Foundations of Behavioral, Social, and Clinical Assessment of Children

The Seventh Edition of Foundations of Behavioral, Social, and Clinical Assessment of Children is designed to be used as a reference source for students and professionals and as a text in such courses as personality assessment, behavioural assessment, and child clinical assessment. The Seventh Edition can also be used together with Assessment of Children: Cognitive Foundations, Sixth 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 Seventh Edition has been rewritten to make the text more comprehensive, relevant, readable, up to date, and informative. The Seventh Edition contains new material on theoretical perspectives useful for assessment, trauma and trauma-informed care, bullying and cyberbullying, child maltreatment, disruptive disorders, anxiety and mood disorders, substance-related disorders, attention deficit/hyperactivity disorder, autism spectrum disorder, adaptive behaviour, functional behavioural assessment, and executive functions. In addition, the Seventh Edition contains reviews of several standardised measures for assessing behavioural, social, and emotional functioning of children and for assessing parenting and family functioning. Although the Seventh Edition is not accompanied by a Resource Guide, as was found in the Sixth Edition, it now includes checklists and brief interviews useful for evaluating various psychological disorders.

Learning Aids

The Seventh Edition contains several useful learning aids:

• A list of major headings, with page numbers, at the beginning of each chapter reference
• A list of goals and objectives at the beginning of each chapter
• Case studies to help the reader gain insight into various psychological disorders
• A “Thinking Through the Issues” section for each chapter
• An extensive summary at the end of each chapter
• Key terms listed at the end of each chapter, each linked to the page on which it appears
• Study questions provided at the end of each chapter
• Exercises on interviewing
• A name index
• A subject index
• A reference section with 1,582 references, each of which has a DOI System number, when available

Special Features

Among the special features in the Seventh Edition are the following:

• A section with recommendations to help readers become culturally sensitive evaluators and establish a trusting relationship with children and their family
• An exhibit listing organisations that provide mental health services for culturally and linguistically diverse groups
• A comprehensive table listing measures of executive functions
• Figures highlighting misconceptions about children with special needs
• A section on computer-based administration and scoring of popular tests
• Cartoons touching on assessment, psychology, and education (the cartoons provide comic relief and serve as teaching and learning tools)

Table of Contents

SECTION I. FOUNDATIONS

1. Introduction to the Behavioral, Social, and Clinical Assessment of Children 1
• Terminology 3
• Goals of a Behavioral, Social, and Clinical Assessment 4
• Guidelines for Conducting Assessments 5
• Variables to Consider in a Multimethod Assessment 6
• Steps in a Multimethod Assessment 14
• Theoretical Perspectives for Behavioral, Social, and Clinical Assessments 20
• Approaches to Classification 36
• Risk and Protective Factors 43
• Ethical and Legal Considerations 49
• Children with Special Needs 54
• Guidelines for Intervention and Prevention 55
• Concluding Comments 57
• Thinking Through the Issues 58
• Summary 58
• Key Terms 64
• Study Questions 64
2. Conducting the Assessment 67
• Evaluator Characteristics 68
• Preparing for the First Meeting 74
• Establishing Rapport 75
• Observing Children 79
• Administering Tests to Children with Special Needs 90
• Strategies for Becoming an Effective Evaluator 93
• Evaluator Stress 94
• Controversy Regarding the Use of Standardized Tests 96
• Accounting for Poor Test Performance 98
• Computer-Based Administration, Scoring, and Interpretation 98
• Concluding Comment on Challenges in Assessing Children 101
• Thinking Through the Issues 102
• Summary 103
• Key Terms 108
• Study Questions 108
3. Culturally and Linguistically Diverse Children 109
• Culturally and Linguistically Diverse Groups: Problems, Values, and Acculturation 110
• Demographic, Educational, and Health Trends for Culturally and Linguistically Diverse Groups 118
• Assessment of Culturally and Linguistically Diverse Groups 124
• Dynamics of Cross-Ethnic and Cross-Cultural Assessment 126
• Assessment of Bilingual Children 128
• Translations of Assessment Instruments 129
• Interpreters 129
• Recommendations 132
• Concluding Comment 138
• Thinking Through the Issues 139
• Summary 140
• Key Terms 144
• Study Questions 144

