Foundations of Behavioral, Social, and Clinical Assessment of Children, 6ed: with Resource Guide

RRP - $307.50   Our Price - $279.00  Hardback
Add to cartQuestions?

Jerome M Sattler

  • Foundations of Behavioral, Social, and Clinical Assessment of Children, 6ed

1166 pages
2014
ISBN: 9780970267122

The Sixth Edition of Foundations of Behavioral, Social, and Clinical Assessment of Children, which also includes the Resource Guide to Accompany Foundations of Behavioral, Social, and Clinical Assessment of Children, Sixth Edition, is designed to be used as an independent text in such courses as personality assessment, behavioral assessment, and child clinical assessment and as a reference source for students and professionals. The Sixth Edition can also be used together with Assessment of Children: Cognitive Foundations, Fifth Edition and Assessment with the WAIS–IV to provide in-depth coverage of assessment of children and young adults.

A Major Revision

Every chapter in the Sixth Edition has been rewritten to make the text more comprehensive, relevant, readable, up to date, and informative. The Sixth Edition contains new material on disruptive disorders, anxiety and mood disorders, substance-related disorders, attention deficit/hyperactivity disorder, autism spectrum disorder, specific learning disability, intellectual disability, giftedness, visual impairments, hearing impairments, brain injuries (including sports-related concussions), adaptive behavior, visual-motor perception and motor proficiency, functional behavioral assessment, executive functions, bullying and cyberbullying, and testifying as an expert witness. In addition, the Sixth Edition contains reviews of several new standardized measures for assessing behavioral, social, and emotional functioning of children and for assessing parenting and family functioning.

Unique Resource Guide

What is unique to the Sixth Edition is the Resource Guide, which contains a wealth of materials not readily available elsewhere, including the following:

  • A Background Questionnaire for obtaining information from parents about their children with special needs
  • A Personal Data Questionnaire for obtaining information from adolescents with special needs
  • A School Referral Questionnaire for obtaining information from teachers of children with special needs
  • Fifteen semistructured interviews useful for interviewing children with special needs, their parents, and their teachers
  • Six new semistructured interviews on bullying and threat assessment
  • Forms for conducting systematic behavioral observations, including new forms for conducting classroom observations
  • Forms for conducting self-monitoring assessments
  • Forms for recording functional behavioral assessments
  • Forms for arriving at a DSM-5 diagnosis of attention-deficit/hyperactivity disorder or autism spectrum disorder
  • Forms for the assessment of giftedness and creativity
  • Forms for the assessment of brain injury
  • Forms for the assessment of risk factors and protective factors
  • A form for conducting a threat assessment
  • Handouts for parents and teachers of children with special needs containing lists of instructional and behavioral support strategies
  • Handouts for parents and teachers containing lists of strategies for preventing and dealing with bullying, cyberbullying, and other Internet issues
  • Chapters on executive functions, bullying and cyberbullying, and testifying as an expert witness
  • Glossaries of abbreviations and acronyms, legal terms and concepts, and measurement terms

Learning Aids

The Sixth Edition contains several useful learning aids:

  • A list of major headings, together with goals and objectives, at the beginning of each chapter
  • A “Thinking Through the Issues” section; a summary of each major topic; a list of key terms, concepts, and names, each linked to the page on which it appears; and a series of study questions at the end of each chapter
  • Exercises on interviewing
  • Principles of report writing

Special Features

Among the special features in the Sixth Edition are an exhibit describing public health policies aimed at three levels of prevention; a table of key indicators of well-being of children; a section on computer-based administration and scoring of popular tests; a comprehensive table listing measures of executive functions; a table of recommendations for conducting effective assessments of children from culturally and linguistically diverse groups; examples of misconceptions about various groups of children with special needs; and cartoons touching on assessment, psychology, and education. The cartoons provide comic relief and serve as teaching and learning tools.

Philosophical Background of Text

The Sixth Edition is based on the philosophy that a psychologist cannot be a competent clinical assessor unless he or she has the relevant information about a child’s presenting problem, assets and limitations, family, classroom, and environment, as well as knowledge of the techniques needed to perform assessments and an understanding of interventions that might help the child and his or her family. In this text, you will find information to help you become a competent clinical assessor.

