Clinical Assessment of Child and Adolescent Personality and ...

More documents

Recommendations

Info

chapter 7 Parent and Teacher Rating Scales147Table 7.1 (Continued)Inventory Ages ContentReadingLevelTime toAdministerNormSample Reliability Validity MIConners 3rd Edition,Parent RatingScale (Conners-3;Conners, 2008a)Personality Inventoryfor Children,2nd edition(PIC-2; Lachar &Gruber, 2001)6–18 110 items;43-item shortform; 3 validityscales; 6 empiricalscales; 1 rationalscale; 5 DSM-IV-TR scales5–19 275 items, 96item short form;9 clinical scales(several subscales);3 validityscales4th–5thgrade20 min E Internal consistency,2–4 weektest–retest, andinterrater reliabilityall good4th grade 40 min E Internal consistency;test–retest;interrater; Goodreliability, somewhatlower forsubscalesGood evidence ofcriterion-relatedand differentialvalidityValidity (based onteacher and selfreportsof samesystem); lack ofresearch on relationswith othercriteriaE aGNote: Norm Sample evaluated as E = Excellent, G = Good, F = Fair; MI = Degree of enhancement of multi-informant assessment; E = Excellent, G = Good;ESI = Early Symptom Inventory; CSI = Child Symptom Inventory; ASI = Adolescent Symptom Inventory.aWe view the Conners-3 as providing an excellent means of assessment of externalizing problems; however, if an extensive assessment of internalizing or learningdifficulties is desired, the Conners Comprehensive Behavior Rating Scales (CBRS; Conners, 2008b) is recommended.
148 chapter 7 Parent and Teacher Rating ScalesTable 7.2 Overview of Teacher Rating ScalesInventory Ages ContentBehavior AssessmentSystem forChildren, 2ndedition (BASC-2;Reynolds &Kamphaus, 2004)AchenbachTeacher RatingForm (TRF;Achenbach &Rescorla, 2000;Achenbach &Rescorla, 2001)Child SymptomInventory-4(Gadow &Sprafkin, 1998)ESI/CSI/ASIConners 3rdEdition, TeacherRating scale(Conners-3-T;Conners, 2008a)2–5; 6–11;12–21100–139 items; BehavioralSymptoms Index,Adaptive Skills, ExternalizingProblems,Internalizing Problems,School Problems;3 validity scales; 10clinical scales, 5 adaptivescales, 7 optionalcontent scales1½–5; 6–18 100–113 items; Internalizing,Externalizing,Adaptive Functioning;8 problem scales; 6DSM-oriented scales3–5; 5–12;12–1877 Items correspondingto 13 disorders8–18 115 Items; 39-itemshort form; 3 validityscales, 6 empiricalscales, 1 rational scale,5 DSM-IV-TRsymptom scalesReadingLevelTime toAdministerNormSample Reliability Validity MINot given 10–20 min E Internal consistency(good); 1–9week test–retest(good); interraterreliability (goodwith exception ofSomatiz)Moderate to highrelations with similartools; Supportfor factorsENot given 15–20 min G Internal consistency(good); 7month test–retest(moderate);interrater (low tomode-rate)Good validity (clinicalvs. nonclinicalgroups); limitedinfo. on relationswith other toolsENot given 10 min F Test–retest;limited evidenceavailable4th–5thgrade20 min G Internal consistencyand test–retest reliability(good). Interraterreliability (moderateto good)Content derivedfrom DSM criteria;Classification ratesmatch well withepidemiologyGood evidence ofcriterion-relatedand differentialvalidityEE a(Continues)
Page 2:
Clinical Assessmentof Child and Ado
Page 5 and 6:
Paul J. FrickUniversity of New Orle
Page 8 and 9:
C o n t e n t sPrefacexiPart IBasic
Page 10 and 11:
contentsixChapter 12Assessing Famil
Page 12 and 13:
P r e f a c ePsychologists offer an
Page 14:
prefacexiiiWe have organized the te
Page 18 and 19:
C h a p t e r 1Historical TrendsCha
Page 20 and 21:
CHAPTER 1 HISTORICAL TRENDS5Commerc
