5th Edition
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. 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 modernized 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 behavior domains, including externalizing problems, internalizing 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
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 Questions
Chapter 6. Interviewing Techniques
Role of Interviews in Assessing Children and Adolescents
Developmental Issues in Interviewing
Preschool-Age and Primary-Age Children
Elementary-Age Children
Adolescents
Factors That May Affect the Quality of the Interview
Interpersonal Context
Ethnocultural Context
Behavioral Context
The Truth Context: Dealing with Lying
Physical Context
Selecting an Appropriate Interview Method
Traditional Interviewing Techniques
Gathering Relevant Background Information from Parents and Teachers
Developing the Interview with Children and Adolescents
Areas for Observation
Areas for Questioning
Behavioral Interviewing
Implementing Behavioral Interviews with Parents and Teachers
Problem Identification Interview
Problem Analysis Interview
Implementing Behavioral Interviews with Children and Adolescents
Structured and Semistructured Interview Tools
Schedule for Affective Disorders and Schizophrenia, School-Age Children
Semistructured Clinical Interview for Children and Adolescents
Concluding Comments on Formal Interview Schedules
Clinical Interviewing and Suicidal Ideation/Behavior
Facts Regarding Suicidal Behavior among Children And Adolescents
Recommendations for Clinical Interviewing
Thinking about Suicide
Suicide Plan
Means and Preparations for Suicide
Intended Place or Setting
Immediate Protective Action
Suicidal Safety Planning
Interviews and Decision Making
Conclusions
Review and Application Questions
Chapter 7. Sociometric Techniques
Sociometrics: Importance, History, and Empirical Base
Why Assess Social Status?
Historical Development of Sociometric Assessment
Validity of Sociometric Assessment
Dimensions of Social Status
Technical Adequacy of Sociometric Procedures
Predictive Validity of Sociometric Assessment
Overview of Sociometric Assessment Procedures
Peer Nomination Procedures
Peer Rating Procedures
Sociometric Ranking Procedures
Alternative Sociometric Procedures
Picture Sociometrics
Class Play
"Guess Who" Measures
Ethical Concerns in Using Sociometric Procedures
Sociometric Procedures and Decision Making
Conclusions
Review and Application Questions
Chapter 8. Self-Report Assessment
Foundations of Self-Report Assessment
Historical Foundations of Personality Testing
Psychometric Foundations of Objective Test Construction
Three Approaches to Developing Objective Self-Report Tests
Rational–Theoretical Approach
Factor Analytic Approach
Empirical Criterion Keying Approach
Response Bias and Error Variance
Reviews of Selected General Purpose Self-Report Tests
Adolescent Psychopathology Scale
Description
Technical Characteristics
APS Short Form
Evaluation
Behavior Assessment System for Children, Third Edition: Child and Adolescent Self-Reports
Description
Technical Characteristics
Evaluation
Minnesota Multiphasic Personality Inventory–Adolescent Version and Restructured Form
Description
Technical Characteristics
MMPI-A-RF
Evaluation
Conners 3 Self-Report
Description
Technical Characteristics
Evaluation
Conners 3 Comprehensive Behavior Ratings Scale Self-Report
Description
Technical Characteristics
Evaluation
Youth Self-Report
Description
Technical Characteristics
Evaluation
Self-Report Tests and Decision Making
Conclusions
Review and Application Questions
Chapter 9. Projective–expressive Assessment Techniques
Projective Assessment: An Introduction
Thematic Approaches
Thematic Apperception Test
Children’s Apperception Test
Roberts Apperception Test for Children
Reliability and Validity
Concluding Comments on Thematic Approaches
Drawing Techniques
Draw-A-Person Technique
Administration, Scoring, and Interpretation
Reliability and Validity
Additional Comments
Kinetic Family Drawing Technique
Administration, Scoring, and Interpretation
Reliability and Validity
Kinetic School Drawing
Additional Comments
Bender–Gestalt Test as a Measure of Social–emotional Status
Administration, Scoring, and Interpretation
Reliability and Validity
Additional Comments
Concluding Comments on Drawing Techniques
Sentence Completion Tasks
Administration, Scoring, and Interpretation
Reliability and Validity
Hart Sentence Completion Test for Children
Washington University Sentence Completion Test
Concluding Comments on Sentence Completion Tasks
Best Practices
Conclusions
Review and Application Questions
Part II Assessment of Specific Problems, Competencies, and Populations
Chapter 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
Chapter 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
Chapter 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
Chapter 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
Chapter 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
Chapter 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
Biography
Sara A. Whitcomb is Associate Professor in the College of Education at the University of Massachusetts, Amherst, USA.
"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
