Clinical Assessment of Child and Adolescent Personality and ...

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chapter 8 behavioral observations193Box 8.1A Hypothetical Example of Simple A-B-C Observational System of an8-Year-Old Boy (B)Time/Setting Antecedent Behavior Consequence8:30/Math classcopyingfromboard8:35/Math classdoingseatwork8:55/Math classcompletingseatworkChild ignoreshimTeacher reprimandsBTeacher ignoresBTeacher puts B’sname on boardB takes pencil fromanother childB tears paper on child’sdeskB sulksB leaves seat to sharpenpencilB raises handB gets out of seat and pullson teacher’s shirt to getattentionB starts to cryChild ignores himChild tells teacher andteacher reprimands BTeacher allows B to eraseboardTeacher asks B to raise handto leave seatTeacher continues to workwith other studentTeacher scolds B for leavingseat and places name onboardChild teases BChild teases B B tries to hit other child B sent to officeB returns toclassB sullen and refuses toworkTeacher allows B to collectassignmentsTable 8.1 Examples of Target Behaviors from Several Behavioral DomainsADHD(Carroll et al.,2006)ConductProblems(Patterson,1982)SocialCompetence(Dodge, 1983)Depression(Kazdin, 1988)Autism (Lord,Rutter, DiLavore,& Risi, 1999)Off task Noncompliance Solitary play Talking Asking for helpFidgeting Destructiveness Cooperative play Playing alone Symbolic playInappropriate Aggressive play Smiling Negativism Taking turnstalkingGazing around Insults/threats Compliments Frowning Reciprocal playOut of seat Aggression Rule making Complaining Telling a sequentialstoryLoud talking Arguing Turn taking WhiningTeasing
194 chapter 8 behavioral observationsBox 8.2Criteria for “Whine” from theDyadic Parent–Child Coding SystemDefinitionA whine consists of words uttered by thechild in a slurring, nasal, high-pitched, falsettovoice.ExamplesWhen can we go home?Mommy, I hurt my finger.I have to go to the bathroom. This is toohard.I don’t want to play this anymore.Guidelines1. The voice quality of the word or phraseis the primary distinguishing element forcoding whine.2. Each whined sentence constitutes a separatewhine. Whined phrases separatedfrom one another by a pause of 2 s orlonger are coded as separate whines.Examples:Child: I have a headache. I want to go home.(2 whine)Child: I don’t like the red blocks… 2-spause… and I don’t like the Legos.(2 whine)Child: Please let me take it home… 2-spause… Please. (2 whine)3. The content of the word or phrase maybe anything except smart talk.Examples:I don’t like this anymore.I hate you.I feel sick.You make me sick.You hurt my feelings.You’re a jerk.(whine)(smart talk)(whine)(smart talk)(whine)(smart talk)4. Whining is a verbal behavior and canoccur simultaneously with a nonverbaldeviant child behavior (destructive orphysical negative child).Decision Rules1. When uncertain as to whether the child’svoice quality is actually a whine or normalvoice quality, do not code whine.2. When uncertain as to whether a child’sverbalization is a whine, smart talk, or acry, code whine.3. When uncertain as to whether the deviantbehavior is a whine or a yell, code yell.Source: Summarized from the manual forthe Dyadic Parent–Child Interaction CodingSystem (Eyberg & Robinson, 1983) with theauthors’ permission.SettingOnce the target behaviors are defined,the next decision is to determine where toobserve these target behaviors. Naturalisticobservations involve observing the child inhis or her natural setting (e.g., in the classroom,at home). The kind of behaviors ofinterest (e.g., social interactions duringfree play) often determines what naturalsetting is best to conduct the observation(e.g., on the playground). In its purestform, naturalistic observations involveplacing no constraints on a child’s behaviorother than those naturally occurring in theobservational setting. However, sometimesit is necessary to place some restrictions onthe observational setting to enhance thequality of the observations. For example,an observer who is in the home of a childto observe parent–child interactions mayneed to place some constraints on the childand parents to ensure that there are sufficientopportunities to observe interactionsduring the observational session. Forexample, one may wish to place restrictionsthat parents and children must stayin the same room and that there is no talkingon the telephone, working on a computer,playing video games, or watchingTV. Another example is an observational
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Clinical Assessmentof Child and Ado
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Paul J. FrickUniversity of New Orle
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C o n t e n t sPrefacexiPart IBasic
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contentsixChapter 12Assessing Famil
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P r e f a c ePsychologists offer an
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prefacexiiiWe have organized the te
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C h a p t e r 1Historical TrendsCha
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CHAPTER 1 HISTORICAL TRENDS5Commerc
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CHAPTER 1 HISTORICAL TRENDS7Robert
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CHAPTER 1 HISTORICAL TRENDS11search
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CHAPTER 1 HISTORICAL TRENDS13Box 1.