Underlying any assessment should be respect for children and their families and a desire to help children. A thorough assessment will allow assessors to learn things about the child that they could not learn simply from talking to others about the child, observing the child, or reviewing the child’s records. Assessment brings a wealth of information to children, parents, teachers, health care providers, and other professionals and makes a difference in children’s lives.

Table of Contents

SECTION I. FOUNDATIONS

Chapter

  1. Introduction to the Behavioral, Social, and Clinical Assessment of Children 1
    • Terminology 4
    • Goals of a Behavioral, Social, and Clinical Assessment 6
    • Guidelines for Conducting Assessments 6
    • Theoretical Perspectives for Behavioral, Social, and Clinical Assessments 8
    • Assessment Dimensions and Categories 12
    • Children with Special Needs 19
    • How Cognitive, Emotional, and Behavioral Difficulties Develop in Children 21
    • Risk and Protective Factors 25
    • Intervention and Prevention Guidelines 29
    • Ethical Considerations 33
    • Confidentiality of Assessment Findings and Records 33
    • Regulating the Profession 36
    • Educational Qualifications of Psychologists 38
    • Concluding Comments 38
    • Thinking Through the Issues 39
    • Summary 39
    • Key Terms, Concepts, and Names 44
    • Study Questions 45

Chapter

  1. A Primer on Statistics and Psychometrics 47
    • The Why of Psychological Measurement and Statistics 48
    • Scales of Measurement 48
    • Descriptive Statistics 50
    • Correlation 54
    • Regression 58
    • Norm-Referenced Measurement 59
    • Derived Scores 60
    • Inferential Statistics 63
    • Reliability 64
    • Validity 69
    • Meta-Analysis 74
    • Concluding Comment 75
    • Thinking Through the Issues 75
    • Summary 75
    • Key Terms, Concepts, and Names 79
    • Study Questions 80

Chapter

  1. Conducting the Assessment 81
    • Classification and Labeling 82
    • Variables to Consider in an Assessment 84
    • Observing Children 91
    • Accounting for Poor Test Performance 99
    • Steps in a Behavioral and Clinical Assessment 100
    • Computer-Based Administration, Scoring, and Report Writing 109
    • Examiner Stress 115
    • Strategies for Becoming an Effective Examiner 117
    • Concluding Comment on Challenges in Assessing Children 118
    • Thinking Through the Issues 119
    • Summary 120
    • Key Terms, Concepts, and Names 123
    • Study Questions 124

Chapter

  1. Culturally and Linguistically Diverse Children 125
    • Background Considerations 127
    • General Considerations in the Assessment of Culturally and Linguistically Diverse Groups 137
    • Dynamics of Cross-Ethnic and Cross-Cultural Assessment 141
    • Assessment of Bilingual Children 143
    • Evaluating Bias 145
    • Translations of Assessment Instruments 147
    • Interpreters 147
    • Recommendations 150
    • Thinking Through the Issues 153
    • Summary 154
    • Key Terms, Concepts, and Names 158
    • Study Questions 158

SECTION II. INTERVIEW METHODS

Chapter

  1. General Interviewing Techniques 161
    • Clinical Assessment Interviews versus Ordinary Conversations and Other Types of Interviews 162
    • Strengths and Weaknesses of the Clinical Assessment Interview 163
    • Purposes of Clinical Assessment Interviews 164
    • Degrees of Structure in Initial Clinical Assessment Interviews 165
    • Introduction to Interviewing Guidelines 168
    • External Factors and Atmosphere 170
    • Forming Impressions 170
    • Listening and Attending Skills 171
    • Analytical Listening 171
    • Establishing Rapport 173
    • Developmentally Sensitive Interviewing 175
    • Timing Questions Appropriately 177
    • Changing Topics 177
    • Formulating Appropriate Questions 177
    • Avoiding Certain Types of Questions 179
    • Probing Effectively 182
    • Using Structuring Statements 189
    • Dealing with Difficult Situations 190
    • Striving for Objectivity 197
    • Recording Information and Scheduling Appointments 197
    • Thinking Through the Issues 199
    • Summary 200
    • Key Terms, Concepts, and Names 203
    • Study Questions 204

