Behavioral, social, and emotional assessment of children and adolescents:
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
New York
Lawrence Erlbaum Assoc.
2008
|
| Ausgabe: | 3. ed. |
| Schlagworte: | |
| Online-Zugang: | Table of contents only Inhaltsverzeichnis |
| Beschreibung: | Ab 4. Aufl. u.d.T.: Whitcomb, Sara A.: Behavioral, social, and emotional assessment of children and adolescents Includes bibliographical references (p. [481]-519) and indexes |
| Beschreibung: | XX, 533 S. Ill. |
| ISBN: | 9780805853704 0805853707 |
Internformat
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| 100 | 1 | |a Merrell, Kenneth W. |e Verfasser |4 aut | |
| 245 | 1 | 0 | |a Behavioral, social, and emotional assessment of children and adolescents |c Kenneth W. Merrell |
| 250 | |a 3. ed. | ||
| 264 | 1 | |a New York |b Lawrence Erlbaum Assoc. |c 2008 | |
| 300 | |a XX, 533 S. |b Ill. | ||
| 336 | |b txt |2 rdacontent | ||
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| 338 | |b nc |2 rdacarrier | ||
| 500 | |a Ab 4. Aufl. u.d.T.: Whitcomb, Sara A.: Behavioral, social, and emotional assessment of children and adolescents | ||
| 500 | |a Includes bibliographical references (p. [481]-519) and indexes | ||
| 650 | 7 | |a Adolescenten |2 gtt | |
| 650 | 7 | |a Kinderen |2 gtt | |
| 650 | 7 | |a Psychodiagnostiek |2 gtt | |
| 650 | 4 | |a Kind | |
| 650 | 4 | |a Psychological tests for children | |
| 650 | 4 | |a Child development |x Testing | |
| 650 | 4 | |a Behavioral assessment of children | |
| 650 | 4 | |a Teenagers |x Psychological testing | |
| 650 | 4 | |a Behavioral assessment of teenagers | |
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Datensatz im Suchindex
| _version_ | 1804137580135972864 |
|---|---|
| adam_text | Contents
Preface
xix
Acknowledgments
xxi
Part I Foundations and Methods of Assessment
1
Foundations of Assessment
3
Theroretical Foundations of Social and Emotional Behavior
3
Social Cognitive Theory: An Integrated Orientation
5
Components of Social Cognitive Theory
6
Triadic Reciprocality: Understanding the Determinants of
Behavior
6
Observational Learning: A Multiprocess Analysis
8
The Importance of Context: Ecological Systems Theory
10
Finding Your Own Theoretical Foundation
12
Philosophical Foundations of Assessment
13
Nomothetic and Idiographic: Definitions and Historical
Development
13
Nomothetic and Idiographic Approaches in Practice
14
Empirical Approach to Assessment
15
Understanding and Clarifying Assessment Referrals
15
Assessment as a Problem-Solving Process
17
A Model for Assessment as a Problem-Solving Process
17
Phase I: Identification and Clarification
19
Phase II: Data Collection
19
Phase III: Analysis
20
Phase IV: Solution and Evaluation
20
І
vi
CONTENTS
Designing a Multimethod, Multisource, Multisetting
Assessment
20
The Triangle of Support : A Public Health Approach to
Assessment and Intervention
22
Legal and Ethical Issues in Assessment
25
Basis for Legal Constraints on Assessment
25
Specific Assessment Practices Affected by Ethics and Law
26
Informed Consent
26
Validity of Assessment Procedures
28
Right to Privacy/Confidentiality
28
Some Concluding Comments on Legal and Ethical Issues
30
Criteria for Inclusion of Assessment Methods and Instruments
31
Conclusions
32
Review and Application Questions
33
Assessment and Classification
35
Why Classify?
36
Differential Diagnosis and Classification Error
37
Current Classification Systems
38
DSM
System
38
Assumptions and Structure of
DSM
38
Using the
DSM
System in Assessment
39
Improvements and Changes in
DSM
42
Classification under Special Education Law
43
General Assessment Guidelines in the IDEA
43
IDEA Definition of Emotionally Disturbed
45
ED versus SM Issue
46
State Adaptations of the Federal Definition
48
New Directions
48
Behavioral Dimensions: An Alternative Approach to
Classification
49
Behavioral Dimensions and the ASEBA System
50
Example of Behavioral Dimensions Approaches to Specific
Classes of Behavior
51
Additional Comments on the Behavioral Dimensions
Approach
52
Multiple-Gating Approaches to Assessment and Classification
53
Community- and Clinic-Based Multiple-Gating Procedure
55
SSBD: A School-Based Multiple-Gating Procedure
56
SARS: Classification of Behavioral Problems Using
Existing School Records
57
CONTENTS
vii
Concluding Comments on Assessment and Classification
58
Conclusions
60
Review and Application Questions
62
Direct Behavioral Observation
63
Behavioral Observation: Basic Principles and Concepts
64
Direct Behavioral Observation and Ecological Assessment
64
General Methods of Behavioral Observation
65
Naturalistic Observation
66
Analogue Observation
67
Self-Monitoring
68
Observational Coding Procedures
68
Event Recording
70
Interval Recording
72
Whole-Interval or Partial-Interval Recording?
72
Time-Sample Recording
74
Duration and Latency Recording
75
Duration Recording
75
Latency Recording
76
Examples of Observational Coding Systems
76
School-Based Observation Systems
77
Direct Observation Form
77
Behavior Coding System
78
Home-Based Observation Systems
78
Social Interaction Coding System
78
Family Interaction Code
79
Clinic-Based Observation Systems
79
Child s Game/Parent s Game
79
Teacher Behavior Code
80
Reliability and Validity Issues in Direct Behavioral Observation
80
Defining the Observation Domain
81
Observer Training and Reliability
82
Use of Social Comparison Data
83
Observer Reactivity
83
Situational Specificity
84
Inappropriate Recording Techniques
85
Biased Expectations and Outside Influence
86
Behavioral Observation and Functional Behavior Assessment
88
How Many Observations Are Needed?
