Disorder Assessment Autism Diagnostic Observation Schedule Autism Diagnostic InterviewChildhood Autism Rating Scale, Second Edition Gilliam Autism Rating Scale, Third Edition Assessment of Basic Learning and Language Skills-Revised Schizoid Disorders Description Assessment TIC Disorders Description of Tourette’s Disorder/Tourette Syndrome Assessment Schizophrenia Spectrum and Other Psychotic Disorders Description Assessment Behavioral Observation Behavior Rating Scales Clinical Interviews Sociometric Techniques Self-Report Instruments Eating Disorders Description Anorexia Nervosa Bulimia Nervosa Binge Eating DisorderAssessmentLinking Assessment to Intervention Conclusions Review and Application Questions Chapter 13. Assessing Social Skills and Social-Emotional Strengths Social Competence: A Complex Construct Adaptive Behavior Social Skills Peer Relations Theoretical Model Dimensions of Social Skills Importance of Social (and Emotional) Skills Methods of Assessing Social and Emotional Skills Direct Behavioral Observation The Student Interactions in Specific Settings Tool Peer Social Behavior Code Target/Peer Interaction Code Comments on Direct Observation of Child Social Behavior Behavior Rating Scales Social Skills Improvement System—Parent and Teacher Forms School Social Behavior Scales/Home and Community Social Behavior Scales Social Emotional Assets and Resilience Scale—Teacher and Parent Forms The Devereux Student Strengths Assessment (DESSA)Interviewing TechniquesSociometric Approaches Assessment with Self-Reports Social Skills Improvement System—Student Forms Social Emotional Assets and Resilience Scale—Child and Adolescent Forms Linking Assessment to Intervention Conclusions Reviews and Application Questions Chapter 14. Assessing Social and Emotional Behavior of Young Children Alternative Diagnostic Classification System Methods for Assessing Young Children Direct Behavioral Observation Example: ESP Social Behavior Observations Behavior Rating Scales Ages and Stages Questionnaires: Social–emotional, Second Edition Social Emotional Assessment Measure Devereux Early Childhood Assessments Behavior Assessment System for Children, Third Edition Early Childhood Rating Forms of the ASEBA System Preschool and Kindergarten Behavior Scales, Second Edition Social Skills Improvement System Interviewing Techniques Sociometric Approaches Self-Report Tests Pictorial Scale of Perceived Competence and Acceptance for Young ChildrenBerkeley Puppet Interview Best Practices Conclusions Review and Application Questions Chapter 15. Universal Screening in Schools (With Kayla Gordon) Context for Universal Social-Emotional Screening Social-Emotional Screening School-Wide Screening Measures Systematic Screening for Behavior Disorders, Second Edition Behaviors Targeted Technical Adequacy Feasibility Student Risk Screening Scale—Internalizing and Externalizing (SRSS-IE) Behaviors Targeted Technical Adequacy Feasibility Strengths and Difficulties Questionnaire (SDQ) Behaviors Targeted Technical Adequacy Feasibility Social, Academic, & Emotional Behavior Risk Screener (SAEBRS) Behaviors Targeted Technical Adequacy Feasibility Behavior Intervention Monitoring Assessment System (BIMAS) Behaviors Targeted Technical Adequacy Feasibility Behavioral Assessment System for Children 3rd Edition: Behavioral and Emotional ScreeningSystem (BASC 3: BESS Behaviors Targeted Technical Adequacy Feasibility BASC 3 Flex Monitor Social Skills Improvement System—Performance Screening Guide (SSIS-PSG) Behaviors Targeted Technical Adequacy Feasibility Additional Promising Tool Strengths and Importance of School-Wide Screening Implementation Challenges Associated with School-Wide Screening Conclusions Review Questions References Index

"There is no better text describing evidence-based assessment methods for students’ social and emotional behavior. The author comprehensively describes contemporary diagnostic methods and preventative approaches, including universal social–emotional screening. This text has broad applicability to professional programs in school, clinical, and counseling psychology, as well as psychiatry and social work."—Tanya L. Eckert, Associate Professor, Psychology, Syracuse University, USA"Behavioral, Social, and Emotional Assessment of Children and Adolescents continues to be an indispensable resource for graduate students and practitioners. Rich information is provided regarding the broader categories of assessment as well as specific evidence-based tools. Updates to the book include content related to crucial practices within multi-tiered systems of support, such as universal screening."—Stephen Kilgus, Assistant Professor, School Psychology Program, University of Missouri, USA