Chapter

  1. Interviewing Children, Parents, Teachers, and Families 205
    • Interviewing Children 206
    • Interviewing Parents 215
    • Interviewing Teachers 220
    • Interviewing the Family 223
    • Thinking Through the Issues 231
    • Summary 231
    • Key Terms, Concepts, and Names 233
    • Study Questions 234

Chapter

  1. Other Considerations Related to the Interview 235
    • Closing the Initial Interview 236
    • The Post-Assessment Interview 237
    • The Follow-Up Interview 245
    • Reliability and Validity of Interviews 246
    • Malingering 249
    • Evaluating Your Interview Techniques 251
    • Thinking Through the Issues 252
    • Summary 253
    • Key Terms, Concepts, and Names 255
    • Study Questions 255

SECTION III. BEHAVIORAL OBSERVATIONS

Chapter

  1. Observational Methods, Part I 257
    • General Considerations When Conducting Observations 258
    • Narrative Recording 264
    • Interval Recording 273
    • Event Recording 278
    • Ratings Recording 284
    • Comment on Recording Methods 287
    • Thinking Through the Issues 289
    • Summary 289
    • Key Terms, Concepts, and Names 293
    • Study Questions 293

Chapter

  1. Observational Methods, Part II 295
    • Observational Coding Systems 296
    • Reliability of Observational Coding Systems 301
    • Validity of Observational Coding Systems 314
    • Procedures for Reducing Errors in Observations 316
    • Observation of Infants 318
    • Self-Monitoring Assessment 321
    • Reporting Behavioral Observations 326
    • Comment on the Observation of Behavior 328
    • Case Study 328
    • Thinking Through the Issues 328
    • Summary 328
    • Key Terms, Concepts, and Names 333
    • Study Questions 333

SECTION IV. BEHAVIORL, PERSONALITY, FAMILY, AND SENSORY MOTOR ABILITIES

Chapter

  1. Broad Measures of Behavioral, Social, and Emotional Functioning and of Parenting and Family Variables 335
    • Background Considerations for the Assessment of Behavior 336
    • Personality Tests 336
    • Adolescent Psychopathology Scale and Adolescent Psychopathology Scale-Short Form 337
    • Millon Adolescent Clinical Inventory 339
    • Minnesota Multiphasic Personality Inventory-Adolescent 340
    • Personality Inventory for Youth 341
    • Other Measures of Personality 342
    • Behavior Rating and Checklist Measures 343
    • Behavior Assessment System for Children, Second Edition 344
    • Behavior Dimensions Scale, Second Edition: School Version and Behavior Dimensions Scale, Second Edition: Home Version 347
    • Child Behavior Checklist for Ages 6-18, Teacher's Report Form, Youth Self-Report, Child Behavior Checklist for Ages 1.5-5, and Caregiver-Teacher Report Form 348
    • Conners 3rd Edition 351
    • Conners Comprehensive Behavior Rating Scales 352
    • Devereux Scales of Mental Disorders 353
    • Eyberg Child Behavior Inventory and Sutter-Eyberg Student Behavior Inventory-Revised 354
    • Jesness Inventory-Revised 355
    • Personality Inventory for Children, Second Edition 356
    • Revised Behavior Problem Checklist 358
    • Reynolds Adolescent Adjustment Screening Inventory 358
    • Social Skills Improvement System 359
    • Student Behavior Survey 360
    • Projective Techniques 361
    • Draw-A-Person Test 362
    • Children's Apperception Test 363
    • Roberts–2 363
    • Exner's Comprehensive System for the Rorschach Inkblot Test 365
    • Measures of Parenting and Family Variables 365
    • Parent-Child Relationship Inventory 366
    • Parenting Relationship Questionnaire 366
    • Parenting Satisfaction Scale 367
    • Parenting Stress Index, Fourth Edition and Parenting Stress Index,
    • Fourth Edition-Short Form 368
    • Stress Index for Parents of Adolescents 369
    • Thinking Through the Issues 369
    • Summary 369
    • Key Terms, Concepts, and Names 374
    • Study Questions 374

