Clinical Assessment of Child and Adolescent Personality and Behavior

Preface
Contents
About the Authors
1: Historical Trends
	Definitions of Terms in Personality Asesssment
		Traits
		The Big Five Personality Traits (Factors)
		Temperament
		Behavior
	Early History of Personality Assessment
		Robert S. Woodworth
	Projective Techniques
		Association Techniques
		Thematic Apperception Test
		The Rorschach
		Sentence Completion Techniques
		Projective Techniques for Children
	Objective Tests
		Minnesota Multiphasic Personality Inventory (MMPI)
		Rating Scales
	Assessment for Diagnosis
		Diagnostic and Statistical Manual of Mental Disorders
		IDEA and Special Education
		Evidence-Based Assessment
2: Measurement Issues
	Defining Personality Tests
	Types of Tests
	Scores, Norms, and Distributions
		Types of Scores
		Raw Scores
		Norm-Referenced Scores
		Standard Scores
		Percentile Ranks
		Uniform T-Scores
	Norm Development
		Sampling
		Local Norms
		Gender-Based Norms
		Age-Based Norms
		Clinical Norms
		Normality and Skewness
		Skewed Distributions
	Reliability
		Test-Retest Method
		Internal Consistency Coefficients
		Variables That Affect Reliability
		Reliable Specific Variance
		Standard Error of Measurement
		Confidence Bands
	Validity
		Content Validity
		Criterion-Related Validity
		Correlations with Other Tests
		Convergent/Discriminant Validity
		Factor Analysis
		Confirmatory Factor Analysis
		Cluster Analysis
		Sensitivity and Specificity
	Threats to Validity
		Readability
		Response Sets
		Guarding Against Validity Threats
	Utility
	Conclusions
3: Classification and Developmental Psychopathology
	Science and Assessment
	Classification
		Communication
		Documentation of Need for Services
		Dangers of Classification
		Evaluating Classification Systems
		Models of Classification
		The Current Status of Different Approaches to Classification
	Developmental Psychopathology
		Developmental Norms
		Developmental Processes
		Stability and Continuity
		Situational Stability
		Comorbidities
		Practical Implications for Assessment
	Conclusions
4: Ethics in Testing: Rights, Responsibilities, and Fairness
	Standards for Educational and Psychological Testing
	Rights and Responsibilities of Test Users
		Informed Consent
		Competent Use
		Evidence-Based Interpretation
		Explaining Assessment Results
		Maintaining Confidentiality
		Maintaining Security of Testing Material
	Fairness
		Fairness During the Testing Process
		Fairness and Lack of Measurement Bias
		Cultural Competence
	Conclusions
5: Planning the Evaluation and Rapport Building
	Nonspecifics in Clinical Assessment
	Planning the Evaluation
		Clarifying the Referral Question
		Clarifying the Purpose of Testing
		Getting a Description of the Referral Problems
		Deciding Whether to Test or Not to Test
	Designing the Evaluation
		Developmental Considerations
		Determining the Relevant Psychological Domains to Assess
		Screening Important Psychosocial Contexts
		Other Practical Considerations
	Rapport Building
		Informed Consent
		The Basics of Building Rapport with the Child
		The Basics of Building Rapport with the Parent
		The Basics of Building Rapport with Teachers
	Conclusions
6: Self-Report Inventories
	Omnibus Inventories
		Behavior Assessment System for Children Self-Report of Personality (BASC-3-SRP; Reynolds & Kamphaus, 2015)
		Achenbach System of Empirically Based Assessment Youth Self-Report (YSR; Achenbach & Rescorla, 2001)
		Minnesota Multiphasic Personality Inventory-Adolescent (MMPI-A; Butcher et al., 1992) and MMPI-A-Restructured Form (MMPI-A-RF; Archer, Handel, Ben-Porath, & Tellegen, 2016)
		Conners, 3rd Edition, Self-Report (Conners-3 SR; Conners, 2008a)
	Strengths and Weaknesses
		Personality Assessment Inventory for Adolescents (PAI-A; Morey, 2007)
	Single-Construct Personality Inventories
	Conclusions
7: Parent and Teacher Rating Scales
