The Resource Behavioral, social, and emotional assessment of children and adolescents, Sara A. Whitcomb

Behavioral, social, and emotional assessment of children and adolescents, Sara A. Whitcomb

Label
Behavioral, social, and emotional assessment of children and adolescents
Title
Behavioral, social, and emotional assessment of children and adolescents
Statement of responsibility
Sara A. Whitcomb
Creator
Contributor
Author
Subject
Language
eng
Cataloging source
NhCcYBP
http://library.link/vocab/creatorName
Whitcomb, Sara A
Dewey number
155.4028/7
Index
no index present
LC call number
BF722
LC item number
.W45 2018
Literary form
non fiction
Nature of contents
dictionaries
http://library.link/vocab/relatedWorkOrContributorName
ProQuest (Firm)
http://library.link/vocab/subjectName
  • Psychological tests for children
  • Child development
  • Behavioral assessment of children
  • Teenagers
  • Behavioral assessment of teenagers
Label
Behavioral, social, and emotional assessment of children and adolescents, Sara A. Whitcomb
Link
https://ebookcentral.proquest.com/lib/umanitoba/detail.action?docID=5123491
Instantiates
Publication
Carrier category
online resource
Carrier category code
cr
Carrier MARC source
rdacarrier
Content category
text
Content type code
txt
Content type MARC source
rdacontent
Contents
  • Importance of Context: Ecological Systems Theory
  • Conclusions
  • Review and Application Questions
  • 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
  • Finding Your Own Theoretical Foundation
  • 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
  • Philosophical Foundations of Assessment
  • Direct Observation Form (DOF)
  • Behavioral Observation of Students in Schools (BOSS)
  • Behavior Coding System (BCS)
  • Home-Based Observation Systems
  • Social Interaction Coding System (SICS)
  • Family Interaction Code (FIC)
  • Clinic-Based Observation Systems
  • Coders Impression Measure (CI)
  • Child's Game/Parent's Game
  • Teacher Behavior Code (TBC)
  • Nomothetic and Idiographic: Definitions and Historical Development
  • 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
  • Nomothetic and Idiographic Approaches in Practice
  • 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
  • 5.
  • Empirical Approach to Assessment
  • 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
  • Understanding and Clarifying Assessment Referrals
  • 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
  • Assessment as a Problem-Solving Process
  • Conners Rating Scales, Conners Rating Scales-Revised, the Conners 3, and the Conners Comprehensive Behavior Rating Scales
  • Conners Rating Scales-Revised (1997)
  • Description of the Conners 3
  • Scoring System and Scale Structure in the Conners 3
  • Development and Standardization of the Conners 3
  • Psychometric Properties
  • Conners Comprehensive Behavior Rating Scales (CBRS)
  • Additional Comments
  • Best Practices in Using Behavior Rating Scales
  • Behavior Rating Scales and Decision Making
  • Model for Assessment as a Problem-Solving Process
  • Conclusions
  • Review and Application Questions
  • 6.
  • Interviewing Techniques
  • Role of Interviews in Assessing Children and Adolescents
  • Developmental Issues in Interviewing
  • Preschool-Age and Primary-Age Children
  • Elementary-Age Children
  • Adolescents
  • Factors That May Affect the Quality of the Interview
  • Phase I: Identification and Clarification
  • Interpersonal Context
  • Ethnocultural Context
  • Behavioral Context
  • 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
  • Machine generated contents note:
  • Phase II: Data Collection
  • 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
  • Phase III: Analysis
  • Clinical Interviewing and Suicidal Ideation or 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
  • Phase IV: Solution and Evaluation
  • Conclusions
  • Review and Application Questions
  • 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
  • Designing a Multimethod, Multisource, Multisetting Assessment
  • 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
  • Response to Intervention (RtI): A Public Health Approach to Assessment and Intervention
  • Sociometric Procedures and Decision Making
  • Conclusions
  • Review and Application Questions
  • 8.
  • Self-Report Assessment
  • Foundations of Self-Report Assessment
  • Historical Foundations of Personality Testing
  • Psychometric Foundations of Objective Test Construction --
  • 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
  • 1.
  • 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
  • 2.