Chapter

  1. Adaptive Behavior 375
    • Definition of Adaptive Behavior 376
    • Assessment Considerations 377
    • Vineland Adaptive Behavior Scales, Second Edition 378
    • AAMR Adaptive Behavior Scale-School, Second Edition 381
    • AAMR Adaptive Behavior Scale-Residential and Community, Second Edition 383
    • Scales of Independent Behavior-Revised 385
    • Adaptive Behavior Assessment System, Second Edition 387
    • Battelle Developmental Inventory, Second Edition 389
    • Adaptive Behavior Evaluation Scale, Revised Second Edition 391
    • Thinking Through the Issues 393
    • Summary 393
    • Key Terms, Concepts, and Names 394
    • Study Questions 394

Chapter

  1. Visual-Motor Perception and Motor Proficiency 395
    • Guidelines for Administering and Interpreting Visual-Motor Tests 396
    • Bender Visual Motor Gestalt Test 399
    • Bender-Gestalt II 403
    • Koppitz Developmental Scoring System for the Bender Gestalt Test, Second Edition 406
    • Beery VMI 407
    • Bruininks-Oseretsky Test of Motor Proficiency, Second Edition 409
    • Thinking Through the Issues 410
    • Summary 411
    • Key Terms, Concepts, and Names 412
    • Study Questions 412

Chapter

  1. Functional Behavioral Assessment 413
    • When Is a Functional Behavioral Assessment Needed? 414
    • Conditions Surrounding the Problem Behavior 415
    • Functions of Challenging Behavior 415
    • Guidelines for Conducting a Functional Behavioral Assessment 416
    • Assessing Behavior Through Observations 417
    • Assessing Behavior Through Interviews 417
    • Formulating Hypotheses to Account for the Problem Behavior 419
    • Behavioral Intervention Plans 420
    • Thinking Through the Issues 424
    • Summary 424
    • Key Terms, Concepts, and Names 427
    • Study Question 428

SECTION V. CHILDREN WITH SPECIAL NEEDS

Chapter

  1. Disruptive Disorders, Anxiety and Mood Disorders, and Substance-Related Disorders 429
    • Oppositional Defiant Disorder 430
    • Conduct Disorder 430
    • Risk of School Violence 432
    • Aggression Questionnaire 435
    • Beck Disruptive Behavior Inventory for Youth and Beck Anger Inventory for Youth 435
    • Other Measures of Disruptive, Impulse-Control, and Conduct Disorders 436
    • Anxiety Disorders 436
    • Beck Anxiety Inventory for Youth 438
    • Multidimensional Anxiety Scale for Children, Second Edition 439
    • Revised Children's Manifest Anxiety Scale, Second Edition 439
    • Depressive Disorders 440
    • Beck Depression Inventory for Youth 442
    • Children's Depression Inventory, Second Edition 442
    • Reynolds Child Depression Scale, Second Edition and Reynolds Adolescent Depression Scale, Second Edition 443
    • Suicide Risk 444
    • Substance-Related Disorders 447
    • Thinking Through the Issues 449
    • Summary 450
    • Key Terms, Concepts, and Names 453
    • Study Questions 454

Chapter

  1. Attention-Deficit/Hyperactivity Disorder 455
    • DSM-5 Diagnostic Criteria for ADHD 456
    • Disorders Comorbid with ADHD 457
    • Developmental Progression 457
    • Other Types of Deficits in ADHD 458
    • Parents of Children with ADHD 459
    • Etiology of ADHD 459
    • Assessment of ADHD 460
    • Interventions for ADHD 465
    • Thinking Through the Issues 468
    • Summary 468
    • Key Terms, Concepts, and Names 471
    • Study Questions 472

Chapter

  1. Specific Learning Disabilities: Background Considerations 473
    • Definitions of Specific Learning Disabilities 474
    • Etiology of Specific Learning Disabilities 478
    • Precursors of Specific Learning Disabilities Among Children of Preschool Age 479
    • Specific Learning Disabilities Among School-Age Children 480
    • Reading Disorder 483
    • Mathematics Disorder 485
    • Disorder of Written Expression 485
    • Communication Disorders 487
    • Nonverbal Learning Disability 488
    • Thinking Through the Issues 488
    • Summary 488
    • Key Terms, Concepts, and Names 491
    • Study Questions 492