	Evaluating Children via Parent Ratings
		Factors Influencing Parent Ratings
	Evaluating Children via Teacher Ratings
		Factors Influencing Teacher Ratings
	Overview of Omnibus of Parent and Teacher Rating Scales
	Behavior Assessment System for Children, Third Edition (BASC-3; Reynolds & Kamphaus, 2015)
		Parent Rating Scale (PRS)
		Teacher Rating Scale (TRS)
	Achenbach System of Empirically Based Assessment (ASEBA; Achenbach & Rescorla, 2000, 2001)
		Parent Report: Child Behavior Checklist (CBCL)
		Teacher Report: Teacher Report Form (TRF)
	Conners, Third Edition (Conners-3; Conners, 2008a, 2014)
		Parent Rating Scale
		Teacher Rating Scale
	Sample Impairment-Oriented Scales
		Home Situations Questionnaire (HSQ) and School Situations Questionnaire (SSQ)
		Child Global Assessment Scale (CGAS)
	Conclusions
8: Behavioral Observations
	Use of Behavioral Observations in Clinical Assessments
	Basics of Observational Systems
		Defining Target Behaviors
		Setting
		Data Collection
		Selecting the Observer
	Examples of Observational Systems
		Achenbach System of Empirically Based Assessments: Direct Observation and Test Observation Forms
		Behavioral Assessment System for Children-Student Observation System
		Behavioral Avoidance Test
		Conflict Negotiation Task
		Dodge’s Observation of Peer Interactions
		Family Interaction Coding System
		Revised Edition of the School Observation Coding System
		Structured Observation of Academic and Play Settings
	Conclusions
9: Peer-Referenced Assessment
	Uses of Peer-Referenced Assessment
	Ethics of Peer-Referenced Strategies
	Peer Nominations
		Sociometrics
		Aggression
		Hyperactivity
		Depression
	Other Peer-Referenced Techniques
	Conclusions
10: Projective Techniques
	The Controversy Surrounding Projective Techniques
		Clinical Technique or Psychometric Test?
		Projection of Behavioral Sample?
		Summary
	Inkblot Techniques
		The Exner Comprehensive System for Rorschach Interpretation
	Thematic (Storytelling) Techniques
		General Interpretation of Thematic Techniques
		Roberts Apperception Technique for Children
	Sentence Completion Techniques
		Features of SCTs
	Drawing Techniques
		Draw-a-Person Technique
		House-Tree-Person
		Kinetic Family Drawing
		Psychometric Cautions for Drawing Techniques
	Conclusions
11: Structured Diagnostic Interviews
	History
	Overview
		Commonalities Across Interview Schedules
		Major Sources of Variation Across Interview Schedules
	Evaluation of Diagnostic Interviews
		Advantages
		Disadvantages
	Recommendations for Use of Structured Interviews
	Focus on Schedule for Affective Disorders and Schizophrenia for School-Age Children (KSADS-PL; Kaufman et al. 2016)
		Development
		Structure and Content
		Administration
	Conclusions
12: Assessing Family Context
	Why Is Assessing Family Context Important?
		The Causal Role of Familial Influences
		Family History and Differential Diagnosis
		Interpreting Information Provided by the Parent
	Assessing Family Functioning
	Parenting Styles and Practices
		Family Environment Scale-Second Edition (FES)
		Alabama Parenting Questionnaire (APQ)
		Parenting Scale (PS)
		Dyadic Parent-Child Interaction Coding System (DPICS)
	Parenting Stress
		Child Abuse Potential Inventory: Second Edition
		Parenting Stress Index: Fourth Edition (PSI)
	Marital Conflict
		O’Leary-Porter Scale (OPS)
	Parental Adjustment
		Parental Depression
		Parental Substance Abuse
		Parental Antisocial Behavior
		Parental ADHD
		Parental Anxiety
		Parental Schizophrenia
	Assessing Family History
	Conclusions
13: Clinical Interviews
	The Role of History Taking in Child Assessment
	Age of Onset
	Course/Prognosis
	Impairment
	Etiology
	Family Psychiatric History
		Previous Assessment/Treatment/Intervention
	Contextual Factors
	Content
	Format
	Conclusions
14: Behavioral and Emotional Risk Screening
	Why Is Screening Important?