Page 22 and 23:
CHAPTER 1 HISTORICAL TRENDS7Robert
Page 24 and 25:
CHAPTER 1 HISTORICAL TRENDS9These e
Page 26 and 27:
CHAPTER 1 HISTORICAL TRENDS11search
Page 28 and 29:
CHAPTER 1 HISTORICAL TRENDS13Box 1.
Page 30 and 31:
CHAPTER 1 HISTORICAL TRENDS15The sc
Page 32 and 33:
CHAPTER 1 HISTORICAL TRENDS17freque
Page 34 and 35:
CHAPTER 1 HISTORICAL TRENDS19in the
Page 36 and 37:
C h a p t e r 2Measurement IssuesCh
Page 38 and 39:
CHAPTER 2 MEASUREMENT ISSUES23Ratin
Page 40 and 41:
CHAPTER 2 MEASUREMENT ISSUES25stabi
Page 42 and 43:
CHAPTER 2 MEASUREMENT ISSUES27Table
Page 44 and 45:
CHAPTER 2 MEASUREMENT ISSUES29Aggre
Page 46 and 47:
CHAPTER 2 MEASUREMENT ISSUES31l Doe
Page 48 and 49:
CHAPTER 2 MEASUREMENT ISSUES33of sk
Page 50 and 51:
CHAPTER 2 MEASUREMENT ISSUES35Inter
Page 52 and 53:
CHAPTER 2 MEASUREMENT ISSUES37obtai
Page 54 and 55:
CHAPTER 2 MEASUREMENT ISSUES39admin
Page 56 and 57:
CHAPTER 2 MEASUREMENT ISSUES41Table
Page 58 and 59:
CHAPTER 2 MEASUREMENT ISSUES43liter
Page 60:
CHAPTER 2 MEASUREMENT ISSUES45of em
Page 63 and 64:
48 CHAPTER 3 CLASSIFICATION AND DEV
Page 65 and 66:
Page 67 and 68:
Page 69 and 70:
Page 71 and 72:
Page 73 and 74:
Page 75 and 76:
Page 77 and 78:
Page 79 and 80:
Page 81 and 82:
Page 83 and 84:
68 CHAPTER 4 STANDARDS AND FAIRNESS
Page 85 and 86:
Page 87 and 88:
Page 89 and 90:
Page 91 and 92:
Page 93 and 94:
Page 96 and 97:
C h a p t e r 5Planning the Evaluat
Page 98 and 99:
chapter 5 Planning the Evaluation a
Page 100 and 101:
Page 102 and 103:
Page 104 and 105:
Page 106 and 107:
Page 108 and 109:
Page 110 and 111:
Page 112: chapter 5 Planning the Evaluation a
Page 116 and 117: C h a p t e r 6Self-Report Inventor
Page 118 and 119: CHAPTER 6 SELF-REPORT INVENTORIES10
Page 154: CHAPTER 6 SELF-REPORT INVENTORIES13
Page 157 and 158: 142 chapter 7 Parent and Teacher Ra
Page 161: 146 chapter 7 Parent and Teacher Ra
Page 205 and 206: 190 chapter 8 behavioral observatio
Page 213 and 214:
198 chapter 8 behavioral observatio
Page 215 and 216:
Page 217 and 218:
Page 219 and 220:
Page 221 and 222:
Page 223 and 224:
Page 226 and 227:
C h a p t e r 9Peer-Referenced Asse
Page 228 and 229:
chapter 9 Peer-Referenced Assessmen
Page 230 and 231:
Page 232 and 233:
Page 234 and 235:
Page 236 and 237:
Page 238 and 239:
Page 240 and 241:
C h a p t e r 1 0Projective Techniq
Page 242 and 243:
chapter 10 projective techniques227
Page 244 and 245:
Page 246 and 247:
Page 248 and 249:
Page 250 and 251:
Page 252 and 253:
Page 254 and 255:
Page 256 and 257:
Page 258 and 259:
Page 260 and 261:
Page 262 and 263:
Page 264 and 265:
Page 266:
Page 269 and 270:
254 chapter 11 structured diagnosti
Page 271 and 272:
Page 273 and 274:
Page 275 and 276:
Page 277 and 278:
Page 279 and 280:
Page 281 and 282:
Page 283 and 284:
Page 285 and 286:
Page 287 and 288:
272 CHAPTER 12 assessing family con
Page 289 and 290:
Page 291 and 292:
Page 293 and 294:
Page 295 and 296:
Page 297 and 298:
Page 299 and 300:
Page 301 and 302:
Page 303 and 304:
Page 305 and 306:
Page 307 and 308:
Page 309 and 310:
Page 311 and 312:
Page 314 and 315:
C h a p t e r 1 3History TakingChap
Page 316 and 317:
chapter 13 history taking301Box 13.
Page 318 and 319:
chapter 13 history taking303Table 1
Page 320 and 321:
Box 13.3Genograms, not unlike profi
Page 322 and 323:
chapter 13 history taking307These c
Page 324 and 325:
chapter 13 history taking309
Page 326 and 327:
chapter 13 history taking311
Page 328 and 329:
chapter 13 history taking313in psyc
Page 330 and 331:
C h a p t e r 1 4Adaptive Behavior
Page 332 and 333:
chapter 14 Adaptive Behavior Scales
Page 334 and 335:
Page 336 and 337:
Page 338 and 339:
Page 340 and 341:
Page 342 and 343:
Page 344 and 345:
Page 346 and 347:
Page 348 and 349:
Page 350 and 351:
Page 352:
P a r t I I IAdvanced Topics
Page 355 and 356:
340chapter 15 integrating and inter
Page 357 and 358:
Page 359 and 360:
Page 361 and 362:
Page 363 and 364:
Page 365 and 366:
Page 367 and 368:
Page 369 and 370:
Page 371 and 372:
Page 373 and 374:
358 chapter 16 report writingand ot
Page 375 and 376:
360 chapter 16 report writingpretat
Page 377 and 378:
362 chapter 16 report writing1993)?
Page 379 and 380:
364 chapter 16 report writingStuden
Page 381 and 382:
366 chapter 16 report writingnothin
Page 383 and 384:
368 chapter 16 report writingconclu
Page 385 and 386:
370 chapter 16 report writingStatem
Page 387 and 388:
372 chapter 16 report writingrecomm
Page 389 and 390:
374 chapter 16 report writingfriend
Page 391 and 392:
376 chapter 16 report writingChapte
Page 393 and 394:
378CHAPTER 17 Assessment of Attenti
Page 395 and 396:
Page 397 and 398:
Page 399 and 400:
Page 401 and 402:
Page 403 and 404:
Page 405 and 406:
Page 407 and 408:
Page 409 and 410:
Page 411 and 412:
Page 413 and 414:
Page 415 and 416:
Page 417 and 418:
Page 419 and 420:
Page 421 and 422:
Page 423 and 424:
Page 425 and 426:
Page 427 and 428:
Page 429 and 430:
414 chapter 18 Assessment of Depres
Page 431 and 432:
Page 433 and 434:
Page 435 and 436:
Page 437 and 438:
Page 439 and 440:
Page 441 and 442:
Box 18.2Sample Case of an Adolescen
Page 443 and 444:
Page 445 and 446:
Page 447 and 448:
Page 449 and 450:
Page 452 and 453:
C h a p t e r 1 9Assessment of Auti
Page 454 and 455:
chapter 19 Assessment of autism spe
Page 456 and 457:
Page 458 and 459:
Page 460 and 461:
Page 462 and 463:
Page 464 and 465:
Page 466 and 467:
Page 468 and 469:
R e f e r e n c e sAAMR. (1992). Me
Page 470 and 471:
eferenes455American Psychiatric Ass
Page 472 and 473:
eferenes457tress on disruptive beha
Page 474 and 475:
eferenes459in the diagnosis, assess
Page 476 and 477:
eferenes461Crnic, K. A., & Reid, M.
Page 478 and 479:
eferenes463Eaves, L. J., Silberg, J
Page 480 and 481:
eferenes465tive administration of t
Page 482 and 483:
eferenes467and on the onset of bipo
Page 484 and 485:
eferenes469Hart, D. H. (1972). The
Page 486 and 487:
eferenes471Jackson, M. F., Barth, J
Page 488 and 489:
eferenes473Kline, R. B. (1989). Is
Page 490 and 491:
eferenes475problem symptoms by elim
Page 492 and 493:
eferenes477teacher attitudes and ac
Page 494 and 495:
eferenes479fitt, & A. Caspi (Eds.),
Page 496 and 497:
eferenes481Deficit Hyperactivity Di
Page 498 and 499:
eferenes483Ricks, J. H. (1959). On
Page 500 and 501:
eferenes485Sevin, J. A., Matson, J.
Page 502 and 503:
eferenes487version (PIA-CV): A meas
Page 504 and 505:
eferenes489Wang, J. J. (1992, April
Page 506 and 507:
A u t h o r I n d e xAbad, J., 115A
Page 508 and 509:
author index493Cohen, P., 76, 341,
Page 510 and 511:
author index495Grimes, C.L., 219Gri
Page 512 and 513:
author index497List-Kerz, M.L., 190
Page 514 and 515:
author index499Prior, M., 286Prusof
Page 516:
author index501Tinsley, B.R., 223To
Page 519 and 520:
504 subject IndexAttention-deficit
Page 521 and 522:
506 subject IndexConvergent/discrim
Page 523 and 524:
508 subject IndexInformation integr
Page 525 and 526:
510 subject IndexProjective techniq
Page 527:
512 subject IndexStructured diagnos
show all

Clinical Assessment of Child and Adolescent Personality and ...

Create successful ePaper yourself

Delete template?

Save as template?