Children’s display of unacceptable behavior in the school setting, school violence, academic underachievement, and school failure represent a cluster of problems that touches all aspects of society. Children with learning and behavior problems are much more likely to be un- ployed, exhibit significant emotional and behavior disorders in adulthood, as well as become incarcerated. For example, by adolescence, children with Attention Deficit Hyperactivity D- order are more likely to be retained a grade, drop out of school, have contact with the law, or fair worse along a number of dimensions than their unaffected siblings (Barkely, 1998). Identification, assessment, and treatment of children with externalizing behavior problems and learningdisabilities is critical to optimizing development and prevention of relatively - tractable behavioral and emotional problems in adulthood. For example, poor interpersonal problem solving and social skills excesses and deficits are strongly associated with poor o- come in adolescence and adulthood. The school is where children learn essential academic, social, and impulse control skills that allow them to function effectively in later years. School is where problems in these areas can be most easily identified and addressed. The purpose of this book is to provide an overview of assessment practices for evaluating children’s externalizing behavior problems exhibited in the school environment. Reviews of approximately 100 assessment devices for measuring children’s externalizing problems are included. Instruments include structured interviews, rating scales, and observational methods.
Practitioner's Guide to Empirically Based Measures of School Behavior
The BASC-2 can be hand-scored or scored by computer. Normative data based on the general population are available by gender and age. Clinical norms are also available. T-scores and percentile ranks are provided for each composite and ...
Principles and practice of behavioral assessment. New York: Kluwer Academic/Plenum Publishers. Holden, A. R., & Barlow, D. H. (1986). Heart rate and heart rate variability recorded in vivo in agoraphobics and nonphobics.
2. Antecedent–behavior–consequence (A-B-C) assessments (Bijou et al., 1968; O'Neill et al., 1997). 3. Scatterplot assessments (Touchette, MacDonald, & Langer, 1985). 4. Descriptive assessments (Lalli, Browder, Mace, & Brown, 1993; ...
This book is intended to guide clinicians and researchers in choosing practical tools relevant for clinical assessment, intervention, and/or research in this area.
... school-based prevention using the PATHS curriculum. Promoting Alternative THinking Skills Curriculum. Prevention ... Behavior, 20(2), 131–150. Kazdin, A. E. (1977). Assessing the clinical or applied significance of behavior change ...
This indispensable manual takes school practitioners step by step through conducting functional behavioral assessments and using them to plan effective interventions.
Bateman, A., & Fonagy, P. (1999). Effectiveness of partial hospitalization in the treatment of borderline personality disorder: A randomized controlled trial. American Journal of Psychiatry, 156, 1563–1569. Bateman, A., & Fonagy ...
Raines goes beyond creating a catalog of interventions that will soon be outdated and provides school social workers with a detailed road map of the EP process.
(2001) details many disorderspecific measures of anxiety, including how to obtain copies of them. ... Another volume in the ABCT Clinical Assessment Series, Practitioner's Guide to EmpiricallyBased Measures of Depression by Nezu, Ronan, ...