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CHAPTER 1 HISTORICAL TRENDS15The sc
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CHAPTER 1 HISTORICAL TRENDS17freque
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CHAPTER 1 HISTORICAL TRENDS19in the
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C h a p t e r 2Measurement IssuesCh
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CHAPTER 2 MEASUREMENT ISSUES23Ratin
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CHAPTER 2 MEASUREMENT ISSUES25stabi
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CHAPTER 2 MEASUREMENT ISSUES27Table
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CHAPTER 2 MEASUREMENT ISSUES29Aggre
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CHAPTER 2 MEASUREMENT ISSUES31l Doe
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CHAPTER 2 MEASUREMENT ISSUES33of sk
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CHAPTER 2 MEASUREMENT ISSUES35Inter
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CHAPTER 2 MEASUREMENT ISSUES37obtai
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CHAPTER 2 MEASUREMENT ISSUES39admin
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CHAPTER 2 MEASUREMENT ISSUES41Table
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CHAPTER 2 MEASUREMENT ISSUES43liter
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48 CHAPTER 3 CLASSIFICATION AND DEV
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68 CHAPTER 4 STANDARDS AND FAIRNESS
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C h a p t e r 5Planning the Evaluat
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C h a p t e r 6Self-Report Inventor
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CHAPTER 6 SELF-REPORT INVENTORIES10
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C h a p t e r 1 3History TakingChap
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chapter 13 history taking301Box 13.
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chapter 13 history taking303Table 1
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Box 13.3Genograms, not unlike profi
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chapter 13 history taking307These c
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chapter 13 history taking309
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chapter 13 history taking311
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chapter 13 history taking313in psyc
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C h a p t e r 1 4Adaptive Behavior
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chapter 14 Adaptive Behavior Scales
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P a r t I I IAdvanced Topics
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340chapter 15 integrating and inter
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358 chapter 16 report writingand ot
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362 chapter 16 report writing1993)?
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364 chapter 16 report writingStuden
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366 chapter 16 report writingnothin
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368 chapter 16 report writingconclu
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370 chapter 16 report writingStatem
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372 chapter 16 report writingrecomm
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374 chapter 16 report writingfriend
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376 chapter 16 report writingChapte
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378CHAPTER 17 Assessment of Attenti
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414 chapter 18 Assessment of Depres
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Box 18.2Sample Case of an Adolescen
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C h a p t e r 1 9Assessment of Auti
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chapter 19 Assessment of autism spe
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R e f e r e n c e sAAMR. (1992). Me
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eferenes455American Psychiatric Ass
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eferenes457tress on disruptive beha
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eferenes459in the diagnosis, assess
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eferenes461Crnic, K. A., & Reid, M.
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eferenes463Eaves, L. J., Silberg, J
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eferenes465tive administration of t
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eferenes467and on the onset of bipo
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eferenes469Hart, D. H. (1972). The
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eferenes471Jackson, M. F., Barth, J
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eferenes473Kline, R. B. (1989). Is
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eferenes475problem symptoms by elim
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eferenes477teacher attitudes and ac
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eferenes479fitt, & A. Caspi (Eds.),
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eferenes481Deficit Hyperactivity Di
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eferenes483Ricks, J. H. (1959). On
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eferenes485Sevin, J. A., Matson, J.
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eferenes487version (PIA-CV): A meas
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eferenes489Wang, J. J. (1992, April
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A u t h o r I n d e xAbad, J., 115A
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author index493Cohen, P., 76, 341,
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author index495Grimes, C.L., 219Gri
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author index497List-Kerz, M.L., 190
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author index499Prior, M., 286Prusof
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author index501Tinsley, B.R., 223To
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504 subject IndexAttention-deficit
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506 subject IndexConvergent/discrim
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508 subject IndexInformation integr
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510 subject IndexProjective techniq
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512 subject IndexStructured diagnos
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