Chapter

  1. Specific Learning Disabilities: Assessment and Intervention 493
    • IDEA 2004 and Specific Learning Disabilities 494
    • Response to Intervention 494
    • Discrepancy Model 496
    • Patterns of Strengths and Weaknesses Models 497
    • Comment on RTI, the Discrepancy Model, and PSW Models 498
    • Assessment of Specific Learning Disabilities 498
    • Interventions for Specific Learning Disabilities 507
    • Older Adolescents and Young Adults with Specific Learning Disabilities 512
    • Thinking Through the Issues 513
    • Summary 513
    • Key Terms, Concepts, and Names 515
    • Study Questions 515

Chapter

  1. Intellectual Disability 517
    • Defining and Understanding Intellectual Disability 518
    • Distribution of Intellectual Disability in the Population 521
    • Etiology of Intellectual Disability 522
    • Disorders Co-occurring with Intellectual Disability 528
    • Relationship Between Measured Intelligence and Adaptive Behavior 529
    • Assessment of Intellectual Disability 529
    • Interventions for Intellectual Disability 531
    • Concluding Comment on Intellectual Disability 533
    • Thinking Through the Issues 533
    • Summary 534
    • Key Terms, Concepts, and Names 536
    • Study Questions 537

Chapter

  1. Giftedness 539
    • Intellectual and Personality Characteristics of Children Who Are Gifted 540
    • Children Who Are Gifted and Female 541
    • Children Who Are Gifted and Underachieving 542
    • Children Who Are Twice Exceptional 543
    • Preschool Children Who Are Gifted 545
    • Long-Term Studies of Individuals Who Are Gifted 546
    • Promoting Psychosocial Adjustment in Children Who Are Gifted 546
    • Educating Children Who Are Gifted 547
    • Creativity 548
    • Suggestions for Maintaining and Enhancing Creativity in Children 549
    • Identifying and Assessing Giftedness and Creativity 550
    • Working with Parents of Children Who Are Gifted 552
    • Comment on Enhancing the Development of Children Who Are Gifted 553
    • Thinking Through the Issues 553
    • Summary 554
    • Key Terms, Concepts, and Names 556
    • Study Questions 556

Chapter

  1. Visual Impairments 557
    • Clues to Potential Visual Difficulties 558
    • Structure of the Eye 559
    • Disorders That Affect Vision 559
    • Clarity of Vision 560
    • Developmental Considerations 563
    • Assessment Considerations 564
    • Interventions 568
    • Thinking Through the Issues 572
    • Summary 572
    • Key Terms, Concepts, and Names 574
    • Study Question 575

Chapter

  1. Hearing Loss 577
    • Clues to Potential Hearing Difficulties 579
    • Structure of the Ear 580
    • A Profile of Children with Hearing Loss 580
    • Disorders That Affect Hearing 582
    • Acuity of Hearing 583
    • Assessment Considerations 584
    • Interventions 591
    • Thinking Through the Issues 593
    • Summary 594
    • Key Terms, Concepts, and Names 596
    • Study Question 597

Chapter

  1. Autism Spectrum Disorder 599
    • Etiology of Autism Spectrum Disorder 600
    • DSM-5 Classification of Autism Spectrum Disorder 602
    • Associated Features of Autism Spectrum Disorder 604
    • Disorders Comorbid with Autism Spectrum Disorder 604
    • Intellectual Functioning of Children with Autism Spectrum Disorder 604
    • Assessment of Children for Autism Spectrum Disorder 605
    • Interventions for Children with Autism Spectrum Disorder 609
    • Prognosis for Children with Autism Spectrum Disorder 613
    • Comment on Autism Spectrum Disorder 613
    • Thinking Through the Issues 614
    • Summary 614
    • Key Terms, Concepts, and Names 616
    • Study Question 617

Chapter

  1. Brain Injuries: Theory and Rehabilitation 619
    • Overview of Brain Development and Brain Functions 620
    • Lateralization 623
    • Attention and Memory 626
    • Language and Symbolic Disorders 627
    • Traumatic Brain Injury 629
    • Sports-Related Concussions 634
    • Rehabilitation Programs 638
    • Protecting Children from Traumatic Brain Injuries 643
    • Thinking Through the Issues 644
    • Summary 644
    • Key Terms, Concepts, and Names 648
    • Study Questions 650

