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COMPLETE TABLE OF
CONTENTS
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FOUNDATIONS OF BEHAVIORAL, SOCIAL, AND CLINICAL ASSESSMENT OF CHILDREN
Seventh Edition
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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
Chapter
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
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
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Chapter
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
Chapter
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
Chapter
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
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Chapter
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
Chapter
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
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Chapter
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
Chapter 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
Chapter 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
Chapter 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
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Chapter
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
Chapter 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
Chapter
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
Chapter
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
Chapter
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
Chapter
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
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References
637
Name Index 687
Subject
Index 697
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