90
Direct Behavioral Observation and Decision Making
91
Conclusions
92
[ viii CONTENTS
Review and Application
Questions
94
Scenarios
95
Behavior Rating Scales
97
Characteristics of Behavior Rating Scales
97
Definitions and Foundations
97
Rating Scales versus Checklists
98
Advantages of Behavior Rating Scales
99
Problems Associated with Using Behavior Rating Scales
100
Measurement and Technical Issues
101
Review of Selected General Purpose Behavior Rating Scales
and Systems
104
ASEBA: Child Behavior Checklist and Teacher s Report
Form for Ages
6
to
18 105
Description
105
Scoring System and Scale Structure
106
Development and Standardization
107
Psychometric Properties
108
Additional Comments
109
Behavior Assessment System for Children, Second Edition
109
Description
110
Scoring System and Scale Structure
110
Development and Standardization
112
Psychometric Properties
113
Additional Comments
114
Clinical Assessment of Behavior
114
Description
115
Scoring System and Scale Structure
115
Development and Standardization
116
Psychometric Properties
117
Additional Comments
118
Conners Rating Scales and Conners Rating Scales-Revised
119
Description
120
Scoring System and Scale Structure
120
Development and Standardization
121
Psychometric Properties
122
Additional Comments
123
1997
Conners Rating Scales-Revised
123
Best Practices in Using Behavior Rating Scales
126
Behavior Rating Scales and Decision Making
127
CONTENTS ix
Conclusions
129
Review and Application
Questions
130
Interviewing Techniques
133
Role of Interviews in Assessing Children and Adolescents
134
Developmental Issues in Interviewing
136
Preschool-Age and Primary-Age Children
136
Elementary-Age Children I39
Adolescents
140
Factors That May Affect the Quality of the Interview
142
Interpersonal Context I43
Ethnocultural Context I44
Behavioral Context
146
The Truth Context: Dealing with Lying I47
Physical Context
148
Selecting an Appropriate Interview Method
148
Traditional Interviewing Techniques
149
Gathering Relevant Background Information from Parents
and Teachers
150
Developing the Interview with Children and Adolescents
152
Areas for Observation
152
Areas for Questioning I54
Behavioral Interviewing
154
Implementing Behavioral Interviews with Parents and
Teachers
156
Problem Identification Interview I57
Problem Analysis Interview
158
Implementing Behavioral Interviews with Children and
Adolescents
160
Structured and Semistructured Interview Tools
161
Schedule for Affective Disorders and Schizophrenia,
School-Age Children
162
Diagnostic Interview for Children and Adolescents
163
Child Assessment Schedule
164
Semistructured Clinical Interview for Children and
Adolescents
165
Concluding Comments on Formal Interview Schedules
167
Clinical Interviewing and Suicidal Ideation/Behavior
167
Facts Regarding Suicidal Behavior among Children and
Adolescents
168
Recommendations for Clinical Interviewing
170
CONTENTS
Thinking about Suicide
171
Suicide Plan
171
Means and Preparations for Suicide
171
Intended Place or Setting
171
Immediate Protective Action
172
Suicide Contract and Follow-Up Planning
172
Interviews and Decision Making
173
Conclusions
174
Review and Apllication Questions
176
Sociometric Techniques
177
Sociometrics: Importance, History, and Empirical Base
177
Why Assess Social Status?
178
Historical Development of Sociometric Assessment
179
Validity of Sociometric Assessment
180
Dimensions of Social Status
180
Technical Adequacy of Sociometric Procedures
181
Predictive Validity of Sociometric Assessment
182
Overview of Sociometric Assessment Procedures
183
Peer Nomination Procedures
183
Peer Rating Procedures
185
Sociometric Ranking Procedures
187
Alternative Sociometric Procedures
190
Picture Sociometrics
190
Class Play
191
Guess Who Measures
191
Ethical Concerns in Using Sociometric Procedures
192
Sociometric Procedures and Decision Making
195
Conclusions
196
Review and Application Questions
197
Self-Report Assessment
199
Foundations of Self-Report Assessment
200
Historical Foundations of Personality Testing
200
Psychometric Foundations of Objective Test Construction
202
Three Approaches to Developing Objective Self-Report
Tests
203
Rational-Theoretical Approach
204
Factor Analytic Approach
204
Empirical Criterion Keying Approach
205
Response Bias and Error Variance
206
CONTENTS
xi
Reviews
of Selected
General
Purpose Self-Report Tests
207
Adolescent Psychopathology Scale
208
Description
208
Technical Characteristics
210
APS Short Form
210
Evaluation
210
Behavior Assessment System for Children, Second Edition:
Child and Adolescent Self-Reports
211
Description
211
Technical Characteristics
212
Evaluation
213
Minnesota Multiphasic Personality Inventory-Adolescent
Version
214
Description
214
Technical Characteristics
215
Evaluation
217
Personality Inventory for Youth
217
Description
217
Technical Characteristics
218
Evaluation
219
Youth Self-Report
219
Description
219
Technical Characteristics
220
Evaluation
220
Self-Report Tests and Decision Making
221
Conclusions
222
Review and Application Questions
223
Projective-Expressive Assessment Techniques
225