Chapter

  1. Brain Injuries: Assessment 651
    • Suggestions for Conducting an Evaluation 652
    • Symptoms and Behaviors of Children with Brain Injuries 654
    • Neurological Examination 656
    • Neuropsychological Examination 660
    • Halstead-Reitan Neuropsychological Test Battery for Older Children and Reitan-Indiana Neuropsychological Test Battery for Children 662
    • NEPSY-II 665
    • NIH Toolbox 669
    • Contributions to Neuropsychological Assessment Battery 669
    • Wechsler Tests as Part of a Neuropsychological Test Battery 669
    • Additional Procedures for the Assessment of Children with Brain Injuries 675
    • Evaluating the Assessment Findings 682
    • Thinking Through the Issues 689
    • Summary 689
    • Key Terms, Concepts, and Names 692
    • Study Questions 693

SECTION VI. REPORT WRITING

Chapter

  1. Report Writing 695
    • Introduction to Psychological Report Writing 696
    • Sections of a Psychological Report 701
    • Principles of Report Writing 709
    • Concluding Comment on Report Writing 727
    • Thinking Through the Issues 727
    • Summary 731
    • Key Terms, Concepts, and Names 732
    • Study Questions 732

References 733

Name Index 781

Subject Index 795

RESOURCE GUIDE TO ACCOMPANY FOUNDATIONS OF BEHAVIORAL, SOCIAL, AND CLINICAL ASSESSMENT OF CHILDREN Sixth Edition

Appendix A. Questionnaires

  • Table A-1. Background Questionnaire 1
  • Table A-2. Personal Data Questionnaire 11
  • Table A-3. School Referral Questionnaire 17

Appendix B. Semistructured Interviews

  • Table B-1. Semistructured Interview Questions for a Child or Adolescent of School Age 20
  • Table B-2. Semistructured Interview Questions for an Older Child or Adolescent in a Mental Status Evaluation 25
  • Table B-3. Semistructured Interview Questions for an Older Child or Adolescent with Depression 26
  • Table B-4. Semistructured Interview Questions for an Older Child or Adolescent Who May Be Suicidal 28
  • Table B-5. Semistructured Interview Questions for an Adolescent or Older Child Being Screened for Alcohol Abuse or Dependence 30
  • Table B-6. Semistructured Interview Questions for an Adolescent or Older Child with a Drug Abuse Problem 32
  • Table B-7. Semistructured Interview Questions for a Child or Adolescent with a Learning Disability 35
  • Table B-8. Semistructured Interview Questions for an Older Child or Adolescent with Traumatic Brain Injury 38
  • Table B-9. Semistructured Interview Questions for a Parent of a Child Who May Have a Psychological or Educational Problem or Disorder 40
  • Table B-10. Semistructured Interview Questions to Obtain a Detailed Developmental History from a Mother Covering Her Child’s Early Years and to Evaluate Parenting Skills 44
  • Table B-11. Semistructured Interview Questions for a Parent Regarding a Brief Screening of Her or His Preschool-Age Child 56
  • Table B-12. Semistructured Interview Questions for a Parent Regarding How Her or His Preschool-Age or Elementary School-Age Child Spends a Typical Day 57
  • Table B-13. Semistructured Interview Questions for a Parent of a Child Who May Have an Autism Spectrum Disorder 60
  • Table B-14. Semistructured Interview Questions for a Family 66
  • Table B-15. Semistructured Interview Questions for a Teacher of a Child Referred for School Difficulties 67
  • Table B-16. Semistructured Interview Questions for a Student About Bullying at School 71
  • Table B-17. Semistructured Interview Questions for a Victim of Bullying 72
  • Table B-18. Semistructured Interview Questions for a Student Who Has Witnessed Bullying 73
  • Table B-19. Semistructured Interview Questions for a Student Who Has Bullied Another Student 74
  • Table B-20. Asking the Right Questions About a School’s Anti-Bullying Policies 75
  • Table B-21. Semistructured Interview Questions for a Student Who May Pose a Threat 76

Appendix C. Observation Forms

  • Table C-1. Classroom Observation Checklist 78
  • Table C-2. Observation Checklist for Rating a Child in a Classroom 80
  • Table C-3. Observation Protocol Combining Interval and Event Recording 82
  • Table C-4. Interval Recording Form 83
  • Table C-5. Classroom Observation Code: A Modification of the Stony Brook Code 84
  • Table C-6. Playground Observer Impression Form 91
  • Table C-7. Abbreviated Coding System for Observing Children's Play 92
  • Table C-8. Social Competence Observation Schedule 93
  • Table C-9. Preschool Children's Social, Behavioral, and Motor Competence Checklist 95