SECTION II. INTERVIEW METHODS

4. General Interviewing Techniques 145
• Clinical Assessment Interviews versus Ordinary Conversations and Other Types of Interviews 146
• Strengths and Weaknesses of the Clinical Assessment Interview 147
• Purposes of Clinical Assessment Interviews 148
• Degrees of Structure in Initial Clinical Assessment Interviews 149
• Fundamental Interviewing Guidelines 152
• External Factors and Atmosphere 154
• Forming Impressions 154
• Listening and Attending Skills 154
• Analytical Listening 155
• Establishing Rapport 157
• Developmentally Sensitive Interviewing 159
• Timing Questions Appropriately 160
• Changing Topics 161
• Formulating Appropriate Questions 161
• Avoiding Certain Types of Questions 162
• Probing Effectively 166
• Using Structuring Statements 174
• Dealing with Difficult Situations 174
• Striving for Objectivity 181
• Recording Information and Scheduling Appointments 182
• Thinking Through the Issues 184
• Summary 185
• Key Terms 188
• Study Questions 188
5. Interviewing Children, Parents, Teachers, and Families 191
• Interviewing Children 192
• Interviewing Parents 201
• Interviewing Teachers 206
• Interviewing the Family 207
• Thinking Through the Issues 217
• Summary 217
• Key Terms, Concepts, and Names 219
• Study Questions 219
6. Other Considerations Related to the Interview 221
• Closing the Initial Interview 221
• The Post-Assessment Interview 224
• The Follow-Up Interview 231
• Reliability and Validity of Interviews 233
• Malingering 236
• Evaluating Your Interview Techniques 238
• Thinking Through the Issues 239
• Summary 240
• Key Terms 242
• Study Questions 242

SECTION III. BEHAVIORAL OBSERVATIONS

7. Observational Methods, Part 1 243
• General Considerations in Conducting Observations 244
• Narrative Recording 255
• Interval Recording 264
• Event Recording 271
• Ratings Recording 276
• Comment on Recording Methods 279
• Thinking Through the Issues 282
• Summary 282
• Key Terms 285
• Study Questions 286
8. Observational Methods, Part 2 287
• Observational Coding Systems 288
• Reliability of Observational Coding Systems 294
• Validity of Observational Coding Systems 306
• Procedures for Reducing Errors in Observations 307
• Observation of Infants 310
• Self-Monitoring Assessment 310
• Reporting Behavioral Observations 317
• Comment on the Observation of Behavior 319
• Case Study 319
• Thinking Through the Issues 319
• Summary 319
• Key Terms 324
• Study Questions 324

