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

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

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