Projective
Assessment: An Introduction
226
Thematic Approaches
229
Thematic Apperception Test
230
Children s Apperception Test
232
Roberts Apperception Test for Children
232
Reliability and Validity
234
Concluding Comments on Thematic Approaches
234
Drawing Techniques
235
Draw-A-Person Technique
236
Administration, Scoring, and Interpretation
237
Reliability and Validity
240
Additional Comments
241
xii CONTENTS
Kinetic
Family
Drawing Technique
242
Administration, Scoring, and Interpretation
243
Reliability and Validity
244
Kinetic School Drawing
245
Additional Comments
246
Bender-Gestalt Test
as a Measure of Social-Emotional
Status
246
Administration, Scoring, and Interpretation
247
Reliability and Validity
250
Additional Comments
250
Concluding Comments on Drawing Techniques
251
Sentence Completion Tasks
252
Administration, Scoring, and Interpretation
254
Reliability and Validity
254
Hart Sentence Completion Test for Children
255
Washington University Sentence Completion Test
256
Concluding Comments on Sentence Completion Tasks
256
Best Practices
256
Conclusions
259
Review and Application Questions
260
Part II Assessment of Specific Problems,
Competencies, and Populations
9
Assessing Externalizing Problems
265
Externalizing Disorders: An Overview
265
Behavioral Dimensions Approach to Classifying
Externalizing Disorders
266
Undersocialized Aggressive Conduct Disorder
266
Socialized Aggressive Conduct Disorder
268
Attention Deficit Hyperactivity Disorder
268
DSM
Approach to Classifying Externalizing Disorders
269
Attention Deficit Hyperactivity Disorder
269
Conduct Disorder
271
Oppositional Defiant Disorder
272
Subdimensions
of Externalizing Problems: Classification
Studies
272
CONTENTS
xiii
Prevalence, Development, and Prognosis of Externalizing
Disorders
276
Prevalence
276
Comorbidity
276
Etiology and Development
277
Developmental Course and Prognosis
278
Methods of Assessing Externalizing Problems
280
Behavioral Observation
281
Dyadic Parent-Child Interaction Coding System
282
Behavior Rating Scales
283
Narrow-Band Rating Scales for Attention Deficit
Hyperactivity Disorders
284
ADHD Symptoms Rating Scale
285
ADHD Rating Scale-IV
286
Attention Deficit Disorders Evaluation Scales
286
Conners AOHO/DSM-IV Scales
287
Interviewing Techniques
288
Sociometrie
Techniques
291
Self-Report Instruments
292
Conners-Wells Adolescent Self-Report Scales
294
Jesness Inventory-Revised
295
Linking Assessment to Intervention
297
Conclusions
298
Review and Application Questions
299
10
Assessing Internalizing Problems
30Ί
Internalizing Problems: An Overview
301
Behavioral Dimensions Classification
302
DSM
Classification
303
Prevalence
303
Gender Issues in Prevalence
305
Symptoms of Major Internalizing Disorders: Depression,
Anxiety, and Related Problems
305
Depression
305
Depression as a Symptom
306
Depression as a Syndrome
306
Depression as a Disorder
306
Causal Factors
307
Anxiety
309
Causal Factors
310
xiv CONTENTS
Related Internalizing Disorders
312
Social Withdrawal
312
Somatic Problems
312
Fears and Phobias
313
Other Problems
314
Implications of Internalizing Disorders
314
Positive and Negative Affectivity: A Model for Understanding
Internalizing Problems
315
Internalizing Problems and Self-Concept
316
Methods of Assessing Internalizing Problems
318
Behavioral Observation
318
Functional Assessment and Internalizing Problems
320
Behavior Rating Scales
321
Interviewing
322
Sociometrie
Techniques
323
Narrow-Band Self-Report Instruments
324
Children s Depression Inventory
325
Internalizing Symptoms Scale for Children
327
Revised Children s Manifest Anxiety Scale
329
Reynolds Child Depression Scale
330
Reynolds Adolescent Depression Scale, Second Edition
330
State-Trait Anxiety Inventory for Children
332
Concluding Comments on Internalizing Symptoms
Self-Report Measures
333
Self-Report Instruments for Assessing Multidimensional
Self-Concept
333
Multidimensional Self-Concept Scale
334
Self-Description Questionnaire I
335
Self-Description Questionnaire II
335
Self-Perception Profile for Children
336
Self-Perception Profile for Adolescents
337
Linking Assessment to Intervention
338
Conclusions
339
Review and Application Questions
341
11
Assessing Other Behavioral, Social, and Emotional Problems
343
Classification and Taxonomy
344
Behavioral Dimensions Classification
344
DSM
Classification
346
Pervasive Developmental Disorders
347
CONTENTS
xv
Description
347
Autistic Disorder
347
Retťs
Disorder
352
Aspergerà
Disorder
352
Childhood
Disintegrative
Disorder
353
Assessment
353
Autism Diagnostic Observation Schedule
354
Autism Diagnostic Interview
355
Behavior Observation Scale
356
Childhood Autism Rating Scale
356
Gilliam Autism Rating Scale, Second Edition
357
Schizoid Disorders
358
Description
358
Assessment
360
TIC Disorders (Tourette s Disorder)
360
Description
361
Assessment
361
Schizophrenia and Other Psychotic Disorders
363
Description
363
Assessment
365
Behavioral Observation
366
Behavior Rating Scales
366
Clinical Interviews
367
Sociometrie
Techniques
368
Self-Report Instruments
368
Eating Disorders
369
Description
371
Anorexia