  • Social-Emotional Assessment and Cultural Diversity
  • Test and Assessment Bias in Professional Practice
  • Test and Assessment Bias
  • Professional Ethics and Culturally Appropriate Assessment
  • Foundations of 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 Appreciating
  • Stage 3: Resistance and Immersion
  • Stage 4: Introspection
  • Stage 5: Integrative Awareness
  • Theoretical Foundations of Social and Emotional Behavior
  • Problems with Categories and Group Emphasis
  • Cultural Diversity in the United States: Description of Major Racial/Ethnic Groups
  • African Americans
  • Asian Americans
  • Hispanic Americans
  • Native Americans
  • Some General Characteristics of the Majority Culture
  • Assessment Methods and Cultural Diversity: Special Considerations
  • Behavioral Observation
  • Behavior Rating Scales
  • Social Cognitive Theory: An Integrated Orientation
  • 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
  • Components of Social Cognitive Theory
  • Sociometric Techniques
  • Self-Report Instruments
  • Projective-Expressive Techniques
  • Recommendations for Culturally Competent Assessment
  • Conclusions
  • Review and Application Questions
  • 3.
  • Assessment and Classification
  • Why Classify?
  • Differential Diagnosis and Classification Error
  • Triadic Reciprocality: Understanding the Determinants of Behavior
  • Current Classification Systems
  • DSM System
  • Assumptions and Structure of the DSM
  • Using the DSM System in Assessment
  • Improvements to and Changes in the DSM
  • Classification under Special Education Law
  • General Assessment Guidelines in the IDEIA
  • IDEIA Definition of "Emotionally Disturbed"
  • "Emotionally Disturbed" versus "Socially Maladjusted" Issue
  • State Adaptations of the Federal Definition
  • Observational Learning: A Multiprocess Analysis
  • New Directions
  • Behavioral Dimensions: An Alternative Approach to Classification
  • Behavioral Dimensions and the Achenbach System of Empirically Based Assessment (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 Classification
  • Description
  • Self-Report Instruments
  • Jesness Inventory-Revised (JI-R)
  • Linking Assessment to Intervention
  • Conclusions
  • Review and Application Questions
  • 11.
  • Assessing Internalizing Problems
  • Internalizing Problems: An Overview
  • Behavioral Dimensions Classification
  • DSM Classification
  • Technical Characteristics
  • 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
  • APS Short Form
  • 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
  • Evaluation
  • Functional Assessment and Internalizing Problems
  • Behavior Rating Scales
  • Interviewing
  • Sociometric Techniques
  • Narrow-Band Self-Report Instruments
  • Children's Depression Inventory (CDI) and the Children's Depression Inventory-2 (CDI-2)
  • Revised Children's Manifest Anxiety Scale (RCMAS) and the Revised Children's Manifest Anxiety Scale, Second Edition (RCMAS-2)
  • Reynolds Child Depression Scale (RCDS) and the Reynolds Child Depression Scale, Second Edition (RCDS-2)
  • Reynolds Adolescent Depression Scale, Second Edition (RADS-2)
  • Multidimensional Anxiety Scale for Children, Second Edition (MASC-2)
  • Behavior Assessment System for Children, Third Edition: Child and Adolescent Self-Reports
  • State-Trait Anxiety Inventory for Children (STAIC)
  • Concluding Comments on Internalizing Symptoms Self-Report Measures
  • Self-Report Instruments for Assessing Multidimensional Self-Concept
  • Multidimensional Self-Concept Scale (MSCS)
  • Self-Description Questionnaire I (SDQ-I)
  • Self-Description Questionnaire II (SDQ-II)
  • Self-Perception Profile for Children (SPPC)
  • Self-Perception Profile for Adolescents (SPPA)
  • Linking Assessment to Intervention
  • Conclusions
  • Description
  • Review and Application Questions
  • 12.
