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5th Edition

Behavioral, Social, and Emotional Assessment of Children and Adolescents, 5ed

$143.64  Softcover
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Sara Whitcomb

  • Behavioral, Social, and Emotional Assessment of Children and Adolescents, 5ed

506 pages
2022
ISBN: 9781032244594

Generally recognised 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 behaviour. 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.

Retaining the fifth edition’s structure and content coverage, incorporation of DSM-5 and federal standards, and integrated approach to culturally responsive assessment, this lightly refreshed 2023 version offers readers a select batch of further updates. The book now includes new references to NASP’s 2020 Professional Standards and APA’s amended Ethical Principles of Psychologists and Code of Conduct as well as modernised research, data, and terminology pertaining to racial, ethnic, and other identity-based contexts.

  • 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, features material on assessing specific social–emotional behaviour domains, including externalising problems, internalising problems, social skills and social–emotional strengths, and the unique needs of young children.
  • A chapter on school-wide screening methods was also added to the fifth edition.

By weaving together the most recent research evidence and common application issues in a scholarly yet practical manner, Behavioral, Social, and Emotional Assessment of Children and Adolescents continues to be the pre-eminent foundation for assessment courses.

Table of Contents

Front Matter

  • List of Tables
  • List of Figures
  • Preface
  • Acknowledgments

Part I Foundations and Methods of Assessment

  1. Foundations of Assessment
  2. Theoretical Foundations of Social and Emotional Behavior Social Cognitive Theory: An Integrated Orientation
  3. Components of Social Cognitive Theory
  4. Triadic Reciprocality: Understanding the Determinants of Behavior
  5. Observational Learning: A Multiprocess Analysis
  6. The Importance of Context: Ecological Systems Theory
  7. Finding Your Own Theoretical Foundation
  8. Philosophical Foundations of Assessment
  9. Nomothetic and Idiographic: Definitions and Historical Development
  10. Nomothetic and Idiographic Approaches in Practice Empirical Approach to Assessment
  11. Understanding and Clarifying Assessment Referrals
  12. Assessment as a Problem-Solving Process
  13. A Model for Assessment as a Problem-Solving Process
  14. Phase I: Identification and Clarification
  15. Phase II: Data Collection
  16. Phase III: Analysis
  17. Phase IV: Solution and Evaluation
  18. Designing a Multimethod, Multisource, Multisetting Assessment
  19. Response to Intervention (RtI): A Public Health Approach to Assessment and Intervention
  20. Legal and Ethical Issues in Assessment
  21. Basis for Legal Constraints on Assessment
  22. Specific Assessment Practices Affected by Ethics and Law
  23. Informed Consent
  24. Validity of Assessment Procedures
  25. Right to Privacy/Confidentiality
  26. Some Concluding Comments on Legal and Ethical Issues
  27. Criteria for Inclusion of Assessment Methods and Instruments
  28. Conclusions
  29. Review and Application Questions
  30. Social–emotional Assessment and Cultural Diversity
  31. Test and Assessment Bias in Professional Practice
  32. Test and Assessment Bias
  33. Professional Ethics and Culturally Appropriate Assessment
  34. Professional Practice
  35. Acculturation and Identity Development
  36. Factors That Influence Acculturation
  37. Determining Acculturation and Cultural Orientation
  38. Development of Racial/Cultural Identity
  39. Stage 1: Conformity
  40. Stage 2: Dissonance and Appreciating
  41. Stage 3: Resistance and Immersion
  42. Stage 4: Introspection
  43. Stage 5: Integrative Awareness
  44. Problems with Categories and Group Emphasis
  45. Cultural Diversity in the United States: Description of Major Racial and Ethnic Groups
  46. African Americans
  47. Asian Americans
  48. Hispanic and Latino Americans
  49. American Indians and Alaskan Natives
  50. Some General Characteristics of the Majority Culture
  51. Assessment Methods and Cultural Diversity: Special Considerations
  52. Behavioral Observation
  53. Behavior Rating Scales
  54. Interviewing
  55. Learn About the Interviewees’ Culture
  56. Learn About the Interviewees’ Language
  57. Establish Rapport
  58. Identify Stereotypes
  59. Promote Clear Communication
  60. Identify Family Needs
  61. Identify Attitudes toward Health and Illness
  62. Recognize the Extent of Acculturation
  63. Accept the Interviewees’ Perspectives
  64. Sociometric Techniques
  65. Self-Report Instruments
  66. Projective–expressive Techniques
  67. Recommendations for Culturally Responsive Assessment
  68. Conclusions
  69. Review and Application Questions
  70. Assessment and Classification
  71. Why Classify?
  72. Differential Diagnosis and Classification Error
  73. Current Classification Systems
