Practitioner’s Guide to Empirically Based Measures of School Behavior (ABCT Clinical Assessment Series)

Children’s display of unacceptable behavior in the school setting, school violence, academic underachievement, and school failure represent a cluster of problems that touches all aspects of society. Children with learning and behavior problems are much more likely to be un- ployed, exhibit significant emotional and behavior disorders in adulthood, as well as become incarcerated. For example, by adolescence, children with Attention Deficit Hyperactivity D- order are more likely to be retained a grade, drop out of school, have contact with the law, or fair worse along a number of dimensions than their unaffected siblings (Barkely, 1998). Identification, assessment, and treatment of children with externalizing behavior problems and learningdisabilities is critical to optimizing development and prevention of relatively - tractable behavioral and emotional problems in adulthood. For example, poor interpersonal problem solving and social skills excesses and deficits are strongly associated with poor o- come in adolescence and adulthood. The school is where children learn essential academic, social, and impulse control skills that allow them to function effectively in later years. School is where problems in these areas can be most easily identified and addressed. The purpose of this book is to provide an overview of assessment practices for evaluating children’s externalizing behavior problems exhibited in the school environment. Reviews of approximately 100 assessment devices for measuring children’s externalizing problems are included. Instruments include structured interviews, rating scales, and observational methods.

This book provides clinicians and researchers with reviews of a compendium of instruments used for assessing children's and adolescents' behavior, social, or attentional problems in the school setting. Although the primary focus is on the evaluation of problems manifested in the school setting, many instruments reviewed are multi-informant and are used to evaluate children across settings. All instruments reviewed have psychometric support. The contemporary assessment of children's behavior problems has moved away from exclusive reliance on rating scale interview methods to functional assessment of children in the classroom. As such, a chapter on functional assessment, which refers to identifying the function of the behavior with regard to reinforcement contingencies, is included in the book Also included is a chapter on curriculum based assessment methods for evaluating academic skill deficits relative to the child's curriculum. This chapter is included given the increased risk of academic weaknesses for children with behavior or attentional problems.

"This book provides clinicians and researchers with reviews of a wide range of empirically-validated instruments for assessing children's and adolescent's behavior, social, or attentional problems in the school setting. Although the primary focus is school behavior, many of the instruments reviewed are multi-informant and are important tools for evaluating children across settings. This book also reflects contemporary assessment practices which limit reliance on rating scale interview methods and seek to incorporate functional assessment of children in the classroom. As such, a special chapter is included on functional assessment, identifying the function of the behavior with regard to reinforcement contingencies. Also included is a chapter on curriculum-based assessment methods for evaluating academic skill deficits that so often accompany behavior or attentional problems."--Jacket Introduction....Pages 1-3 Front Matter....Pages 5-5 Assessment of Children’s Behavior in the School Setting....Pages 7-22 Behavior Problems in the School Setting....Pages 23-36 Functional Assessment of School-Based Concerns....Pages 37-61 Direct Assessment of Clients’ Instructional Needs....Pages 63-82 Front Matter....Pages 83-83 Summary Grid of Review Measures....Pages 85-98 Measures of Externalizing and Attentional Problems in Children....Pages 99-229 The primary focus of this text is on the evaluation of problems manifested in the school setting, although many of the instruments reviewed are multi-informant & are used to evaluate children across settings. All instruments reviewed have psychometric support This new book will provide clinicians and researchers with reviews of a compendium of instruments used for assessing children's and adolescent's behavior, social, and/or attention problems in the school setting. (Midwest) The prevalence of children who manifest behavioral and academic problems in the school setting represent a vast source of referral for mental health and school professionals as well as medical personnel. Provides reviews of instruments used in the assessment of a child's or adolescent's behavior in a school setting.