  • Assessing Other Behavioral, Social, and Emotional Problems
  • Classification and Taxonomy
  • Behavioral Dimensions Classification
  • DSM Classification
  • Autism Spectrum Disorder
  • Description
  • Autism Spectrum Disorder
  • Asperger's Disorder
  • Technical Characteristics
  • Rett's Disorder
  • Childhood Disintegrative Disorder
  • Assessment
  • Autism Diagnostic Observation Schedule (ADOS)
  • Autism Diagnostic Interview (ADI)
  • Childhood Autism Rating Scale, Second Edition (CARS-2)
  • Gilliam Autism Rating Scale, Third Edition (GARS-3)
  • Assessment of Basic Learning and Language Skills-Revised (ABLLS-R)
  • Schizoid Disorders
  • Description
  • Evaluation
  • 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
  • Minnesota Multiphasic Personality Inventory-Adolescent Version and Restructured Form (MMPI-A, MMPI-A-RF)
  • Sociometric Techniques
  • Self-Report Instruments
  • Eating Disorders
  • Description
  • Anorexia Nervosa
  • Bulimia Nervosa
  • Binge Eating Disorder
  • Assessment
  • Linking Assessment to Intervention
  • Conclusions
  • Description
  • Review and Application Questions
  • 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
  • Contents note continued:
  • Technical Characteristics
  • Methods of Assessing Social and Emotional Skills
  • Direct Behavioral Observation
  • Student Interaction in Specific Settings Tool (SISS)
  • Peer Social Behavior Code
  • Target/Peer Interaction Code
  • Comments on Direct Observation of Child Social Behavior
  • Behavior Rating Scales
  • Social Skills Improvement System (SSIS)-Parent and Teacher Forms
  • School Social Behavior Scales, Second Edition (SSBS-2)/Home and Community Social Behavior Scales (HCSBS)
  • Social Emotional Assets and Resilience Scales-Teacher and Parent Reports (SEARS-T, SEARS-P)
  • Minnesota Multiphasic Personality Inventory-Adolescent- Restructured Form (MMPI-A-RF)
  • Devereux Student Strengths Assessment (DESSA)
  • Interviewing Techniques
  • Sociometric Approaches
  • Assessment with Self-Reports
  • Social Skills Improvement System-Student Forms
  • Social Emotional Assets and Resilience Scales-Child and Adolescent Forms (SEARS-C, SEARS-A)
  • Linking Assessment to Intervention
  • Conclusions
  • Reviews and Application Questions
  • 14.
  • Evaluation
  • Assessing Social and Emotional Behavior of Young Children
  • Alternative Diagnostic Classification System
  • Methods for Assessing Young Children
  • Direct Behavioral Observation
  • Example: Early Screen Project (ESP) Social Behavior Observations
  • Behavior Rating Scales
  • Ages and Stages Questionnaires: Social-Emotional, Second Edition (ASQ:SE-2)
  • Social Emotional Assessment Measure (SEAM)
  • Devereux Early Childhood Assessments (DECA)
  • Behavior Assessment System for Children, Third Edition (BASC-3)
  • Conners 3 Self-Report
  • Early Childhood Rating Forms of the ASEBA System
  • Preschool and Kindergarten Behavior Scales, Second Edition (PKBS-2)
  • Social Skills Improvement System (SSIS)
  • Interviewing Techniques
  • Sociometric Approaches
  • Self-Report Tests
  • Pictorial Scale of Perceived Competence and Acceptance for Young Children
  • Berkeley Puppet Interview (BPI)
  • Best Practices
  • Conclusions
  • Description
  • Review and Application Questions
  • 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 (SSBD-2)
  • Behaviors Targeted
  • Technical Adequacy
  • Feasibility
  • Technical Characteristics
  • Student Risk Screening Scale-Internalizing and Externalizing (SRSS-IE)
  • Behaviors Targeted
  • Technical Adequacy
  • Feasibility
  • Strengths and Difficulties Questionnaire (SDQ)
  • Behaviors Targeted
  • Technical Adequacy
  • Feasibility --
  • Evaluation
  • Conners 3 Comprehensive Behavior Ratings Scale Self-Report (CBRS-SR)
  • Description
  • Technical Characteristics
  • Three Approaches to Developing Objective Self-Report Tests
  • Evaluation
  • Youth Self-Report (YSR)
  • Description
  • Technical Characteristics
  • Evaluation
  • Self-Report Tests and Decision Making
  • Conclusions
  • Review and Application Questions
  • 9.
