Behavioral, Social, and Emotional Assessment of Children and Adolescents
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Behavioral, Social, and Emotional Assessment of Children and Adolescents

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Description

Generally recognized as the standard work in its field, Behavioral, Social, and Emotional Assessment of Children and Adolescents is a comprehensive guide for conducting conceptually sound, culturally responsive, and ecologically oriented assessments of students' social and emotional behavior. Written for graduate students, practitioners, and researchers in the fields of school psychology, child clinical psychology, and special education, it will also be of interest to those in related disciplines. Building on the previous editions, this fifth edition includes updated references to DSM-5 and federal standards as well as an integrated approach to culturally competent assessment throughout the text.


In Part I, Foundations and Methods of Assessment, the author provides a general foundation for assessment practice and outlines basic professional and ethical issues, cultural considerations, and classification and diagnostic problems. Part II, Assessment of Specific Problems, Competencies, and Populations, includes material on assessing specific social-emotional behavior domains, including externalizing problems, internalizing problems, social skills and social-emotional strengths, and the unique needs of young children. A chapter on school-wide screening methods was also added with this edition. By weaving together the most recent research evidence and common application issues in a scholarly yet practical matter, Behavioral, Social, and Emotional Assessment of Children and Adolescents continues to be the pre-eminent foundation for assessment courses.
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Product details

  • Paperback | 506 pages
  • 178 x 254 x 33.02mm | 907g
  • ROUTLEDGE
  • London, United Kingdom
  • English
  • New edition
  • 5th New edition
  • 18 Line drawings, black and white; 9 Halftones, black and white; 47 Tables, black and white; 27 Illustrations, black and white
  • 1138814393
  • 9781138814394
  • 1,912,646

Table of contents

Table of Contents


List of Tables


List of Figures


Preface


Acknowledgments


Part I Foundations and Methods of Assessment


Chapter 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


Stage 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/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


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 Competent 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


ED versus SM Issue


State 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 Classification


Conclusions


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 the


Conners' Comprehensive Behavior Rating Scales


1997 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 Adolescents


Developmental 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 Populations


Chapter 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 Problems xxx


Classification 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


Childhood 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 Disorder xxx


Assessment xxx


Linking 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 Techniques xxx


Sociometric 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 Children


Berkeley 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 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


Feasibility


Additional Promising Tool


Strengths and Importance of School-Wide Screening


Implementation Challenges Associated with School-Wide


Screening


Conclusions


Review Questions


References


Author Index


Subject Index
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Review quote

"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
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About Sara A. Whitcomb

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