  74. DSM System
  75. Assumptions and Structure of DSM
  76. Using the DSM System in Assessment
  77. Improvements and Changes in DSM
  78. Classification under Special Education Law
  79. General Assessment Guidelines in the IDEIA
  80. IDEIA Definition of Emotionally Disturbed
  81. The “Emotionally Disturbed” versus “Socially Maladjusted” Issue
  82. State Adaptations of the Federal Definition
  83. New Directions
  84. Behavioral Dimensions: An Alternative Approach to Classification
  85. Behavioral Dimensions and the ASEBA System
  86. Example of Behavioral Dimensions Approaches to Specific Classes of Behavior
  87. Additional Comments on the Behavioral Dimensions Approach
  88. Multiple-Gating Approaches to Assessment and Classification
  89. Community- and Clinic-Based Multiple-Gating Procedure
  90. SSBD: A School-Based Multiple-Gating Procedure
  91. SARS: Classification of Behavioral Problems Using Existing School Records
  92. Concluding Comments on Assessment and Classification
  93. Conclusions
  94. Review and Application Questions
  95. Direct Behavioral Observation
  96. Behavioral Observation: Basic Principles and Concepts
  97. Direct Behavioral Observation and Ecological Assessment
  98. General Methods of Behavioral Observation
  99. Naturalistic Observation
  100. Analogue Observation
  101. Self-Monitoring
  102. Observational Coding Procedures
  103. Event Recording
  104. Interval Recording
  105. Whole-Interval or Partial-Interval Recording?
  106. Time-Sample Recording
  107. Duration and Latency Recording
  108. Duration Recording
  109. Latency Recording
  110. Examples of Observational Coding Systems
  111. School-Based Observation Systems
  112. Direct Observation Form
  113. Behavior Observation of Students in Schools
  114. Behavior Coding System
  115. Home-Based Observation Systems
  116. Social Interaction Coding System
  117. Family Interaction Code
  118. Clinic-Based Observation Systems
  119. The Coder’s Impression Measure
  120. Child’s Game/Parent’s Game
  121. Teacher Behavior Code
  122. Technology Advances in Behavioral Observation
  123. BehaviorSnap
  124. BOSS
  125. !Observe
  126. iObserve
  127. Reliability and Validity Issues in Direct Behavioral Observation
  128. Defining the Observation Domain
  129. Observer Training and Reliability
  130. Use of Social Comparison Data
  131. Observer Reactivity
  132. Situational Specificity
  133. Inappropriate Recording Techniques
  134. Biased Expectations and Outside Influence
  135. Behavioral Observation and Functional Behavior Assessment
  136. How Many Observations Are Needed?
  137. Direct Behavioral Observation and Decision Making
  138. Conclusions
  139. Review and Application Questions
  140. Scenarios
  141. Behavior Rating Scales
  142. Characteristics of Behavior Rating Scales
  143. Definitions and Foundations
  144. Rating Scales versus Checklists
  145. Advantages of Behavior Rating Scales
  146. Problems Associated with Using Behavior Rating Scales
  147. Measurement and Technical Issues
  148. Review of Selected General Purpose Behavior Rating Scales and Systems
  149. ASEBA: Child Behavior Checklist and Teacher’s Report Form for Ages 6 to 18
  150. Description
  151. Scoring System and Scale Structure
  152. Development and Standardization
  153. Psychometric Properties
  154. Additional Comments
  155. Behavior Assessment System for Children, Third Edition
  156. Description
  157. Scoring System and Scale Structure
  158. Development and Standardization
  159. Psychometric Properties
  160. Additional Comments
  161. Conners’ Rating Scales and Conners’ Rating Scales–Revised, The Conners’ 3, and the
  162. Conners’ Comprehensive Behavior Rating Scales
  163. 1997 Conners’ Rating Scales-Revised
  164. Description of the Conners’ 3
  165. Scoring System and Scale Structure
  166. Development and Standardization
  167. Psychometric Properties
  168. The Conners’ Comprehensive Behavior Rating Scales
  169. Additional Comments
  170. Best Practices in Using Behavior Rating Scales
  171. Behavior Rating Scales and Decision Making
  172. Conclusions
  173. Review and Application Questions
  174. Interviewing Techniques
  175. Role of Interviews in Assessing Children and Adolescents
  176. Developmental Issues in Interviewing
  177. Preschool-Age and Primary-Age Children
  178. Elementary-Age Children
  179. Adolescents
  180. Factors That May Affect the Quality of the Interview
  181. Interpersonal Context
  182. Ethnocultural Context
  183. Behavioral Context
  184. The Truth Context: Dealing with Lying
  185. Physical Context
  186. Selecting an Appropriate Interview Method
  187. Traditional Interviewing Techniques
  188. Gathering Relevant Background Information from Parents and Teachers
  189. Developing the Interview with Children and Adolescents
  190. Areas for Observation
  191. Areas for Questioning
  192. Behavioral Interviewing
  193. Implementing Behavioral Interviews with Parents and Teachers
  194. Problem Identification Interview
  195. Problem Analysis Interview
  196. Implementing Behavioral Interviews with Children and Adolescents
