(Ebook) Behavioral Social and Emotional and Adolescents 2nd Edition by Kenneth Merrell, Sara Whitcomb ISBN 9780805839074 0805839070

(Ebook) Behavioral Social and Emotional and Adolescents 2nd Edition by Kenneth Merrell, Sara Whitcomb ISBN 9780805839074 0805839070

(Ebook) Behavioral, Social, and Emotional Assessment of Children and Adolescents 2nd Edition by Kenneth W. Merrell, Sara A. Whitcomb - Ebook PDF Instant Download/Delivery: 9780805839074, 0805839070
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Product details: 

ISBN 10:  0805839070

ISBN 13: 9780805839074

Author: Kenneth W. Merrell, Sara A. Whitcomb 

Behavioral, Social, and Emotional Assessment of Children and Adolescents, Second Edition was written to provide a comprehensive foundation for conducting clinical assessment of child and adolescent social-emotional behavior in a practical, scientific, and culturally appropriate manner. It is divided into two major sections.

Part I includes eight chapters that provide a general foundation for assessment practice. These chapters include coverage of basic professional and ethical issues, classification and diagnostic problems, and six primary assessment methods, which are presented in detail. Part II includes six chapters on applications for assessing specific social-emotional behavior domains, including internalizing and externalizing problems, social skills and peer relations, young children, and diverse cultural groups. Together, these two sections provide a framework for a model of assessment that is practical, flexible, sensitive to specific needs, and empirically sound.

Changes in the second edition of this book include:

increased coverage of the practice of functional behavior assessment;
updated test reviews;
reviews of new assessment instruments;
updated information on legal and ethical issues;
updated information on assessment and cultural diversity; and
a handy appendix with contact information for all publishers of instruments discussed in the book, including Web site addresses.
To the greatest extent possible, this book weaves together the most recent research evidence and common application issues. It is specifically relevant to practitioners and researchers in the fields of school psychology and child clinical psychology, but will also be of interest to those in related disciplines, such as counseling, social work, child psychiatry, and special education.

Table of contents: 

PART 1: FOUNDATIONS AND METHODS OF ASSESSMENT

1. Foundations of Assessment

1.1 Theoretical Foundations of Social and Emotional Behavior
1.2 Social Cognitive Theory: An Integrated Orientation
1.3 Finding a Theoretical Foundation That Works for You
1.4 Understanding and Clarifying Assessment Referrals
1.5 Assessment as a Problem-Solving Process
1.6 A Model for Assessment as a Problem-Solving Process

2. Legal and Ethical Issues in Assessment

2.1 Basis for Legal Constraints on Assessment
2.2 Specific Assessment Practices Affected by Ethics and Law
2.3 Some Concluding Comments on Legal and Ethical Issues

3. Philosophical Foundations of Assessment

3.1 Nomothetic and Idiographic: Definitions and Historical Development
3.2 Nomothetic and Idiographic Approaches in Practice
3.3 Empirical Approach to Assessment
3.4 Designing a Multimethod, Multisource, Multisetting Assessment
3.5 Criteria for Inclusion of Assessment Methods and Instruments
3.6 Conclusions

4. Review and Application Questions

2. Assessment and Classification

2.1 Why Classify?
2.2 Differential Diagnosis and Classification Error
2.3 Current Classification Systems
  - DSM System
2.4 Classification Under Special Education Law
2.5 Behavioral Dimensions: An Alternative Approach to Classification
2.6 Multiple Gating in Assessment and Classification
  - Community and Clinic-Based Multiple Gating Procedure
  - SSBD: A School-Based Multiple-Gating Procedure
2.7 Concluding Comments on Assessment and Classification
2.8 Conclusions
2.9 Review and Application Questions

3. Direct Behavioral Observation

3.1 Behavioral Observation: Basic Principles and Concepts
3.2 Direct Behavioral Observation and Ecological Assessment
3.3 General Methods of Behavioral Observation
  - Naturalistic Observation
  - Analogue Observation
  - Self-Monitoring
3.4 Observational Coding Procedures
  - Event Recording
  - Interval Recording
  - Time-Sample Recording
  - Duration and Latency Recording
3.5 Examples of Observational Coding Systems
  - School-Based Observation Systems
  - Home-Based Observation Systems
  - Clinic-Based Observation Systems
3.6 Validity Issues in Direct Behavioral Observation
  - Defining the Observation Domain
  - Observer Training and Reliability
  - Use of Social Comparison Data
  - Problem of Reactivity
  - Situational Specificity of Behavior
  - Use of Inappropriate Recording Techniques
  - Biased Expectations and Outside Influence
3.7 Direct Behavioral Observation and Functional Behavior Assessment
3.8 Direct Behavioral Observation and Decision Making

