Behavioral, Social, and Emotional Assessment of Children and Adolescents

Generally recognized 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 behavior.

Autorentext

Sara A. Whitcomb is Associate Professor in the College of Education at the University of Massachusetts, Amherst, USA.

Klappentext

Generally recognized 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 behavior.

Zusammenfassung
Generally recognized 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 behavior.

Inhalt

Table of Contents

List of Tables

List of Figures

Preface

Acknowledgments

Part I Foundations and Methods of Assessment

Chapter 1. Foundations of Assessment

Theoretical Foundations of Social and Emotional Behavior Social Cognitive Theory: An Integrated Orientation

Components of Social Cognitive Theory

Triadic Reciprocality: Understanding the Determinants of Behavior

Observational Learning: A Multiprocess Analysis

The Importance of Context: Ecological Systems Theory

Finding Your Own Theoretical Foundation

Philosophical Foundations of Assessment

Nomothetic and Idiographic: Definitions and Historical Development

Nomothetic and Idiographic Approaches in Practice Empirical Approach to Assessment

Understanding and Clarifying Assessment Referrals

Assessment as a Problem-Solving Process

A Model for Assessment as a Problem-Solving Process

Phase I: Identification and Clarification

Phase II: Data Collection

Phase III: Analysis

Phase IV: Solution and Evaluation

Designing a Multimethod, Multisource, Multisetting Assessment

Response to Intervention (RtI): A Public Health Approach to Assessment and Intervention

Legal and Ethical Issues in Assessment

Basis for Legal Constraints on Assessment

Specific Assessment Practices Affected by Ethics and Law

Informed Consent

Validity of Assessment Procedures

Right to Privacy/Confidentiality

Some Concluding Comments on Legal and Ethical Issues

Criteria for Inclusion of Assessment Methods and Instruments

Conclusions

Review and Application Questions

Chapter 2. Social-emotional Assessment and Cultural Diversity

Test and Assessment Bias in Professional Practice

Test and Assessment Bias

Professional Ethics and Culturally Appropriate Assessment

Professional Practice

Acculturation and Identity Development

Factors That Influence Acculturation

Determining Acculturation and Cultural Orientation

Development of Racial/Cultural Identity

Stage 1: Conformity

Stage 2: Dissonance and Appreciating

Stage 3: Resistance and Immersion

Stage 4: Introspection

Stage 5: Integrative Awareness

Problems with Categories and Group Emphasis

Cultural Diversity in the United States: Description of Major Racial and Ethnic Groups

African Americans

Asian Americans

Hispanic and Latino Americans

American Indians and Alaskan Natives

Some General Characteristics of the Majority Culture

Assessment Methods and Cultural Diversity: Special Considerations

Behavioral Observation

Behavior Rating Scales

Interviewing

Learn About the Interviewees' Culture

Learn About the Interviewees' Language

Establish Rapport

Identify Stereotypes

Promote Clear Communication

Identify Family Needs

Identify Attitudes toward Health and Illness

Recognize the Extent of Acculturation

Accept the Interviewees' Perspectives

Sociometric Techniques

Self-Report Instruments

Projective-expressive Techniques

Recommendations for Culturally Responsive Assessment

Conclusions

Review and Application Questions

Chapter 3. Assessment and Classification

Why Classify?

Differential Diagnosis and Classification Error

Current Classification Systems

DSM System

Assumptions and Structure of DSM

Using the DSM System in Assessment

Improvements and Changes in DSM

Classification under Special Education Law

General Assessment Guidelines in the IDEIA

IDEIA Definition of Emotionally Disturbed

The "Emotionally Disturbed" versus "Socially Maladjusted" Issue

State Adaptations of the Federal Definition

New Directions

Behavioral Dimensions: An Alternative Approach to Classification

Behavioral Dimensions and the ASEBA System

Example of Behavioral Dimensions Approaches to Specific Classes of Behavior

Additional Comments on the Behavioral Dimensions Approach

Multiple-Gating Approaches to Assessment and Classification

Community- and Clinic-Based Multiple-Gating Procedure

SSBD: A School-Based Multiple-Gating Procedure

SARS: Classification of Behavioral Problems Using Existing School Records

Concluding Comments on Assessment and Classification

Conclusions

Review and Application Questions

Chapter 4. Direct Behavioral Observation

Behavioral Observation: Basic Principles and Concepts

Direct Behavioral Observation and Ecological Assessment

General Methods of Behavioral Observation

Naturalistic Observation

Analogue Observation

Self-Monitoring

Observational Coding Procedures

Event Recording

Interval Recording

Whole-Interval or Partial-Interval Recording?

Time-Sample Recording

Duration and Latency Recording

Duration Recording

Latency Recording

Examples of Observational Coding Systems

School-Based Observation Systems

Direct Observation Form

Behavior Observation of Students in Schools

Behavior Coding System

Home-Based Observation Systems

Social Interaction Coding System

Family Interaction Code

Clinic-Based Observation Systems

The Coder's Impression Measure

Child's Game/Parent's Game

Teacher Behavior Code

Technology Advances in Behavioral Observation

BehaviorSnap

BOSS

!Observe

iObserve

Reliability and Validity Issues in Direct Behavioral Observation

Defining the Observation Domain

Observer Training and Reliability

Use of Social Comparison Data

Observer Reactivity

Situational Specificity

Inappropriate Recording Techniques

Biased Expectations and Outside Influence

Behavioral Observation and Functional Behavior Assessment

How Many Observations Are Needed?

Direct Behavioral Observation and Decision Making

Conclusions

Review and Application Questions

Scenarios

Chapter 5. Behavior Rating Scales

Characteristics of Behavior Rating Scales

Definitions and Foundations

Rating Scales versus Checklists

Advantages of Behavior Rating Scales

Problems Associated with Using Behavior Rating Scales

Measurement and Technical Issues

Review of Selected General Purpose Behavior Rating Scales and Systems

ASEBA: Child Behavior Checklist and Teacher's Report Form for Ages 6 to 18

Description

Scoring System and Scale Structure

Development and Standardization

Psychometric Properties

Additional Comments

Behavior Assessment System for Children, Third Edition

Description

Scoring System and Scale Structure

Development and Standardization

Psychometric Properties

Additional Comments

Conners' Rating Scales and Conners' Rating Scales-Revised, The Conners' 3, and the

Conners' Comprehensive Behavior Rating Scales

1997 Conners' Rating Scales-Revised

Description of the Conners' 3

Scoring System and Scale Structure

Development and Standardization

Psychometric Properties

The Conners' Comprehensive Behavior Rating Scales

Additional Comments

Best Practices in Using Behavior Rating Scales

Behavior Rating Scales and Decision Making

Conclusions

Review and Application…