SECTION IV. BEHAVIORAL, PERSONALITY, AND FAMILY ASSESSMENT

9. Broad Measures of Behavioral, Social, and Emotional Functioning and of Parenting and Family Variables 327
• Background Considerations for the Assessment of Behavior 329
• Adolescent Psychopathology Scale and Adolescent Psychopathology Scale–Short Form 330
• Millon Adolescent Clinical Inventory–II 332
• Minnesota Multiphasic Personality Inventory-Adolescent Restructured Form 333
• Personality Inventory for Youth 335
• Other Measures of Personality 336
• Behavior Rating and Checklist Measures 338
• Behavior Assessment System for Children, Third Edition 339
• Behavior Dimensions Scale, Second Edition: School Version, and Behavior Dimensions Scale, Second Edition: Home Version 343
• Child Behavior Checklist for Ages 6–18, Teacher’s Report Form, Youth Self-Report, Child Behavior Checklist for Ages 1½–5, and Caregiver–Teacher Report Form 344
• Conners 3rd Edition 346
• Conners Comprehensive Behavior Rating Scales 348
• Devereux Scales of Mental Disorders 349
• Eyberg Child Behavior Inventory and Sutter-Eyberg Student Behavior Inventory– Revised 350
• Jesness Inventory–Revised 351
• Personality Inventory for Children, Second Edition 352
• Revised Behavior Problem Checklist 354
• Reynolds Adolescent Adjustment Screening Inventory 354
• Social Skills Improvement System 355
• Student Behavior Survey 356
• Projective Techniques 357
• Draw-A-Person Test 358
• Children’s Apperception Test 359
• Roberts–2 359
• Exner’s Comprehensive System for the Rorschach Inkblot Test 361
• Measures of Parenting and Family Variables 362
• Parent-Child Relationship Inventory 362
• Parenting Relationship Questionnaire 362
• Parenting Satisfaction Scale 363
• Parenting Stress Index, Fourth Edition, and Parenting Stress Index, Fourth Edition–Short Form 364
• Stress Index for Parents of Adolescents 365
• Thinking Through the Issues 366
• Summary 366
• Key Terms 370
• Study Questions 370
10. Executive Functions 373
• Primary Executive Functions 374
• Three Models of Executive Functions 374
• Developmental Aspects of Executive Functions 376
• Executive Functions and Intelligence 380
• Executive Functions and School Functioning 380
• Deficits in Executive Functions Associated with Psychological Disorders 381
• Assessment of Executive Functions 382
• Improving Deficits in Executive Functions 385
• Comment on Executive Functions 386
• Thinking Through the Issues 386
• Summary 387
• Key Terms 388
• Study Questions 389
11. Adaptive Behavior 391
• Definition of Adaptive Behavior 392
• Assessment Considerations 393
• Interventions 396
• Adaptive Behavior Assessment System, Third Edition 396
• Adaptive Behavior Diagnostic Scale 399
• Adaptive Behavior Evaluation Scale, Third Edition 400
• Battelle Developmental Inventory, Third Edition 401
• Diagnostic Adaptive Behavior Scale 403
• Scales of Independent Behavior–Revised 404
• Vineland Adaptive Behavior Scales, Third Edition 405
• Thinking Through the Issues 407
• Summary 407
• Key Terms 409
• Study Questions 409
12. Functional Behavioral Assessment 411
• When Is a Functional Behavioral Assessment Needed? 412
• Conditions Surrounding the Problem Behavior 413
• Functions of Problem Behavior 415
• Guidelines for Conducting a Functional Behavioral Assessment 416
• Assessing Behavior Through Interviews 417
• Assessing Behavior Through Observations 418
• Functional Analysis 419
• Formulating Hypotheses to Account for the Problem Behavior 419
• Behavioral Intervention Plans 421
• Comment of FBA 427
• Thinking Through the Issues 427
• Summary 427
• Key Terms 432
• Study Question 432

SECTION V. CHILDREN WITH SPECIAL NEEDS

13. Disruptive Disorders, Anxiety and Mood Disorders, and Substance-Related Disorders 433
• Oppositional Defiant Disorder 434
• Conduct Disorder 437
• Aggression Questionnaire 440
• Beck Disruptive Behavior Inventory for Youth and Beck Anger Inventory for Youth 441
• Other Measures of Disruptive, Impulse-Control, and Conduct Disorders 441
• Anxiety Disorders 441
• Beck Anxiety Inventory for Youth 445
• Multidimensional Anxiety Scale for Children, Second Edition 446
• Revised Children’s Manifest Anxiety Scale, Second Edition 446
• Depressive Disorders 447
• Beck Depression Inventory for Youth 450
• Children’s Depression Inventory, Second Edition 450
• Reynolds Child Depression Scale, Second Edition, and Reynolds Adolescent Depression Scale, Second Edition 451
• Suicide Risk 452
• Substance-Related Disorders 460
• Thinking Through the Issues 464
• Summary 464
• Key Terms 469
• Study Questions 469
14. Attention-Deficit/Hyperactivity Disorder 471
• DSM-5 Diagnostic Criteria for ADHD 472
• Conditions Comorbid with ADHD 473
• Developmental Progression 474
• Other Types of Deficits in ADHD 475
• Parents of Children with ADHD 476
• Etiology of ADHD 477
• Assessment of ADHD 478
• Interventions for ADHD 483
• Concluding Comment 493
• Thinking Through the Issues 493
• Summary 494
• Key Terms 497
• Study Questions 497
15. Autism Spectrum Disorder 499
• Etiology of Autism Spectrum Disorder 501
• Familial Concerns About Autism Spectrum Disorder 501
• DSM-5 Classification of Autism Spectrum Disorder 505
• Associated Features of Autism Spectrum Disorder 505
• Disorders Comorbid with Autism Spectrum Disorder 508
• Intellectual and Cognitive Functioning in Children with Autism Spectrum Disorder 510
• Executive Functions in Children with Autism Spectrum Disorder 511
• Autism Spectrum Disorder and Bullying 511
• Assessment of Children for Autism Spectrum Disorder 512
• Interventions for Children with Autism Spectrum Disorder 515
• Prognosis for Children with Autism Spectrum Disorder 519
• Comment on Autism Spectrum Disorder 519
• Thinking Through the Issues 526
• Summary 527
• Key Terms 530
• Study Questions 530