4. Behavior Rating Scales

4.1 Characteristics of Behavior Rating Scales
4.2 Definitions and Foundations
4.3 Advantages of Behavior Rating Scales
4.4 Problems Associated With Using Behavior Rating Scales
4.5 Measurement and Technical Issues

4.6 Review of Selected General Purpose Problem Behavior Rating Scales
  - Behavior Assessment System for Children
  - Child Behavior Checklist and Teacher's Report Form
  - Conners Rating Scales and Conners' Rating Scales–Revised
  - Revised Behavior Problem Checklist

4.7 Best Practices in Using Behavior Rating Scales
4.8 Behavior Rating Scales and Decision Making
4.9 Conclusions
4.10 Review and Application Questions

5. Interviewing Techniques

5.1 Role of Interviews in Assessing Children and Adolescents
5.2 Developmental Issues in Interviewing
  - Preschool-Age and Primary-Age Children
  - Elementary-Age Children
  - Adolescents

5.3 Factors That May Affect the Quality of the Interview
  - Interpersonal Context
  - Ethnocultural Context
  - Behavioral Context
  - Physical Context

5.4 Selecting an Appropriate Interview Method
5.5 Traditional Interviewing Techniques
  - Obtaining Relevant Background Information From Parents and Teachers
  - Developing the Interview With Children and Adolescents

5.6 Behavioral Interview
  - Implementing the Behavioral Interview With Parents and Teachers
  - Implementing Behavioral Interviews With Children and Adolescents

5.7 Structured and Semistructured Interviews
  - Schedule for Affective Disorders and Schizophrenia, School-Age Children
  - Diagnostic Interview for Children and Adolescents
  - Child Assessment Schedule

5.8 Concluding Comments on Formal Interview Schedules
5.9 Clinical Interviewing and Suicidal Ideation/Behavior
5.10 Facts Regarding Suicidal Behavior Among Children and Adolescents
5.11 Recommendations for Clinical Interviewing
5.12 Interviews and Decision Making
5.13 Conclusions
5.14 Review and Application Questions

6. Sociometric Techniques

6.1 Sociometric Assessment: Its Importance, History, and Empirical Base
6.2 Why Study Social Status?
6.3 Historical Development of Sociometric Assessment
6.4 Validity of Sociometric Assessment
6.5 Overview of Specific Sociometric Assessment Procedures
  - Peer Nomination Procedures
  - Peer Rating Procedures
  - Sociometric Ranking Procedures
  - Alternative Sociometric Procedures
6.6 Ethical Concerns in Using Sociometric Procedures
6.7 Sociometric Procedures and Decision Making
6.8 Conclusions
6.9 Review and Application Questions

7. Self-Report Instruments

7.1 Foundations of Self-Report Assessment
7.2 Historical Foundations of Personality Testing
7.3 Psychometric Foundations of Objective Test Construction
7.4 Three Approaches to Developing Objective Self-Report Tests
7.5 Response Bias and Error Variance
7.6 Reviews of Selected General Purpose Self-Report Tests
  - Adolescent Psychopathology Scale
  - Behavior Assessment System for Children: Child and Adolescent Self-Reports
  - Millon Adolescent Personality Inventory
  - Millon Adolescent Clinical Inventory
  - Minnesota Multiphasic Personality Inventory-Adolescent Version
  - Personality Inventory for Youth
  - Youth Self-Report
7.7 Self-Report Tests and Decision Making
7.8 Conclusions
7.9 Review and Application Questions

8. Projective-Expressive Techniques

8.1 Projective Assessment: An Introduction
8.2 Thematic Approaches
  - Thematic Apperception Test
  - Children’s Apperception Test
  - Roberts Apperception Test for Children
  - Reliability and Validity
  - Concluding Comments on Thematic Approaches

8.3 Drawing Techniques
  - Draw-A-Person Technique
  - Kinetic Family Drawing Technique
  - Bender-Gestalt Test as a Measure of Social-Emotional Status
  - Concluding Comments on Drawing Techniques

8.4 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

8.5 Best Practices
8.6 Conclusions
8.7 Review and Application Questions

PART II: Assessment of Specific Problems, Competencies, and Populations

9. Assessment of Externalizing Problems

9.1 Externalizing Disorders: An Overview
9.2 Behavioral Dimensions Approach to Classifying Externalizing Disorders
9.3 DSM Approach to Classifying Externalizing Disorders
9.4 Subdimensions of Externalizing Problems: Classification Studies

