Behavioral, Social, and Emotional Assessment of Children and Adolescents

Behavioral, Social, and Emotional Assessment of Children and Adolescents, Second Edition was written to provide a comprehensive foundation for conducting clinical assessment of child and adolescent social-emotional behavior in a practical, scientific, and culturally appropriate manner. It is divided into two major sections. Part I includes eight chapters that provide a general foundation for assessment practice. These chapters include coverage of basic professional and ethical issues, classification and diagnostic problems, and six primary assessment methods, which are presented in detail. Part II includes six chapters on applications for assessing specific social-emotional behavior domains, including internalizing and externalizing problems, social skills and peer relations, young children, and diverse cultural groups. Together, these two sections provide a framework for a model of assessment that is practical, flexible, sensitive to specific needs, and empirically sound. Changes in the second edition of this book include: increased coverage of the practice of functional behavior assessment; updated test reviews; reviews of new assessment instruments; updated information on legal and ethical issues; updated information on assessment and cultural diversity; and a handy appendix with contact information for all publishers of instruments discussed in the book, including Web site addresses. To the greatest extent possible, this book weaves together the most recent research evidence and common application issues. It is specifically relevant to practitioners and researchers in the fields of school psychology and child clinical psychology, but will also be of interest to those in related disciplines, such as counseling, social work, child psychiatry, and special education. CONTENTS......Page 6 PREFACE......Page 14 PART 1: FOUNDATIONS AND METHODS OF ASSESSMENT......Page 20 Theoretical Foundations of Social and Emotional Behavior......Page 22 Understanding and Clarifying Assessment Referrals......Page 28 Assessment as a Problem-Solving Process......Page 29 Legal and Ethical Issues in Assessment......Page 32 Philosophical Foundations of Assessment......Page 37 Designing a Multimethod, Multisource, Multisetting Assessment......Page 39 Criteria for Inclusion of Assessment Methods and Instruments......Page 41 Conclusions......Page 42 Review and Application Questions......Page 43 2 ASSESSMENT AND CLASSIFICATION......Page 45 Differential Diagnosis and Classification Error......Page 46 Current Classification Systems......Page 47 Multiple Gating in Assessment and Classification......Page 61 Concluding Comments on Assessment and Classification......Page 66 Conclusions......Page 67 Review and Application Questions......Page 69 Behavioral Observation: Basic Principles and Concepts......Page 70 Direct Behavioral Observation and Ecological Assessment......Page 71 General Methods of Behavioral Observation......Page 72 Observational Coding Procedures......Page 74 Examples of Observational Coding Systems......Page 81 Validity Issues in Direct Behavioral Observation......Page 84 Direct Behavioral Observation and Functional Behavior Assessment......Page 90 Direct Behavioral Observation and Decision Making......Page 92 Conclusions......Page 93 Review and Application Questions......Page 94 Characteristics of Behavior Rating Scales......Page 96 Review of Selected General Purpose Problem Behavior Rating Scales......Page 101 Best Practices in Using Behavior Rating Scales......Page 116 Behavior Rating Scales and Decision Making......Page 117 Conclusions......Page 119 Review and Application Questions......Page 120 5 INTERVIEWING TECHNIQUES......Page 122 Role of Interviews in Assessing Children and Adolescents......Page 123 Developmental Issues in Interviewing......Page 124 Factors That May Affect the Quality of the Interview......Page 129 Selecting an Appropriate Interview Method......Page 133 Traditional Interviewing Techniques......Page 134 Behavioral Interview......Page 137 Structured and Semistructured Interviews......Page 143 Clinical Interviewing and Suicidal Ideation/Behavior......Page 148 Interviews and Decision Making......Page 153 Conclusions......Page 154 Review and Application Questions......Page 155 Sociometric Assessment: Its Importance, History, and Empirical Base......Page 157 Overview of Specific Sociometric Assessment Procedures......Page 162 Ethical Concerns in Using Sociometric Procedures......Page 171 Sociometric Procedures and Decision Making......Page 173 