SECTION VI. TRAUMA AND TRAUMA-INFORMED CARE

16. Trauma and Trauma-Informed Care 531
• Ethical Guidelines for the Assessment and Treatment of Survivors of Traumatic Events 532
• Types of Traumatic Events 532
• A Developmental Perspective on Trauma 536
• Disturbances Shown by Survivors of a Traumatic Experience 536
• Retraumatization 537
• Assessment of Trauma Survivors 537
• Coping with Trauma 538
• Violence 543
• Ethnicity and Trauma 546
• Trauma-Related Disorders in DSM-5 and ICD-11 547
• Traumatic Brain Injury 550
• Trauma-Informed Care 558
• Thinking Through the Issues 562
• Summary 562
• Key Terms 566
• Study Questions 566
17. Traditional Bullying and Cyberbullying 569
• Characteristics of Bullying 572
• Characteristics of Cyberbullying 574
• Cyberbullying vs. Traditional Bullying 579
• Characteristics of Bullies 581
• Characteristics of Victims of Bullying 582
• Characteristics of Bully-Victims 588
• Dimensions of Bullying 588
• Characteristics of Bystanders 589
• School Climate 590
• Evaluating Incidents of Bullying 593
• Interventions 593
• Laws to Prevent Bullying 598
• Role of the Court in Cases Involving Bullying and Cyberbullying 599
• Concluding Comment 601
• Thinking Through the Issues 602
• Summary 602
• Key Terms 606
• Study Questions 606
18. Child Maltreatment 607
• Risk and Protective Factors for Children 612
• Problems Associated with Children Who Have Been Maltreated 614
• Reporting Child Maltreatment 615
• Statistics on Child Maltreatment 616
• Offenders 618
• Intimate Partner Violence (IPV) 625
• Interventions 629
• Concluding Comment 631
• Thinking Through the Issues 632
• Summary 632
• Key Terms 636
• Study Questions 636

References 637

Name Index 687

Subject Index 697

"Sattler does it again! This Seventh Edition of the Behavioral Assessment is the gold standard in child behavioral assessment."
- Dr. Cliff McKinney, Mississippi State University

"The Behavioral Seventh Edition is invaluable for both students and professionals!"
- Dr. Ron Dumont, Professor Emeritus, Fairleigh Dickinson University

"There is not a more thorough and comprehensive assessment textbook in the fields of school and clinical psychology. Dr. Sattler continues to leave a legacy of excellence with this latest work."
- Dr. Martin Marzak, University of Alberta

"An unparalleled text for students, young practitioners in the field, and experienced psychologists."
- Dr. Kathleen Krach, Troy University

"This text is the road map to navigate the world of child assessment. It provides the reader with all the necessary tools to do so successfully."
- Dr. Elisabeth Endrikat, Freehold Regional High School District, Englishtown, NJ

"The Seventh Edition builds on Sattler's tradition of providing rigorous and comprehensive coverage of assessment practice for children."
- Dr. Diana Joyce Beaulieu, University of Florida

"Clearly written, well-organized, and comprehensive! The Seventh Edition includes many important updates and additions which makes it an essential text for both graduate students and professionals."
- Dr. Salvatore P. Massa, ABPP, Fellow-American Academy of School Psychology