  • Projective-Expressive Assessment Techniques
  • Rational-Theoretical Approach
  • Projective Assessment: An Introduction
  • Thematic Approaches
  • Thematic Apperception Test (TAT)
  • Children's Apperception Test (CAT)
  • Roberts Apperception Test for Children (RATC)
  • Reliability and Validity
  • Concluding Comments on Thematic Approaches
  • Drawing Techniques
  • Draw-A-Person Technique (DAP)
  • Administration, Scoring, and Interpretation
  • Factor Analytic Approach
  • Reliability and Validity
  • Additional Comments
  • Kinetic Family Drawing Technique (KFD)
  • Administration, Scoring, and Interpretation
  • Reliability and Validity
  • Kinetic School Drawing
  • Additional Comments
  • Bender-Gestalt Test (BGT) as a Measure of Social-Emotional Status
  • Administration, Scoring, and Interpretation
  • Reliability and Validity
  • Empirical Criterion Keying Approach
  • Additional Comments
  • Concluding Comments on Drawing Techniques
  • Sentence Completion Tasks
  • Administration, Scoring, and Interpretation
  • Reliability and Validity
  • Hart Sentence Completion Test (HSCT) for Children
  • Washington University Sentence Completion Test
  • Concluding Comments on Sentence Completion Tasks
  • Best Practices
  • Conclusions
  • Response Bias and Error Variance
  • Review and Application Questions
  • 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 (ADHD)
  • DSM Approach to Classifying Externalizing Disorders
  • Attention Deficit Hyperactivity Disorder (ADHD)
  • Reviews of Selected General-Purpose Self-Report Tests
  • Conduct Disorder
  • Oppositional Defiant Disorder (ODD)
  • 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
  • Adolescent Psychopathology Scale (APS)
  • Behavioral Observation
  • Dyadic Parent-Child Interaction Coding System (DPICS)
  • Behavior Rating Scales
  • Narrow-Band Rating Scales for Attention Deficit Hyperactivity Disorders
  • ADHD Rating Scale-5 (ADHD-5)
  • Attention Deficit Disorders Evaluation Scales (ADDES-4)
  • Conners 3 ADHD Index (Conners 3AI)
  • Behavior Rating Inventory of Executive Function, Second Edition (BRIEF-2)
  • Interviewing Techniques
  • Sociometric Techniques
  • Feasibility
  • BIMAS Flex
  • Behavioral Assessment System for Children, Third Edition: Behavioral and Emotional Screening System (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
  • Contents note continued:
  • Feasibility
  • Additional Promising Tool
  • Strengths and Importance of School-Wide Screening
  • Implementation Challenges Associated with School-Wide Screening
  • Conclusions
  • Review and Application Questions
  • Social, Academic, and Emotional Behavior Risk Screener (SAEBRS)
  • Behaviors Targeted
  • Technical Adequacy
  • Feasibility
  • Behavior Intervention Monitoring Assessment System (BIMAS)
  • Behaviors Targeted
  • Technical Adequacy
Dimensions
unknown
Edition
Fifth edition.
Extent
1 online resource.
Form of item
online
Isbn
9781317601609
Media category
computer
Media MARC source
rdamedia
Media type code
c
Reproduction note
Electronic reproduction.
Specific material designation
remote
System control number
(NhCcYBP)EBC5123491
Label
Behavioral, social, and emotional assessment of children and adolescents, Sara A. Whitcomb
Link
https://ebookcentral.proquest.com/lib/umanitoba/detail.action?docID=5123491
Publication
Carrier category
online resource
Carrier category code
cr
Carrier MARC source
rdacarrier
Content category
text
Content type code
txt
Content type MARC source
rdacontent
Contents
  • Importance of Context: Ecological Systems Theory
  • Conclusions
  • Review and Application Questions
  • 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
  • Finding Your Own Theoretical Foundation
  • 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
  • Philosophical Foundations of Assessment
  • Direct Observation Form (DOF)
  • Behavioral Observation of Students in Schools (BOSS)
  • Behavior Coding System (BCS)
  • Home-Based Observation Systems
  • Social Interaction Coding System (SICS)
  • Family Interaction Code (FIC)
  • Clinic-Based Observation Systems
  • Coders Impression Measure (CI)
  • Child's Game/Parent's Game
  • Teacher Behavior Code (TBC)
  • Nomothetic and Idiographic: Definitions and Historical Development
  • 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
  • Nomothetic and Idiographic Approaches in Practice
  • 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
  • 5.