Nervosa
371
Bulimia
Nervosa
371
Assessment
372
Linking Assessment to Intervention
373
Conclusions
375
Review and Application Questions
378
12
Assessing Social Skills and Peer Relations
379
Social Competence: A Complex Construct
379
Adaptive Behavior
380
Social Skills
381
Peer Relations
381
Thpnrpi-iVal
ÌVfnHpl
381
xvi CONTENTS
Dimensions
of Social Skills
383
Importance of Social Skills
386
Methods of Assessing Social Skills
387
Direct Behavioral Observation
387
Behavioral Assertiveness Test
388
Peer Social Behavior Code
388
Target/Peer Interaction Code
390
Comments on Direct Observation of Child Social Behavior
391
Behavior Rating Scales
391
Walker-McConnell Scales of Social Competence and
School Adjustment
392
School Social Behavior Scales/Home and Community
Social Behavior Scales
394
Social Skills Rating System
—
Parent and Teacher Forms
398
Interviewing Techniques
400
Sociometric Approaches
402
Assessment with Self-Reports
404
Social Skills Rating System
—
Student Forms
404
Linking Assessment to Intervention
406
Conclusions
408
Reviews and Application Questions
410
13
Assessing Social and Emotional Behavior of Young Children
411
Alternative Diagnostic Classification System
412
Methods for Assessing Young Children
416
Direct Behavioral Observation
416
Example: ESP Social Behavior Observations
417
Behavior Rating Scales
418
Ages and Stages Questionnaires: Social-Emotional
419
Behavior Assessment System for Children, Second Edition
420
Early Childhood Rating Forms of the ASEBA System
421
Preschool and Kindergarten Behavior Scales, Second
Edition
422
Social Skills Rating System
426
Interviewing Techniques
428
Sociometric Approaches
430
Self-Report Tests
431
Pictorial Scale of Perceived Competence and Acceptance
for Young Children
432
CONTENTS xvii
Early Screening Project: A Multiple-Gating Procedure for
Young Children
433
Best Practices
435
Conclusions
436
Review and Application Questions
438
14
Social-Emotional Assessment and Cultural Diversity
439
Test and Assessment Bias in Professional Practice
441
Test and Assessment Bias
441
Professional Ethics and Culturally Appropriate Assessment
442
Professional Practice
445
Acculturation and Identity Development
446
Factors That Influence Acculturation
447
Determining Acculturation and Cultural Orientation
447
Development of Racial/Cultural Identity
448
Stage
1:
Conformity
449
Stage
2:
Dissonance
450
Stage
3:
Resistance and Immersion
450
Stage
4:
Introspection
450
Stage
5:
Integrative
Awareness
450
Problems with Categories and Group Emphasis
451
Cultural Diversity in the United States: Description of Major
Racial/Ethnic Groups
453
African Americans
454
Asian Americans
456
Hispanic Americans
457
Native Americans
459
Some General Characteristics of the Majority Culture
460
Assessment Methods and Cultural Diversity: Special
Considerations
462
Behavioral Observation
462
Behavior Rating Scales
464
Interviewing
466
Learn About the Interviewees Culture
467
Learn About the Interviewees Language
467
Establish Rapport
467
Identify Stereotypes
469
Promote Clear Communication
469
Identify Family Needs
469
Identify Attitudes toward Health and Illness
469
I
xviii
CONTENTS
Recognize the Extent of Acculturation
469
Accept the Interviewees Perspectives
469
Sociometric Techniques
470
Self-Report Instruments
471
Projective-Expressive Techniques
473
Recommendations for Culturally Competent Assessment
475
Conclusions
477
Review and Application Questions
479
References
481
Author Index
521
Subject Index
529
|
| adam_txt |
Contents
Preface
xix
Acknowledgments
xxi
Part I Foundations and Methods of Assessment
1
Foundations of Assessment
3
Theroretical Foundations of Social and Emotional Behavior
3
Social Cognitive Theory: An Integrated Orientation
5
Components of Social Cognitive Theory
6
Triadic Reciprocality: Understanding the Determinants of
Behavior
6
Observational Learning: A Multiprocess Analysis
8
The Importance of Context: Ecological Systems Theory
10
Finding Your Own Theoretical Foundation
12
Philosophical Foundations of Assessment
13
Nomothetic and Idiographic: Definitions and Historical
Development
13
Nomothetic and Idiographic Approaches in Practice
14
Empirical Approach to Assessment
15
Understanding and Clarifying Assessment Referrals
15
Assessment as a Problem-Solving Process
17
A Model for Assessment as a Problem-Solving Process
17
Phase I: Identification and Clarification
19
Phase II: Data Collection
19
Phase III: Analysis
20
Phase IV: Solution and Evaluation
20
І
vi
CONTENTS
Designing a Multimethod, Multisource, Multisetting
Assessment
20
The "Triangle of Support": A Public Health Approach to
Assessment and Intervention
22
Legal and Ethical Issues in Assessment
25
Basis for Legal Constraints on Assessment
25
Specific Assessment Practices Affected by Ethics and Law
26
Informed Consent
26
Validity of Assessment Procedures
28
Right to Privacy/Confidentiality
28
Some Concluding Comments on Legal and Ethical Issues
30
Criteria for Inclusion of Assessment Methods and Instruments
31
Conclusions
32
Review and Application Questions
33
Assessment and Classification
35
Why Classify?