Conclusions......Page 174 Review and Application Questions......Page 175 7 SELF-REPORT INSTRUMENTS......Page 177 Foundations of Self-Report Assessment......Page 178 Reviews of Selected General Purpose Self-Report Tests......Page 184 Conclusions......Page 199 Review and Application Questions......Page 201 8 PROJECTIVE-EXPRESSIVE TECHNIQUES......Page 202 Projective Assessment: An Introduction......Page 203 Thematic Approaches......Page 205 Drawing Techniques......Page 210 Sentence Completion Tasks......Page 224 Best Practices......Page 228 Conclusions......Page 230 Review and Application Questions......Page 232 PART II: ASSESSMENT OF SPECIFIC PROBLEMS, COMPETENCIES, AND POPULATIONS......Page 234 Externalizing Disorders: An Overview......Page 236 Prevalence, Etiology, and Prognosis of Externalizing Disorders......Page 244 Methods of Assessing Externalizing Problems......Page 248 Linking Assessment to Intervention......Page 261 Conclusions......Page 263 Review and Application Questions......Page 264 Internalizing Problems: An Overview......Page 265 Major Internalizing Disorders......Page 268 Positive and Negative Affectivity: A Model for Understanding Internalizing Problems......Page 276 Internalizing Problems and Self-Concept......Page 277 Methods of Assessing Internalizing Problems......Page 279 Linking Assessing to Intervention......Page 295 Conclusions......Page 296 Review and Application Questions......Page 298 11 ASSESSMENT OF OTHER BEHAVIORAL, SOCIAL, AND EMOTIONAL PROBLEMS......Page 299 Classification and Taxonomy......Page 300 Pervasive Developmental Disorders......Page 302 Schizoid Disorders......Page 311 Tic Disorders (Tourette's Disorder)......Page 313 Schizophrenia and Other Psychotic Disorders......Page 315 Eating Disorders......Page 321 Linking Assessment to Intervention......Page 324 Conclusions......Page 326 Review and Application Questions......Page 328 Social Competence: A Complex Construct......Page 330 Dimensions of Social Skills......Page 333 Importance of Social Skills......Page 336 Methods of Assessing Social Skills......Page 337 Linking Assessment to Intervention......Page 354 Conclusions......Page 356 Review and Application Questions......Page 357 13 ASSESSING SOCIAL AND EMOTIONAL BEHAVIOR OF YOUNG CHILDREN......Page 359 Alternative Diagnostic Classification System......Page 360 Methods for Assessing Young Children......Page 363 Early Screening Project: A Multiple-Gating Procedure for Young Children......Page 377 Best Practices......Page 379 Conclusions......Page 380 Review and Application Questions......Page 381 14 ASSESSMENT AND CULTURAL DIVERSITY......Page 383 Test and Assessment Bias in Professional Practice......Page 385 Acculturation and Identity Development......Page 389 Problems With Categories and Group Emphasis......Page 392 Cultural Diversity in the United States: Description of Major Racial/Ethnic Groups......Page 394 Assessment Methods and Cultural Diversity: Special Considerations......Page 402 Recommendations for Culturally Competent Assessment......Page 412 Conclusions......Page 414 Review and Application Questions......Page 416 APPENDIX: SOURCES FOR PUBLISHED ASSESSMENT INSTRUMENTS......Page 417 REFERENCES......Page 423 B......Page 460 C......Page 461 F......Page 462 H......Page 463 K......Page 464 M......Page 465 O......Page 466 R......Page 467 S......Page 468 W......Page 469 Z......Page 470 C......Page 472 I......Page 473 S......Page 474 Z......Page 475 To The Greatest Extent Possible, This Book Weaves Together The Most Recent Research Evidence And Common Application Issues. It Is Specifically Relevant To Practitioners And Researchers In The Fields Of School Psychology And Child Clinical Psychology, But Will Also Be Of Interest To Those In Related Disciplines, Such As Counseling, Social Work, Child Psychiatry, And Special Education.--jacket. Part 1. Foundations And Methods Of Assessment -- 1. Foundations Of Assessment -- 2. Assessment And Classification -- 3. Direct Behavioral Observation -- 4. Behavior Rating Scales -- 5. Interviewing Techniques -- 6. Sociometric Techniques -- 7. Self-report Instruments -- 8. Projective-expressive Techniques -- Part 2. Assessment Of Specific Problems, Competencies And Populations -- 9. Assessment Of Externalizing Problems -- 10. Assessment Of Internal Problems -- 11. Assessment Of Other Behavioral, Social And Emotional Problems -- 12. Assessment Of Social Skills And Peer Relations -- 13. Assessing Social And Emotional Behavior Of Young Children -- 14. Assessment And Cultural Diversity. Kenneth W. Merrell. Includes Bibliographical References (p. 404-439) And Index.