Appendix D. Self-Monitoring Forms

  • Table D-1. Self-Monitoring Form for Recording Stressful Situations 97
  • Table D-2. Self-Monitoring Form for Recording Daily Exercise 98
  • Table D-3. Self-Monitoring Form for Recording Attention 98
  • Table D-4. Student Diary Form for Describing a Target Behavior 99
  • Table D-5. Self-Monitoring Form for Recording Target Behavior 100
  • Table D-6. Self-Monitoring Form for Recording Intensity of Reaction 100
  • Table D-7. Self-Monitoring Form for Recording Homework Assignments 101
  • Table D-8. Self-Monitoring Form for Younger Children for Recording Behavior in Two Categories 102
  • Table D-9. Self-Monitoring Form for Younger Children for Recording Behavior in Five Categories 103

Appendix E. DSM-5 Disorders That May Be Evident in Childhood and Early Adulthood 104

Appendix F. Functional Behavioral Assessment

  • Table F-1. Functional Behavioral Assessment Recording Form 113
  • Table F-2. Functional Behavioral Assessment Brief Recording Form 116
  • Table F-3. Checklist of Possible Antecedent Events, Behaviors, and Consequent Events 117

Appendix G. Attention Deficit/Hyperactivity Disorder

  • Table G-1. Structured Observation of Academic and Play Settings (SOAPS) 119
  • Table G-2. ADHD Questionnaire 124
  • Table G-3. DSM-5 Checklist for Attention-Deficit/Hyperactivity Disorder 125

Appendix H. Specific Learning Disabilities

  • Table H-1. Informal Tests of Word Prediction Abilities 127
  • Table H-2. Strip Initial Consonant Task 130
  • Table H-3. Phonological Memory Test 131
  • Table H-4. Phonological Oddity Task 132
  • Table H-5. List of Regular Words, Irregular Words, and Nonsense Words 134
  • Table H-6. Auditory Analysis Test 135
  • Table H-7. Yopp-Singer Test of Phoneme Segmentation 136
  • Table H-8. Informal Writing Inventory 137
  • Table H-9. Diagnostic Spelling Test 139
  • Table H-10. Elements Tested in the Diagnostic Spelling Test 140
  • Table H-11. Informal Assessment of Arithmetic 141
  • Table H-12. Stories for Meaningful Memory Recall 142
  • Table H-13. Questions to Help You Learn About a Child's Attitude Toward Reading and Writing 143
  • Table H-14. Sentence Completion Technique for Children Who May Have Learning Problems 145
  • Table H-15. Reading Study Skills Questionnaire 147
  • Table H-16. Self-Evaluation of Note-Taking Ability 148
  • Table H-17. Self-Monitoring Procedure to Improve Reading Comprehension 149
  • Table H-18. Checklist of Problems Associated with Learning Disabilities 151

Appendix I. Giftedness

  • Table I-1. Teacher and Parent Recommendation Form for Children Who Are Gifted and Talented 152
  • Table I-2. Parent and Teacher Recommendation Form for Preschool Children Who Are Gifted and Talented 153
  • Table I-3. Checklist for Identifying Children Who Are Creative 154

Appendix J. Autism Spectrum Disorder

  • Table J-1. Observation Form for Recording Behaviors That May Reflect Autism Spectrum Disorder and Positive Behaviors 155
  • Table J-2. Modified Checklist for Autism Disorder in Toddlers (M-CHAT) 157
  • Table J-3. Autism Spectrum Disorder Questionnaire for Parents 158
  • Table J-4. Checklist of Possible Signs of an Autism Spectrum Disorder 160
  • Table J-5. DSM-5 Checklist for Autism Spectrum Disorder 161

Appendix K. Instructional and Behavioral Support Strategies for Parents and Teachers

  • Handout K-1. Handout for Parents: Guidelines for Working with Children with Special Needs 162
  • Handout K-2. Handout for Parents: Strategies for Preventing and Dealing with Bullying, Cyberbullying, and Other Internet Issues 177
  • Handout K-3. Handout for Teachers: Instructional and Behavioral Support Strategies for Students with Special Needs 185
  • Handout K-4. Handout for Teachers: Strategies for Preventing and Dealing with Bullying, Cyberbullying, and Other Internet Issues 210