9.5 Prevalence, Etiology, and Prognosis of Externalizing Disorders
  - Prevalence
  - Comorbidity
  - Etiology
  - Developmental Course and Prognosis

9.6 Methods of Assessing Externalizing Problems
  - Behavioral Observation
  - Behavior Rating Scales
  - Narrow-Band Rating Scales for Attention Deficit Hyperactivity Disorders
  - Interviewing Techniques
  - Sociometric Techniques

9.10 Linking Assessment to Intervention
9.11 Conclusions
9.12 Review and Application Questions

10. Assessment of Internalizing Problems

10.1 Internalizing Problems: An Overview
10.2 Behavioral Dimensions Classification
10.3 DSM Classification
10.4 Prevalence
10.5 Gender Issues in Prevalence
10.6 Major Internalizing Disorders
  - Depression
  - Anxiety
10.7 Related Internalizing Disorders
10.8 Implications of Internalizing Disorders
10.9 Positive and Negative Affectivity: A Model for Understanding Internalizing Problems
10.10 Internalizing Problems and Self-Concept

Methods of Assessing Internalizing Problems
10.11 Behavioral Observation
10.12 Behavior Rating Scales
10.13 Interviewing
10.14 Sociometric Techniques
10.15 Narrow-Band Self-Report Instruments
10.16 Self-Report Instruments for Assessing Multidimensional Self-Concept

10.17 Linking Assessment to Intervention
10.18 Conclusions
10.19 Review and Application Questions

11. Assessment of Other Behavioral, Social, and Emotional Problems

11.1 Classification and Taxonomy
11.2 Behavioral Dimensions Classification
11.3 DSM Classification

Pervasive Developmental Disorders
11.4 Description
11.5 Assessment

Schizoid Disorders
11.6 Description
11.7 Assessment

11.8 Tic Disorders (Tourette's Disorder)
  11.8.1 Description
  11.8.2 Assessment

11.9 Schizophrenia and Other Psychotic Disorders
  11.9.1 Description
  11.9.2 Assessment

11.10 Eating Disorders
  11.10.1 Description
  11.10.2 Assessment

11.11 Linking Assessment to Intervention
11.12 Conclusions
11.13 Review and Application Questions

12. Assessment of Social Skills and Peer Relations

12.1 Social Competence: A Complex Construct
12.2 Adaptive Behavior
12.3 Social Skills
12.4 Peer Relations
12.5 Theoretical Model
12.6 Dimensions of Social Skills
12.7 Importance of Social Skills

Methods of Assessing Social Skills
12.8 Direct Behavioral Observation
12.9 Behavior Rating Scales
12.10 Interviewing Techniques
12.11 Sociometric Approaches
12.12 Assessment With Self-Reports

12.13 Linking Assessment to Intervention
12.14 Conclusions
12.15 Review and Application Questions

13. Assessing Social and Emotional Behavior of Young Children

13.1 Alternative Diagnostic Classification System

Methods for Assessing Young Children
13.2 Direct Behavioral Observation
13.3 Behavior Rating Scales
13.4 Interviewing Techniques
13.5 Sociometric Approaches
13.6 Self-Report Tests

13.7 Early Screening Project: A Multiple-Gating Procedure for Young Children
13.8 Best Practices
13.9 Conclusions
13.10 Review and Application Questions

14. Assessment and Cultural Diversity

14.1 Test and Assessment Bias in Professional Practice
14.2 Test and Assessment Bias
14.3 Professional Ethics and Culturally Appropriate Assessment
14.4 Professional Practice

Acculturation and Identity Development
14.5 Factors That Influence Acculturation
14.6 Determining Acculturation and Cultural Orientation
14.7 Development of Racial/Cultural Identity
14.8 Problems With Categories and Group Emphasis

Cultural Diversity in the United States: Description of Major Racial/Ethnic Groups
14.9 African Americans
14.10 Asian Americans
14.11 Hispanic Americans
14.12 Native Americans
14.13 Some General Characteristics of the Majority Culture

Assessment Methods and Cultural Diversity: Special Considerations
14.14 Behavioral Observation
14.15 Behavior Rating Scales
14.16 Interviewing
14.17 Sociometric Techniques
14.18 Self-Report Instruments
14.19 Projective-Expressive Techniques

14.20 Recommendations for Culturally Competent Assessment
14.21 Conclusions
14.22 Review and Application Questions

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Tags: Kenneth Merrell, Sara Whitcomb, Behavioral Social, Emotional Assessment, Assessment of Children