36
Differential Diagnosis and Classification Error
37
Current Classification Systems
38
DSM
System
38
Assumptions and Structure of
DSM
38
Using the
DSM
System in Assessment
39
Improvements and Changes in
DSM
42
Classification under Special Education Law
43
General Assessment Guidelines in the IDEA
43
IDEA Definition of Emotionally Disturbed
45
ED versus SM Issue
46
State Adaptations of the Federal Definition
48
New Directions
48
Behavioral Dimensions: An Alternative Approach to
Classification
49
Behavioral Dimensions and the ASEBA System
50
Example of Behavioral Dimensions Approaches to Specific
Classes of Behavior
51
Additional Comments on the Behavioral Dimensions
Approach
52
Multiple-Gating Approaches to Assessment and Classification
53
Community- and Clinic-Based Multiple-Gating Procedure
55
SSBD: A School-Based Multiple-Gating Procedure
56
SARS: Classification of Behavioral Problems Using
Existing School Records
57
CONTENTS
vii
Concluding Comments on Assessment and Classification
58
Conclusions
60
Review and Application Questions
62
Direct Behavioral Observation
63
Behavioral Observation: Basic Principles and Concepts
64
Direct Behavioral Observation and Ecological Assessment
64
General Methods of Behavioral Observation
65
Naturalistic Observation
66
Analogue Observation
67
Self-Monitoring
68
Observational Coding Procedures
68
Event Recording
70
Interval Recording
72
Whole-Interval or Partial-Interval Recording?
72
Time-Sample Recording
74
Duration and Latency Recording
75
Duration Recording
75
Latency Recording
76
Examples of Observational Coding Systems
76
School-Based Observation Systems
77
Direct Observation Form
77
Behavior Coding System
78
Home-Based Observation Systems
78
Social Interaction Coding System
78
Family Interaction Code
79
Clinic-Based Observation Systems
79
Child's Game/Parent's Game
79
Teacher Behavior Code
80
Reliability and Validity Issues in Direct Behavioral Observation
80
Defining the Observation Domain
81
Observer Training and Reliability
82
Use of Social Comparison Data
83
Observer Reactivity
83
Situational Specificity
84
Inappropriate Recording Techniques
85
Biased Expectations and Outside Influence
86
Behavioral Observation and Functional Behavior Assessment
88
How Many Observations Are Needed?
90
Direct Behavioral Observation and Decision Making
91
Conclusions
92
[ viii CONTENTS
Review and Application
Questions
94
Scenarios
95
Behavior Rating Scales
97
Characteristics of Behavior Rating Scales
97
Definitions and Foundations
97
Rating Scales versus Checklists
98
Advantages of Behavior Rating Scales
99
Problems Associated with Using Behavior Rating Scales
100
Measurement and Technical Issues
101
Review of Selected General Purpose Behavior Rating Scales
and Systems
104
ASEBA: Child Behavior Checklist and Teacher's Report
Form for Ages
6
to
18 105
Description
105
Scoring System and Scale Structure
106
Development and Standardization
107
Psychometric Properties
108
Additional Comments
109
Behavior Assessment System for Children, Second Edition
109
Description
110
Scoring System and Scale Structure
110
Development and Standardization
112
Psychometric Properties
113
Additional Comments
114
Clinical Assessment of Behavior
114
Description
115
Scoring System and Scale Structure
115
Development and Standardization
116
Psychometric Properties
117
Additional Comments
118
Conners' Rating Scales and Conners' Rating Scales-Revised
119
Description
120
Scoring System and Scale Structure
120
Development and Standardization
121
Psychometric Properties
122
Additional Comments
123
1997
Conners' Rating Scales-Revised
123
Best Practices in Using Behavior Rating Scales
126
Behavior Rating Scales and Decision Making
127
CONTENTS ix
Conclusions
129
Review and Application
Questions
130
Interviewing Techniques
133
Role of Interviews in Assessing Children and Adolescents
134
Developmental Issues in Interviewing
136
Preschool-Age and Primary-Age Children
136
Elementary-Age Children I39
Adolescents
140
Factors That May Affect the Quality of the Interview
142
Interpersonal Context I43
Ethnocultural Context I44
Behavioral Context
146
The Truth Context: Dealing with Lying I47
Physical Context
148
Selecting an Appropriate Interview Method
148
Traditional Interviewing Techniques
149
Gathering Relevant Background Information from Parents
and Teachers
150
Developing the Interview with Children and Adolescents
152
Areas for Observation
152
Areas for Questioning I54
Behavioral Interviewing
154
Implementing Behavioral Interviews with Parents and
Teachers
156
Problem Identification Interview I57
Problem Analysis Interview
158
Implementing Behavioral Interviews with Children and
Adolescents
160
Structured and Semistructured Interview Tools
161
Schedule for Affective Disorders and Schizophrenia,
School-Age Children
162
Diagnostic Interview for Children and Adolescents
163
Child Assessment Schedule
164
Semistructured Clinical Interview for Children and
Adolescents
165
Concluding Comments on Formal Interview Schedules
167
Clinical Interviewing and Suicidal Ideation/Behavior
167
Facts Regarding Suicidal Behavior among Children and
Adolescents
168
Recommendations for Clinical Interviewing
170
CONTENTS
Thinking about Suicide
171
Suicide Plan
171
Means and Preparations for Suicide
171
Intended Place or Setting
171
Immediate Protective Action
172
Suicide Contract and Follow-Up Planning
172
Interviews and Decision Making
173
Conclusions
174
Review and Apllication Questions
176
Sociometric Techniques
177
Sociometrics: Importance, History, and Empirical Base
177
Why Assess Social Status?