Appendix L. Miscellaneous Tables

  • Table L-1. Interview Techniques Checklist 218
  • Table L-2. Checklist for an Interviewee's Evaluation of an Interviewer 220
  • Table L-3. Checklist of Risk Factors for Child Maltreatment 221
  • Table L-4. Child Risk Factors Checklist 223
  • Table L-5. Child Protective Factors Checklist 224
  • Table L-6. Checklist of Risk Factors for Child or Adolescent Suicide 225
  • Table L-7. Indicators of Psychological or Physical Difficulties 226
  • Table L-8. Explanation of Indicators of Psychological or Physical Difficulties from Table L-7 228
  • Table L-9. Acculturative Stress Inventory for Children 232
  • Table L-10. Student Oral Language Observation Matrix (SOLOM) 233
  • Table L-11. Sentence-Completion Technique 234
  • Table L-12. Positive Reinforcement Sentence Completion 235
  • Table L-13. Informal Checklist of Adaptive Behavior 236
  • Table L-14. Checklist of Symptoms Associated with Brain Injury 237
  • Table L-15. Adolescent Brain Injury Symptom Checklist 238
  • Table L-16. Worksheet for Writing a Neuropsychological Report for a Child of School Age 239
  • Table L-17. Checklist for Accuracy and Completeness of an Assessment Report 241
  • Table L-18. Executive Functions Checklist 242
  • Table L-19. Checklist of Risk Factors for Potential Violence 243
  • Table L-20. Ten-Item Personality Inventory (TIPI) 245

Appendix M. Executive Functions

  • Primary Executive Functions 247
  • Three Models of Executive Functions 247
  • Developmental Aspects of Executive Functions 249
  • Intelligence, Achievement, and Executive Functions 250
  • How Executive Functions Are Compromised 250
  • Assessment of Executive Functions 251
  • Improving Deficits in Executive Functions 259
  • Thinking Through the Issues 260
  • Summary 260
  • Key Terms, Concepts, and Names 261
  • Study Questions 262

Appendix N. Bullying and Cyberbullying

  • Characteristics of Bullying 265
  • Characteristics of Cyberbullying 266
  • Characteristics of Bullies 267
  • Characteristics of Victims 268
  • Dimensions of Bullying 270
  • Incidence of Bullying 270
  • Bystander Reluctance to Report Bullying 271
  • Correlates of Bullying 271
  • Consultation 272
  • Laws to Prevent Bullying 277
  • The Role of the Court in Cases Involving Bullying and Cyberbullying 277
  • Concluding Comment 278
  • Thinking Through The Issues 278
  • Summary 278
  • Key Terms, Concepts, and Names 282
  • Study Questions 282

Appendix O. Challenges of Being an Expert Witness

  • Frye Standard and Daubert Standard 284
  • Standards of Proof 285
  • Reasonable Certainty of Opinion 285
  • Testifying as an Expert Witness 285
  • Effectiveness as an Expert Witness 298
  • Concluding Comment 298
  • Thinking Through the Issues 298
  • Summary 298
  • Key Terms, Concepts, and Names 300
  • Study Questions 300

Glossaries

  • Glossary of Abbreviations and Acronyms 301
  • Glossary of Legal Terms and Concepts 304
  • Glossary of Measurement Terms 313

References 319

Name Index 329

Subject Index 333

"Sattler does it again! This text is the gold standard in child behavioral assessment."
- Cliff McKinney, Ph.D., Mississippi State University

"The depth and breadth of coverage is astounding. This will surely become one of the ‘go-to’ references used by teachers, psychologists, and mental health professionals."
- Ron Dumont, Ph. D. Fairleigh Dickinson University

"A ‘must-have’ desk reference for those engaged in the assessment of children’s behavioral, social, and clinical functioning."
- Lisa Reisinger, Ph. D., West Montreal Readaptation Center

"The revised material, expanded scope, extensive and timely new material, and invaluable tables continue the Sattler tradition of comprehensiveness, clarity, insight, and utility. My students, my colleagues, and I will eagerly make extensive use of the newest and best “Sattler” yet."
- John O. Willis, Ed.D., Rivier University