  • Empirical Approach to Assessment
  • 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
  • Understanding and Clarifying Assessment Referrals
  • 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
  • Assessment as a Problem-Solving Process
  • Conners Rating Scales, Conners Rating Scales-Revised, the Conners 3, and the Conners Comprehensive Behavior Rating Scales
  • Conners Rating Scales-Revised (1997)
  • Description of the Conners 3
  • Scoring System and Scale Structure in the Conners 3
  • Development and Standardization of the Conners 3
  • Psychometric Properties
  • Conners Comprehensive Behavior Rating Scales (CBRS)
  • Additional Comments
  • Best Practices in Using Behavior Rating Scales
  • Behavior Rating Scales and Decision Making
  • Model for Assessment as a Problem-Solving Process
  • Conclusions
  • Review and Application Questions
  • 6.
  • Interviewing Techniques
  • Role of Interviews in Assessing Children and Adolescents
  • Developmental Issues in Interviewing
  • Preschool-Age and Primary-Age Children
  • Elementary-Age Children
  • Adolescents
  • Factors That May Affect the Quality of the Interview
  • Phase I: Identification and Clarification
  • Interpersonal Context
  • Ethnocultural Context
  • Behavioral Context
  • 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
  • Machine generated contents note:
  • Phase II: Data Collection
  • 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
  • Phase III: Analysis
  • Clinical Interviewing and Suicidal Ideation or 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
  • Phase IV: Solution and Evaluation
  • Conclusions
  • Review and Application Questions
  • 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
  • Designing a Multimethod, Multisource, Multisetting Assessment
  • 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
  • Response to Intervention (RtI): A Public Health Approach to Assessment and Intervention
  • Sociometric Procedures and Decision Making
  • Conclusions
  • Review and Application Questions
  • 8.
  • Self-Report Assessment
  • Foundations of Self-Report Assessment
  • Historical Foundations of Personality Testing
  • Psychometric Foundations of Objective Test Construction --
  • 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
  • 1.
  • 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
  • 2.
  • Social-Emotional Assessment and Cultural Diversity
  • Test and Assessment Bias in Professional Practice
  • Test and Assessment Bias
  • Professional Ethics and Culturally Appropriate Assessment
  • Foundations of 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 Appreciating
  • Stage 3: Resistance and Immersion
  • Stage 4: Introspection
  • Stage 5: Integrative Awareness
  • Theoretical Foundations of Social and Emotional Behavior
  • Problems with Categories and Group Emphasis
  • Cultural Diversity in the United States: Description of Major Racial/Ethnic Groups
  • African Americans
  • Asian Americans
  • Hispanic Americans
  • Native Americans
  • Some General Characteristics of the Majority Culture
  • Assessment Methods and Cultural Diversity: Special Considerations
  • Behavioral Observation
  • Behavior Rating Scales
  • Social Cognitive Theory: An Integrated Orientation
  • 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
  • Components of Social Cognitive Theory
  • Sociometric Techniques
  • Self-Report Instruments
  • Projective-Expressive Techniques
  • Recommendations for Culturally Competent Assessment
  • Conclusions
  • Review and Application Questions
  • 3.
  • Assessment and Classification
  • Why Classify?
  • Differential Diagnosis and Classification Error
  • Triadic Reciprocality: Understanding the Determinants of Behavior
  • Current Classification Systems
  • DSM System
  • Assumptions and Structure of the DSM
  • Using the DSM System in Assessment
  • Improvements to and Changes in the DSM
  • Classification under Special Education Law
  • General Assessment Guidelines in the IDEIA
  • IDEIA Definition of "Emotionally Disturbed"
  • "Emotionally Disturbed" versus "Socially Maladjusted" Issue
  • State Adaptations of the Federal Definition
  • Observational Learning: A Multiprocess Analysis
  • New Directions
  • Behavioral Dimensions: An Alternative Approach to Classification
  • Behavioral Dimensions and the Achenbach System of Empirically Based Assessment (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 Classification
  • Description
  • Self-Report Instruments
  • Jesness Inventory-Revised (JI-R)
  • Linking Assessment to Intervention
  • Conclusions
  • Review and Application Questions
  • 11.