178
Historical Development of Sociometric Assessment
179
Validity of Sociometric Assessment
180
Dimensions of Social Status
180
Technical Adequacy of Sociometric Procedures
181
Predictive Validity of Sociometric Assessment
182
Overview of Sociometric Assessment Procedures
183
Peer Nomination Procedures
183
Peer Rating Procedures
185
Sociometric Ranking Procedures
187
Alternative Sociometric Procedures
190
Picture Sociometrics
190
Class Play
191
"Guess Who" Measures
191
Ethical Concerns in Using Sociometric Procedures
192
Sociometric Procedures and Decision Making
195
Conclusions
196
Review and Application Questions
197
Self-Report Assessment
199
Foundations of Self-Report Assessment
200
Historical Foundations of Personality Testing
200
Psychometric Foundations of Objective Test Construction
202
Three Approaches to Developing Objective Self-Report
Tests
203
Rational-Theoretical Approach
204
Factor Analytic Approach
204
Empirical Criterion Keying Approach
205
Response Bias and Error Variance
206
CONTENTS
xi
Reviews
of Selected
General
Purpose Self-Report Tests
207
Adolescent Psychopathology Scale
208
Description
208
Technical Characteristics
210
APS Short Form
210
Evaluation
210
Behavior Assessment System for Children, Second Edition:
Child and Adolescent Self-Reports
211
Description
211
Technical Characteristics
212
Evaluation
213
Minnesota Multiphasic Personality Inventory-Adolescent
Version
214
Description
214
Technical Characteristics
215
Evaluation
217
Personality Inventory for Youth
217
Description
217
Technical Characteristics
218
Evaluation
219
Youth Self-Report
219
Description
219
Technical Characteristics
220
Evaluation
220
Self-Report Tests and Decision Making
221
Conclusions
222
Review and Application Questions
223
Projective-Expressive Assessment Techniques
225
Projective
Assessment: An Introduction
226
Thematic Approaches
229
Thematic Apperception Test
230
Children's Apperception Test
232
Roberts Apperception Test for Children
232
Reliability and Validity
234
Concluding Comments on Thematic Approaches
234
Drawing Techniques
235
Draw-A-Person Technique
236
Administration, Scoring, and Interpretation
237
Reliability and Validity
240
Additional Comments
241
xii CONTENTS
Kinetic
Family
Drawing Technique
242
Administration, Scoring, and Interpretation
243
Reliability and Validity
244
Kinetic School Drawing
245
Additional Comments
246
Bender-Gestalt Test
as a Measure of Social-Emotional
Status
246
Administration, Scoring, and Interpretation
247
Reliability and Validity
250
Additional Comments
250
Concluding Comments on Drawing Techniques
251
Sentence Completion Tasks
252
Administration, Scoring, and Interpretation
254
Reliability and Validity
254
Hart Sentence Completion Test for Children
255
Washington University Sentence Completion Test
256
Concluding Comments on Sentence Completion Tasks
256
Best Practices
256
Conclusions
259
Review and Application Questions
260
Part II Assessment of Specific Problems,
Competencies, and Populations
9
Assessing Externalizing Problems
265
Externalizing Disorders: An Overview
265
Behavioral Dimensions Approach to Classifying
Externalizing Disorders
266
Undersocialized Aggressive Conduct Disorder
266
Socialized Aggressive Conduct Disorder
268
Attention Deficit Hyperactivity Disorder
268
DSM
Approach to Classifying Externalizing Disorders
269
Attention Deficit Hyperactivity Disorder
269
Conduct Disorder
271
Oppositional Defiant Disorder
272
Subdimensions
of Externalizing Problems: Classification
Studies
272
CONTENTS
xiii
Prevalence, Development, and Prognosis of Externalizing
Disorders
276
Prevalence
276
Comorbidity
276
Etiology and Development
277
Developmental Course and Prognosis
278
Methods of Assessing Externalizing Problems
280
Behavioral Observation
281
Dyadic Parent-Child Interaction Coding System
282
Behavior Rating Scales
283
Narrow-Band Rating Scales for Attention Deficit
Hyperactivity Disorders
284
ADHD Symptoms Rating Scale
285
ADHD Rating Scale-IV
286
Attention Deficit Disorders Evaluation Scales
286
Conners' AOHO/DSM-IV Scales
287
Interviewing Techniques
288
Sociometrie
Techniques
291
Self-Report Instruments
292
Conners-Wells Adolescent Self-Report Scales
294
Jesness Inventory-Revised
295
Linking Assessment to Intervention
297
Conclusions
298
Review and Application Questions
299
10
Assessing Internalizing Problems
30Ί
Internalizing Problems: An Overview
301
Behavioral Dimensions Classification
302
DSM
Classification
303
Prevalence
303
Gender Issues in Prevalence
305
Symptoms of Major Internalizing Disorders: Depression,
Anxiety, and Related Problems
305
Depression
305
Depression as a Symptom
306
Depression as a Syndrome
306
Depression as a Disorder
306
Causal Factors
307
Anxiety
309
Causal Factors
310
xiv CONTENTS
Related Internalizing Disorders
312
Social Withdrawal
312
Somatic Problems
312
Fears and Phobias
313
Other Problems
314
Implications of Internalizing Disorders
314
Positive and Negative Affectivity: A Model for Understanding
Internalizing Problems
315
Internalizing Problems and Self-Concept
316
Methods of Assessing Internalizing Problems
318
Behavioral Observation
318
Functional Assessment and Internalizing Problems
320
Behavior Rating Scales
321
Interviewing
322
Sociometrie
Techniques
323
Narrow-Band Self-Report Instruments
324
Children's Depression Inventory
325
Internalizing Symptoms Scale for Children
327
Revised Children's Manifest Anxiety Scale
329