  197. Structured and Semistructured Interview Tools
  198. Schedule for Affective Disorders and Schizophrenia, School-Age Children
  199. Semistructured Clinical Interview for Children and Adolescents
  200. Concluding Comments on Formal Interview Schedules
  201. Clinical Interviewing and Suicidal Ideation/Behavior
  202. Facts Regarding Suicidal Behavior among Children And Adolescents
  203. Recommendations for Clinical Interviewing
  204. Thinking about Suicide
  205. Suicide Plan
  206. Means and Preparations for Suicide
  207. Intended Place or Setting
  208. Immediate Protective Action
  209. Suicidal Safety Planning
  210. Interviews and Decision Making
  211. Conclusions
  212. Review and Application Questions
  213. Sociometric Techniques
  214. Sociometrics: Importance, History, and Empirical Base
  215. Why Assess Social Status?
  216. Historical Development of Sociometric Assessment
  217. Validity of Sociometric Assessment
  218. Dimensions of Social Status
  219. Technical Adequacy of Sociometric Procedures
  220. Predictive Validity of Sociometric Assessment
  221. Overview of Sociometric Assessment Procedures
  222. Peer Nomination Procedures
  223. Peer Rating Procedures
  224. Sociometric Ranking Procedures
  225. Alternative Sociometric Procedures
  226. Picture Sociometrics
  227. Class Play
  228. "Guess Who" Measures
  229. Ethical Concerns in Using Sociometric Procedures
  230. Sociometric Procedures and Decision Making
  231. Conclusions
  232. Review and Application Questions
  233. Self-Report Assessment
  234. Foundations of Self-Report Assessment
  235. Historical Foundations of Personality Testing
  236. Psychometric Foundations of Objective Test Construction
  237. Three Approaches to Developing Objective Self-Report Tests
  238. Rational–Theoretical Approach
  239. Factor Analytic Approach
  240. Empirical Criterion Keying Approach
  241. Response Bias and Error Variance
  242. Reviews of Selected General Purpose Self-Report Tests
  243. Adolescent Psychopathology Scale
  244. Description
  245. Technical Characteristics
  246. APS Short Form
  247. Evaluation
  248. Behavior Assessment System for Children, Third Edition: Child and Adolescent Self-Reports
  249. Description
  250. Technical Characteristics
  251. Evaluation
  252. Minnesota Multiphasic Personality Inventory–Adolescent Version and Restructured Form
  253. Description
  254. Technical Characteristics
  255. MMPI-A-RF
  256. Evaluation
  257. Conners 3 Self-Report
  258. Description
  259. Technical Characteristics
  260. Evaluation
  261. Conners 3 Comprehensive Behavior Ratings Scale Self-Report
  262. Description
  263. Technical Characteristics
  264. Evaluation
  265. Youth Self-Report
  266. Description
  267. Technical Characteristics
  268. Evaluation
  269. Self-Report Tests and Decision Making
  270. Conclusions
  271. Review and Application Questions
  272. Projective–expressive Assessment Techniques
  273. Projective Assessment: An Introduction
  274. Thematic Approaches
  275. Thematic Apperception Test
  276. Children’s Apperception Test
  277. Roberts Apperception Test for Children
  278. Reliability and Validity
  279. Concluding Comments on Thematic Approaches
  280. Drawing Techniques
  281. Draw-A-Person Technique
  282. Administration, Scoring, and Interpretation
  283. Reliability and Validity
  284. Additional Comments
  285. Kinetic Family Drawing Technique
  286. Administration, Scoring, and Interpretation
  287. Reliability and Validity
  288. Kinetic School Drawing
  289. Additional Comments
  290. Bender–Gestalt Test as a Measure of Social–emotional Status
  291. Administration, Scoring, and Interpretation
  292. Reliability and Validity
  293. Additional Comments
  294. Concluding Comments on Drawing Techniques
  295. Sentence Completion Tasks
  296. Administration, Scoring, and Interpretation
  297. Reliability and Validity
  298. Hart Sentence Completion Test for Children
  299. Washington University Sentence Completion Test
  300. Concluding Comments on Sentence Completion Tasks
  301. Best Practices
  302. Conclusions
  303. Review and Application Questions
  304. Part II Assessment of Specific Problems, Competencies, and Populations

    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

    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

    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
    • Rett’s Disorder
    • Childhood Disintegrative Disorder
    • Assessment
    • Autism Diagnostic Observation Schedule
    • Autism Diagnostic Interview
    • 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
    • Assessment
    • Linking Assessment to Intervention
    • Conclusions
    • 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
    • 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
    • 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

    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

    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

    Index

"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