	Defining Behavioral and Emotional Risk
	Screening Measures
		The Behavior and Emotional Screening System (BESS; Reynolds & Kamphaus, 2015)
		Direct Behavior Rating (DBR; Chafouleas, Riley-Tillman, & Christ, 2009)
		Pediatric Symptom Checklist (PSC; Jellinek et al., 1988)
		Social, Academic, and Emotional Behavior Risk Screener (SAEBRS; Kilgus & von der Embse, 2015)
		The Strengths and Difficulties Questionnaire (SDQ; Goodman, 1997)
		The Student Risk Screening Scale (SRSS; Drummond, 1994)
		The Systematic Screening for Behavior Disorders (SSBD; Walker & Severson, 1992)
	Implementation of Universal Screening
		Cut Scores
		Selecting Informants
		Multiple Gates
		Timing
		BER Surveillance
		Permissions
	Conclusions
15: Integrating and Interpreting Assessment Information
	Why Is Interpreting Assessment Information So Difficult?
	Integrating Information Across Informants
		Simpler May Be Better
		Informant Discrepancies and the Type of Problem
		Informant Discrepancies and Age of the Child
		Informant Discrepancies: Other Factors
		Summary
	A Multistep Strategy for Integrating Information
		Step 1: Document all Clinical Significant Findings Related to the Child’s Adjustment
		Step 2: Look for Convergent Findings Across Sources and Methods
		Step 3: Try to Explain Discrepancies
		Step 4: Develop a Profile and Hierarch of Strengths and Weaknesses
		Step 5: Determine Critical Information to Place in the Report
	Conclusions
16: Report Writing
	Reporting Problems and Challenges
	Report Writing as Part of Evidence-Based Assessment
	Pitfalls of Report Writing
		Vocabulary Problems
		Faulty Interpretation
		Report Length
		Number Obsession
		Failure to Address Referral Questions
		The Consumer’s View
	Best Practices for Report Writing
		Report Only Pertinent Information
		Define Abbreviations and Acronyms
		Emphasize Words Rather than Numbers
		Reduce Difficult Words
		Briefly Describe the Instruments Used
		Edit the Report
		Use Headings and Lists Freely
		Use Examples of Behavior to Clarify Meaning
		Reduce Report Length
		Check Scores
		Check Grammar and Spelling
	Adaptive Reports to Audience and Setting
	The Sections of Psychological Reports
		Identifying Information
		Assessment Procedures
		Referral Questions
		Background Information
		Behavioral Observations
		Assessment Results and Interpretation
		Diagnostic Considerations
		Summary
		Recommendations
		Psychometric Summary
		The Signatures
		Report Writing Self-Test
	Communicating Results Orally
		Parent Conferences
		Teacher Conferences
		Child Feedback
	Conclusions
17: Assessment of Attention-Deficit/Hyperactivity and Disruptive Behavior Disorders
	Externalizing Disorders
	Attention-Deficit/Hyperactivity Disorder
		Classification and Subtypes
		Comorbidities
		Conceptual Model
		Implications for Research
		ADHD in the Schools: Special Education Placement
	Oppositional Defiant and Conduct Disorder
		Classification and Diagnosis
		Comorbidities
		Correlates with Potential Causal Roles
		Multiple Developmental Pathways to Serious Conduct Problems
		Implications for Assessment
	Conclusions
18: Assessment of Depression and Anxiety
	Internalizing Disorders
	Childhood Depression
		Diagnostic Criteria
		Characteristics of Childhood Depression
		Comorbidity
		Specialized Measures of Depression
		An Assessment Strategy for Depression
	Anxiety Disorders of Childhood
		Characteristics of Childhood Anxiety Disorders
		Specialized Measures of Anxiety
		An Assessment Strategy for Anxiety
	Conclusions
19: Assessment of Autism Spectrum Disorder
	Definitional Issues
	DSM-5 Criteria
		Characteristics of ASD
		Comorbidity
	Assessment Tools
		Developmental Surveillance
		Autism Diagnostic Interview-Revised (ADI-R)
		Parent Interview for Autism (PIA)
		Childhood Autism Rating Scale-2nd Edition (CARS-2)
		Autism Diagnostic Observation Schedule (ADOS-2)
		Gilliam Autism Rating Scale-3rd Edition (GARS-3; Gilliam, 2014)
		Functional Analysis
	An Assessment Strategy for ASD
	Conclusions
References
Index