Reynolds Child Depression Scale
330
Reynolds Adolescent Depression Scale, Second Edition
330
State-Trait Anxiety Inventory for Children
332
Concluding Comments on Internalizing Symptoms
Self-Report Measures
333
Self-Report Instruments for Assessing Multidimensional
Self-Concept
333
Multidimensional Self-Concept Scale
334
Self-Description Questionnaire I
335
Self-Description Questionnaire II
335
Self-Perception Profile for Children
336
Self-Perception Profile for Adolescents
337
Linking Assessment to Intervention
338
Conclusions
339
Review and Application Questions
341
11
Assessing Other Behavioral, Social, and Emotional Problems
343
Classification and Taxonomy
344
Behavioral Dimensions Classification
344
DSM
Classification
346
Pervasive Developmental Disorders
347
CONTENTS
xv
Description
347
Autistic Disorder
347
Retťs
Disorder
352
Aspergerà
Disorder
352
Childhood
Disintegrative
Disorder
353
Assessment
353
Autism Diagnostic Observation Schedule
354
Autism Diagnostic Interview
355
Behavior Observation Scale
356
Childhood Autism Rating Scale
356
Gilliam Autism Rating Scale, Second Edition
357
Schizoid Disorders
358
Description
358
Assessment
360
TIC Disorders (Tourette's Disorder)
360
Description
361
Assessment
361
Schizophrenia and Other Psychotic Disorders
363
Description
363
Assessment
365
Behavioral Observation
366
Behavior Rating Scales
366
Clinical Interviews
367
Sociometrie
Techniques
368
Self-Report Instruments
368
Eating Disorders
369
Description
371
Anorexia
Nervosa
371
Bulimia
Nervosa
371
Assessment
372
Linking Assessment to Intervention
373
Conclusions
375
Review and Application Questions
378
12
Assessing Social Skills and Peer Relations
379
Social Competence: A Complex Construct
379
Adaptive Behavior
380
Social Skills
381
Peer Relations
381
Thpnrpi-iVal
ÌVfnHpl
381
xvi CONTENTS
Dimensions
of Social Skills
383
Importance of Social Skills
386
Methods of Assessing Social Skills
387
Direct Behavioral Observation
387
Behavioral Assertiveness Test
388
Peer Social Behavior Code
388
Target/Peer Interaction Code
390
Comments on Direct Observation of Child Social Behavior
391
Behavior Rating Scales
391
Walker-McConnell Scales of Social Competence and
School Adjustment
392
School Social Behavior Scales/Home and Community
Social Behavior Scales
394
Social Skills Rating System
—
Parent and Teacher Forms
398
Interviewing Techniques
400
Sociometric Approaches
402
Assessment with Self-Reports
404
Social Skills Rating System
—
Student Forms
404
Linking Assessment to Intervention
406
Conclusions
408
Reviews and Application Questions
410
13
Assessing Social and Emotional Behavior of Young Children
411
Alternative Diagnostic Classification System
412
Methods for Assessing Young Children
416
Direct Behavioral Observation
416
Example: ESP Social Behavior Observations
417
Behavior Rating Scales
418
Ages and Stages Questionnaires: Social-Emotional
419
Behavior Assessment System for Children, Second Edition
420
Early Childhood Rating Forms of the ASEBA System
421
Preschool and Kindergarten Behavior Scales, Second
Edition
422
Social Skills Rating System
426
Interviewing Techniques
428
Sociometric Approaches
430
Self-Report Tests
431
Pictorial Scale of Perceived Competence and Acceptance
for Young Children
432
CONTENTS xvii
Early Screening Project: A Multiple-Gating Procedure for
Young Children
433
Best Practices
435
Conclusions
436
Review and Application Questions
438
14
Social-Emotional Assessment and Cultural Diversity
439
Test and Assessment Bias in Professional Practice
441
Test and Assessment Bias
441
Professional Ethics and Culturally Appropriate Assessment
442
Professional Practice
445
Acculturation and Identity Development
446
Factors That Influence Acculturation
447
Determining Acculturation and Cultural Orientation
447
Development of Racial/Cultural Identity
448
Stage
1:
Conformity
449
Stage
2:
Dissonance
450
Stage
3:
Resistance and Immersion
450
Stage
4:
Introspection
450
Stage
5:
Integrative
Awareness
450
Problems with Categories and Group Emphasis
451
Cultural Diversity in the United States: Description of Major
Racial/Ethnic Groups
453
African Americans
454
Asian Americans
456
Hispanic Americans
457
Native Americans
459
Some General Characteristics of the Majority Culture
460
Assessment Methods and Cultural Diversity: Special
Considerations
462
Behavioral Observation
462
Behavior Rating Scales
464
Interviewing
466
Learn About the Interviewees' Culture
467
Learn About the Interviewees' Language
467
Establish Rapport
467
Identify Stereotypes
469
Promote Clear Communication
469
Identify Family Needs
469
Identify Attitudes toward Health and Illness
469
I
xviii
CONTENTS
Recognize the Extent of Acculturation
469
Accept the Interviewees' Perspectives
469
Sociometric Techniques
470
Self-Report Instruments
471
Projective-Expressive Techniques
473
Recommendations for Culturally Competent Assessment
475
Conclusions
477
Review and Application Questions
479
References
481
Author Index
521
Subject Index
529 |
| any_adam_object | 1 |
| any_adam_object_boolean | 1 |
| author | Merrell, Kenneth W. |
| author_facet | Merrell, Kenneth W. |
| author_role | aut |
| author_sort | Merrell, Kenneth W. |
| author_variant | k w m kw kwm |
| building | Verbundindex |
| bvnumber | BV023267974 |
| callnumber-first | B - Philosophy, Psychology, Religion |
| callnumber-label | BF722 |
| callnumber-raw | BF722 |
| callnumber-search | BF722 |
| callnumber-sort | BF 3722 |