  • Assessing Internalizing Problems
  • Internalizing Problems: An Overview
  • Behavioral Dimensions Classification
  • DSM Classification
  • Technical Characteristics
  • 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
  • APS Short Form
  • 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
  • Evaluation
  • Functional Assessment and Internalizing Problems
  • Behavior Rating Scales
  • Interviewing
  • Sociometric Techniques
  • Narrow-Band Self-Report Instruments
  • Children's Depression Inventory (CDI) and the Children's Depression Inventory-2 (CDI-2)
  • Revised Children's Manifest Anxiety Scale (RCMAS) and the Revised Children's Manifest Anxiety Scale, Second Edition (RCMAS-2)
  • Reynolds Child Depression Scale (RCDS) and the Reynolds Child Depression Scale, Second Edition (RCDS-2)
  • Reynolds Adolescent Depression Scale, Second Edition (RADS-2)
  • Multidimensional Anxiety Scale for Children, Second Edition (MASC-2)
  • Behavior Assessment System for Children, Third Edition: Child and Adolescent Self-Reports
  • State-Trait Anxiety Inventory for Children (STAIC)
  • Concluding Comments on Internalizing Symptoms Self-Report Measures
  • Self-Report Instruments for Assessing Multidimensional Self-Concept
  • Multidimensional Self-Concept Scale (MSCS)
  • Self-Description Questionnaire I (SDQ-I)
  • Self-Description Questionnaire II (SDQ-II)
  • Self-Perception Profile for Children (SPPC)
  • Self-Perception Profile for Adolescents (SPPA)
  • Linking Assessment to Intervention
  • Conclusions
  • Description
  • Review and Application Questions
  • 12.
  • Assessing Other Behavioral, Social, and Emotional Problems
  • Classification and Taxonomy
  • Behavioral Dimensions Classification
  • DSM Classification
  • Autism Spectrum Disorder
  • Description
  • Autism Spectrum Disorder
  • Asperger's Disorder
  • Technical Characteristics
  • Rett's Disorder
  • Childhood Disintegrative Disorder
  • Assessment
  • Autism Diagnostic Observation Schedule (ADOS)
  • Autism Diagnostic Interview (ADI)
  • Childhood Autism Rating Scale, Second Edition (CARS-2)
  • Gilliam Autism Rating Scale, Third Edition (GARS-3)
  • Assessment of Basic Learning and Language Skills-Revised (ABLLS-R)
  • Schizoid Disorders
  • Description
  • Evaluation
  • 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
  • Minnesota Multiphasic Personality Inventory-Adolescent Version and Restructured Form (MMPI-A, MMPI-A-RF)
  • Sociometric Techniques
  • Self-Report Instruments
  • Eating Disorders
  • Description
  • Anorexia Nervosa
  • Bulimia Nervosa
  • Binge Eating Disorder
  • Assessment
  • Linking Assessment to Intervention
  • Conclusions
  • Description
  • Review and Application Questions
  • 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
  • Contents note continued:
  • Technical Characteristics
  • Methods of Assessing Social and Emotional Skills
  • Direct Behavioral Observation
  • Student Interaction in Specific Settings Tool (SISS)
  • Peer Social Behavior Code
  • Target/Peer Interaction Code
  • Comments on Direct Observation of Child Social Behavior
  • Behavior Rating Scales
  • Social Skills Improvement System (SSIS)-Parent and Teacher Forms
  • School Social Behavior Scales, Second Edition (SSBS-2)/Home and Community Social Behavior Scales (HCSBS)
  • Social Emotional Assets and Resilience Scales-Teacher and Parent Reports (SEARS-T, SEARS-P)
  • Minnesota Multiphasic Personality Inventory-Adolescent- Restructured Form (MMPI-A-RF)
  • Devereux Student Strengths Assessment (DESSA)
  • Interviewing Techniques
  • Sociometric Approaches
  • Assessment with Self-Reports
  • Social Skills Improvement System-Student Forms
  • Social Emotional Assets and Resilience Scales-Child and Adolescent Forms (SEARS-C, SEARS-A)
  • Linking Assessment to Intervention
  • Conclusions
  • Reviews and Application Questions
  • 14.
