Clinical Assessment of Child and Adolescent Personality and Behavior [3 ed.] 9781441906410, 9780387896427, 2009926176

Table of contents :
Part I
Basic Issues
Chapter 1
Historical Trends 3
Chapter Questions 3
Definitions of Terms in Personality
Assessment 4
Early History of Personality
Assessment 6
Projective Techniques 7
The Diagnostic and Statistical Manual
of Mental Disorders
Diagnostic Systems 16
IDEA and Special Education 17
Future Trends 19
Chapter Summary 19
Chapter 2
Measurement Issues 21
Chapter Questions 21
Defining Personality Tests 22
Scores, Norms, and Distributions 25
Reliability 34
Construct Validity 37
Utility 44
Conclusions 45
Chapter Summary 45
Chapter 3
Classification and
Developmental
Psychopathology 47
Chapter Questions 47
Science and Assessment 47
Classification 48
Developmental Psychopathology 58
Conclusions 64
Chapter Summary 65
Chapter 4
Standards and Fairness 67
Chapter Questions 67
APA Ethical Principles of Psychologists 68
Test Standards 69
Conclusions 79
Chapter Summary 79
Chapter 5
Planning the Evaluation
and Rapport Building 81
Chapter Questions 81
Non-specifics in Clinical Assessment 81
Clarifying the Referral Question 82
Designing the Evaluation 85
To Test or Not to Test 88
Rapport Building 89
Conclusions 96
Chapter Summary 97
C O N T E N T S
viii CONTENTS
Part II
Assessment Methods
Chapter 6
Self-Report Inventories 101
Chapter Questions 101
Omnibus Personality Inventories 101
Single Construct Personality
Inventories 138
Conclusions 138
Chapter Summary 139
Chapter 7
Parent and Teacher Rating
Scales 141
Chapter Questions 141
Evaluating Children via Parent
Ratings 141
Evaluating Children via Teacher
Ratings 143
Overview of Omnibus Parent and Teacher
Rating Scales 144
Behavior Assessment System for Children,
2nd Edition (BASC-2) 145
Achenbach System of Empirically Based
Assessment (Achenbach & Resorla,
2000, 2001) 156
Child Symptom Inventory-4
(CSI-4) 166
Conners, 3rd Edition (Conners-3) 170
Personality Inventory for Children-2
(PIC-2); Student Behavior Survey
(SBS) 174
Sample Impairment-Oriented Scales 183
Conclusions 185
Chapter Summary 187
Chapter 8
Behavioral Observations 189
Chapter Questions 189
Basics of Observational Systems 192
Examples of Observational Systems 200
Conclusions 207
Chapter Summary 208
Chapter 9
Peer-Referenced
Assessment 211
Chapter Questions 211
Ethics of Peer-Referenced
Strategies 212
Types of Peer-Referenced Techniques 214
Other Peer-Referenced Techniques 223
Conclusions 223
Chapter Summary 223
Chapter 10
Projective Techniques 225
Chapter Questions 225
The Controversy Surrounding Projective
Techniques 225
Inkblot Techniques 231
Thematic (Storytelling) Techniques 236
Sentence Completion Techniques 243
Drawing Techniques 245
Conclusions 250
Chapter Summary 250
Chapter 11
Structured Diagnostic
Interviews 253
Chapter Questions 253
History 253
Overview 254
Evaluation of Diagnostic Interviews 259
Recommendations for Use of Structured
Interviews 261
Focus on the NIMH Diagnostic
Interview Schedule for Children
(DISC-iv) 265
Conclusions 269
Chapter Summary 269
CONTENTS ix
Chapter 12
Assessing Family
Context 271
Chapter Questions 271
Introduction 271
Assessing Family Functioning:
General Issues 276
General Considerations in Assessing
Family Functioning 277
Parenting Styles and Practices 280
Parenting Stress 288
Marital Conflict 291
Parental Adjustment 293
Conclusions 296
Chapter Summary 296
Chapter 13
History Taking 299
Chapter Questions 299
Content 307
Formats 307
Conclusions 313
Chapter Summary 314
Chapter 14
Adaptive Behavior
Scales 315
Chapter Questions 315
History of the Construct 315
Characteristics of Adaptive Behavior
Scales 318
Omnibus Adaptive Behavior Scales 322
General Recommendations 327
Measuring Social Skills 332
Conclusions 334
Chapter Summary 334
Part III
Advanced Topics
Chapter 15
Integrating and Interpreting
Assessment Information 339
Chapter Questions 339
Introduction 339
Integrating Information across
Informants 342
A Multistep Strategy for Integrating
Information 347
Step1: Document all Clinically Significant
Findings Regarding the Child’s
Adjustment 349
Step2: Look for Convergent Findings
Across Sources and Methods 349
Step3: Try to Explain Discrepancies 353
Step4: Develop a Profile and Hierarchy
of Strengths and Weaknesses 353
Step5: Determine Critical Information
to Place in the Report 354
Conclusions 355
Chapter Summary 355
Chapter 16
Report Writing 357
Chapter Questions 357
Reporting Problems and Challenges 357
Report Writing as Part of Evidence-Based
Assessment 359
Pitfalls of Report Writing 360
Suggested Practices 365
Adapting Reports to Audience
and Setting 368
The Sections of the Psychological
Report 369
Communicating Results Orally 373
Conclusions 375
Chapter Summary 376
x CONTENTS
Chapter 17
Assessment of Attention
Deficit Hyperactivity
and Disruptive
Behavior Disorders 377
Chapter Questions 377
Introduction 377
Attention-Deficit Hyperactivity
Disorder 378
Conduct Problems 398
Conclusions 410
Chapter Summary 412
Chapter 18
Assessment of Depression
and Anxiety 413
Chapter Questions 413
Internalizing Disorders 413
Childhood Depression 414
An Assessment Strategy for Depression 422
Anxiety Disorders of Childhood 425
An Assessment Strategy
for Anxiety 431
Conclusions 434
Chapter Summary 434
Chapter 19
Assessment of Autism Spectrum
Disorders 437
Chapter Questions 437
Definitional Issues 437
Specialized Measures of Autism 439
An Assessment Strategy for Autism 445
A Sample Case of Autism in a Child
with Neurological Impairment 447
Conclusions 452
Chapter Summary 452
References 453
Author Index 491
Subject Index 503

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