| callnumber-subject | BF - Psychology |
| classification_rvk | CQ 6000 CS 3500 |
| ctrlnum | (OCoLC)76167154 (DE-599)BVBBV023267974 |
| dewey-full | 155.4028/7 |
| dewey-hundreds | 100 - Philosophy & psychology |
| dewey-ones | 155 - Differential & developmental psychology |
| dewey-raw | 155.4028/7 |
| dewey-search | 155.4028/7 |
| dewey-sort | 3155.4028 17 |
| dewey-tens | 150 - Psychology |
| discipline | Psychologie |
| discipline_str_mv | Psychologie |
| edition | 3. ed. |
| format | Book |
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| id | DE-604.BV023267974 |
| illustrated | Illustrated |
| index_date | 2024-07-02T20:34:43Z |
| indexdate | 2024-07-09T21:14:33Z |
| institution | BVB |
| isbn | 9780805853704 0805853707 |
| language | English |
| lccn | 2006036841 |
| oai_aleph_id | oai:aleph.bib-bvb.de:BVB01-016453041 |
| oclc_num | 76167154 |
| open_access_boolean | |
| owner | DE-355 DE-BY-UBR DE-11 |
| owner_facet | DE-355 DE-BY-UBR DE-11 |
| physical | XX, 533 S. Ill. |
| publishDate | 2008 |
| publishDateSearch | 2008 |
| publishDateSort | 2008 |
| publisher | Lawrence Erlbaum Assoc. |
| record_format | marc |
| spelling | Merrell, Kenneth W. Verfasser aut Behavioral, social, and emotional assessment of children and adolescents Kenneth W. Merrell 3. ed. New York Lawrence Erlbaum Assoc. 2008 XX, 533 S. Ill. txt rdacontent n rdamedia nc rdacarrier Ab 4. Aufl. u.d.T.: Whitcomb, Sara A.: Behavioral, social, and emotional assessment of children and adolescents Includes bibliographical references (p. [481]-519) and indexes Adolescenten gtt Kinderen gtt Psychodiagnostiek gtt Kind Psychological tests for children Child development Testing Behavioral assessment of children Teenagers Psychological testing Behavioral assessment of teenagers Kind (DE-588)4030550-8 gnd rswk-swf Verhaltensbeurteilung (DE-588)4187758-5 gnd rswk-swf Test (DE-588)4059549-3 gnd rswk-swf Psychologische Diagnostik (DE-588)4076411-4 gnd rswk-swf Sozialverhalten (DE-588)4055903-8 gnd rswk-swf Jugend (DE-588)4028859-6 gnd rswk-swf Emotionales Verhalten (DE-588)4152089-0 gnd rswk-swf Kind (DE-588)4030550-8 s Jugend (DE-588)4028859-6 s Verhaltensbeurteilung (DE-588)4187758-5 s Emotionales Verhalten (DE-588)4152089-0 s Sozialverhalten (DE-588)4055903-8 s Psychologische Diagnostik (DE-588)4076411-4 s 1\p DE-604 Test (DE-588)4059549-3 s 2\p DE-604 http://www.loc.gov/catdir/enhancements/fy0704/2006036841-t.html Table of contents only Digitalisierung UB Regensburg application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=016453041&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis 1\p cgwrk 20201028 DE-101 https://d-nb.info/provenance/plan#cgwrk 2\p cgwrk 20201028 DE-101 https://d-nb.info/provenance/plan#cgwrk |
| spellingShingle | Merrell, Kenneth W. Behavioral, social, and emotional assessment of children and adolescents Adolescenten gtt Kinderen gtt Psychodiagnostiek gtt Kind Psychological tests for children Child development Testing Behavioral assessment of children Teenagers Psychological testing Behavioral assessment of teenagers Kind (DE-588)4030550-8 gnd Verhaltensbeurteilung (DE-588)4187758-5 gnd Test (DE-588)4059549-3 gnd Psychologische Diagnostik (DE-588)4076411-4 gnd Sozialverhalten (DE-588)4055903-8 gnd Jugend (DE-588)4028859-6 gnd Emotionales Verhalten (DE-588)4152089-0 gnd |
| subject_GND | (DE-588)4030550-8 (DE-588)4187758-5 (DE-588)4059549-3 (DE-588)4076411-4 (DE-588)4055903-8 (DE-588)4028859-6 (DE-588)4152089-0 |
| title | Behavioral, social, and emotional assessment of children and adolescents |
| title_auth | Behavioral, social, and emotional assessment of children and adolescents |
| title_exact_search | Behavioral, social, and emotional assessment of children and adolescents |
| title_exact_search_txtP | Behavioral, social, and emotional assessment of children and adolescents |
| title_full | Behavioral, social, and emotional assessment of children and adolescents Kenneth W. Merrell |
| title_fullStr | Behavioral, social, and emotional assessment of children and adolescents Kenneth W. Merrell |
| title_full_unstemmed | Behavioral, social, and emotional assessment of children and adolescents Kenneth W. Merrell |
| title_short | Behavioral, social, and emotional assessment of children and adolescents |
| title_sort | behavioral social and emotional assessment of children and adolescents |
| topic | Adolescenten gtt Kinderen gtt Psychodiagnostiek gtt Kind Psychological tests for children Child development Testing Behavioral assessment of children Teenagers Psychological testing Behavioral assessment of teenagers Kind (DE-588)4030550-8 gnd Verhaltensbeurteilung (DE-588)4187758-5 gnd Test (DE-588)4059549-3 gnd Psychologische Diagnostik (DE-588)4076411-4 gnd Sozialverhalten (DE-588)4055903-8 gnd Jugend (DE-588)4028859-6 gnd Emotionales Verhalten (DE-588)4152089-0 gnd |
| topic_facet | Adolescenten Kinderen Psychodiagnostiek Kind Psychological tests for children Child development Testing Behavioral assessment of children Teenagers Psychological testing Behavioral assessment of teenagers Verhaltensbeurteilung Test Psychologische Diagnostik Sozialverhalten Jugend Emotionales Verhalten |
| url | http://www.loc.gov/catdir/enhancements/fy0704/2006036841-t.html http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=016453041&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
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