  • Evaluation
  • Assessing Social and Emotional Behavior of Young Children
  • Alternative Diagnostic Classification System
  • Methods for Assessing Young Children
  • Direct Behavioral Observation
  • Example: Early Screen Project (ESP) Social Behavior Observations
  • Behavior Rating Scales
  • Ages and Stages Questionnaires: Social-Emotional, Second Edition (ASQ:SE-2)
  • Social Emotional Assessment Measure (SEAM)
  • Devereux Early Childhood Assessments (DECA)
  • Behavior Assessment System for Children, Third Edition (BASC-3)
  • Conners 3 Self-Report
  • Early Childhood Rating Forms of the ASEBA System
  • Preschool and Kindergarten Behavior Scales, Second Edition (PKBS-2)
  • Social Skills Improvement System (SSIS)
  • Interviewing Techniques
  • Sociometric Approaches
  • Self-Report Tests
  • Pictorial Scale of Perceived Competence and Acceptance for Young Children
  • Berkeley Puppet Interview (BPI)
  • Best Practices
  • Conclusions
  • Description
  • Review and Application Questions
  • 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 (SSBD-2)
  • Behaviors Targeted
  • Technical Adequacy
  • Feasibility
  • Technical Characteristics
  • Student Risk Screening Scale-Internalizing and Externalizing (SRSS-IE)
  • Behaviors Targeted
  • Technical Adequacy
  • Feasibility
  • Strengths and Difficulties Questionnaire (SDQ)
  • Behaviors Targeted
  • Technical Adequacy
  • Feasibility --
  • Evaluation
  • Conners 3 Comprehensive Behavior Ratings Scale Self-Report (CBRS-SR)
  • Description
  • Technical Characteristics
  • Three Approaches to Developing Objective Self-Report Tests
  • Evaluation
  • Youth Self-Report (YSR)
  • Description
  • Technical Characteristics
  • Evaluation
  • Self-Report Tests and Decision Making
  • Conclusions
  • Review and Application Questions
  • 9.
  • Projective-Expressive Assessment Techniques
  • Rational-Theoretical Approach
  • Projective Assessment: An Introduction
  • Thematic Approaches
  • Thematic Apperception Test (TAT)
  • Children's Apperception Test (CAT)
  • Roberts Apperception Test for Children (RATC)
  • Reliability and Validity
  • Concluding Comments on Thematic Approaches
  • Drawing Techniques
  • Draw-A-Person Technique (DAP)
  • Administration, Scoring, and Interpretation
  • Factor Analytic Approach
  • Reliability and Validity
  • Additional Comments
  • Kinetic Family Drawing Technique (KFD)
  • Administration, Scoring, and Interpretation
  • Reliability and Validity
  • Kinetic School Drawing
  • Additional Comments
  • Bender-Gestalt Test (BGT) as a Measure of Social-Emotional Status
  • Administration, Scoring, and Interpretation
  • Reliability and Validity
  • Empirical Criterion Keying Approach
  • Additional Comments
  • Concluding Comments on Drawing Techniques
  • Sentence Completion Tasks
  • Administration, Scoring, and Interpretation
  • Reliability and Validity
  • Hart Sentence Completion Test (HSCT) for Children
  • Washington University Sentence Completion Test
  • Concluding Comments on Sentence Completion Tasks
  • Best Practices
  • Conclusions
  • Response Bias and Error Variance
  • Review and Application Questions
  • 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 (ADHD)
  • DSM Approach to Classifying Externalizing Disorders
  • Attention Deficit Hyperactivity Disorder (ADHD)
  • Reviews of Selected General-Purpose Self-Report Tests
  • Conduct Disorder
  • Oppositional Defiant Disorder (ODD)
  • 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
  • Adolescent Psychopathology Scale (APS)
  • Behavioral Observation
  • Dyadic Parent-Child Interaction Coding System (DPICS)
  • Behavior Rating Scales
  • Narrow-Band Rating Scales for Attention Deficit Hyperactivity Disorders
  • ADHD Rating Scale-5 (ADHD-5)
  • Attention Deficit Disorders Evaluation Scales (ADDES-4)
  • Conners 3 ADHD Index (Conners 3AI)
  • Behavior Rating Inventory of Executive Function, Second Edition (BRIEF-2)
  • Interviewing Techniques
  • Sociometric Techniques
  • Feasibility
  • BIMAS Flex
  • Behavioral Assessment System for Children, Third Edition: Behavioral and Emotional Screening System (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
  • Contents note continued:
  • Feasibility
  • Additional Promising Tool
  • Strengths and Importance of School-Wide Screening
  • Implementation Challenges Associated with School-Wide Screening
  • Conclusions
  • Review and Application Questions
  • Social, Academic, and Emotional Behavior Risk Screener (SAEBRS)
  • Behaviors Targeted
  • Technical Adequacy
  • Feasibility
  • Behavior Intervention Monitoring Assessment System (BIMAS)
  • Behaviors Targeted
  • Technical Adequacy
Dimensions
unknown
Edition
Fifth edition.
Extent
1 online resource.
Form of item
online
Isbn
9781317601609
Media category
computer
Media MARC source
rdamedia
Media type code
c
Reproduction note
Electronic reproduction.
Specific material designation
remote
System control number
(NhCcYBP)EBC5123491

Library Locations

  • Albert D. Cohen Management LibraryBorrow it
    181 Freedman Crescent, Winnipeg, MB, R3T 5V4, CA
    49.807878 -97.129961
  • Architecture/Fine Arts LibraryBorrow it
    84 Curry Place, Winnipeg, MB, CA
    49.807716 -97.136226
  • Archives and Special CollectionsBorrow it
    25 Chancellors Circle (Elizabeth Dafoe Library), Room 330, Winnipeg, MB, R3T 2N2, CA
    49.809961 -97.131878
  • Bibliothèque Alfred-Monnin (Université de Saint-Boniface)Borrow it
    200, avenue de la Cathédrale, Local 2110, Winnipeg, MB, R2H 0H7, CA
    49.888861 -97.119735
  • Bill Larson Library (Grace Hospital)Borrow it
    300 Booth Drive, G-227, Winnipeg, MB, R3J 3M7, CA
    49.882400 -97.276436
  • Carolyn Sifton - Helene Fuld Library (St. Boniface General Hospital)Borrow it
    409 Tache Avenue, Winnipeg, MB, R2H 2A6, CA
    49.883388 -97.126050
  • Concordia Hospital LibraryBorrow it
    1095 Concordia Avenue, Winnipeg, MB, R2K 3S8, CA
    49.913252 -97.064683
  • Donald W. Craik Engineering LibraryBorrow it
    75B Chancellors Circle (Engineering Building E3), Room 361, Winnipeg, MB, R3T 2N2, CA
    49.809053 -97.133292
  • E.K. Williams Law LibraryBorrow it
    224 Dysart Road, Winnipeg, MB, R3T 5V4, CA
    49.811829 -97.131017
  • Eckhardt-Gramatté Music LibraryBorrow it
    136 Dafoe Road (Taché Arts Complex), Room 257, Winnipeg, MB, R3T 2N2, CA
    49.807964 -97.132222
  • Elizabeth Dafoe LibraryBorrow it
    25 Chancellors Circle, Winnipeg, MB, R3T 2N2, CA
    49.809961 -97.131878
  • Fr. H. Drake Library (St. Paul's College)Borrow it
    70 Dysart Road, Winnipeg, MB, R3T 2M6, CA
    49.810605 -97.138184
  • J.W. Crane Memorial Library (Deer Lodge Centre)Borrow it
    2109 Portage Avenue, Winnipeg, MB, R3J 0L3, CA
    49.878000 -97.235520
  • Libraries Annex (not open to the public; please see web page for details)Borrow it
    25 Chancellors Circle (in the Elizabeth Dafoe Library), Winnipeg, MB, R3T 2N2, CA
    49.809961 -97.131878
  • Neil John Maclean Health Sciences LibraryBorrow it
    727 McDermot Avenue (Brodie Centre), 200 Level, Winnipeg, MB, R3E 3P5, CA
    49.903563 -97.160554
  • Sciences and Technology LibraryBorrow it
    186 Dysart Road, Winnipeg, MB, R3T 2M8, CA
    49.811526 -97.133257
  • Seven Oaks General Hospital LibraryBorrow it
    2300 McPhillips Street, Winnipeg, MB, R2V 3M3, CA
    49.955177 -97.148865
  • Sister St. Odilon Library (Misericordia Health Centre)Borrow it
    99 Cornish Avenue, Winnipeg, MB, R3C 1A2, CA
    49.879592 -97.160425
  • St. John's College LibraryBorrow it
    92 Dysart Road, Winnipeg, MB, R3T 2M5, CA
    49.811242 -97.137156
  • Victoria General Hospital LibraryBorrow it
    2340 Pembina Highway, Winnipeg, MB, R3T 2E8, CA
    49.806755 -97.152739
  • William R Newman Library (Agriculture)Borrow it
    66 Dafoe Road, Winnipeg, MB, R3T 2R3, CA
    49.806936 -97.135525
Processing Feedback ...