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chapter 8 behavioral observations201residential treatment center (Achenbach,1986) to .92 in a sample of boys referredfor special services in school (Reed &Edelbrock, 1983) to.75 in a sample of outpatientreferrals to a child psychiatry clinic(McConaughy, Achenbach, & Gent, 1988).Inter-observer correlations for the On-taskscores were .71, .71, and .88 in the threesamples, respectively. Reed and Edelbrock(1983) reported inter-observer reliability intheir sample of 25 boys for a selected set ofindividual items from the DOF. In general,most items showed high inter-observercorrelations (most above .80), with theexceptions of Nervous, high-strung, ortense (.20); Picks nose, skin, or other partsof body (.52); and Compulsions, repeatsbehavior over and over (.53).Reed and Edelbrock (1983) reported thatthe Total Problems scale and On-task scoresfrom the DOF correlated in expected directionswith teacher ratings of total problemsand adaptive behaviors. In addition, theDOF Total Problems scale and On-taskscores have been shown to differ in normaland disturbed children (McConaughyet al., 1988; Reed & Edelbrock, 1983). Interms of discriminating within disturbedchildren, the evidence for the DOF is lessclear. McConaughy et al. (1988) reportedthat the Total Problems, On-task, andExternalizing scores differentiated childrenclassified with internalizing or externalizingproblems. However, the internalizing scaleof the CBCL-DOF did not demonstratediscriminant validity in this study.The TOF is designed to rate children’sbehavior during an individual standardizedtesting session. It has 125 items thatare rated on a four point scale (0 = “nooccurrence” – 3 = “definite occurrencewith severe intensity or 3 or more minutesduration”). Items are rated by the examinerimmediately after the testing session. Likethe DOF, the TOF has a strong overlap initems with other measures in the ASEBAsystem. Thus, a Total Problem, an Internalizing,and an Externalizing compositecan all be obtained from the TOF. Also,it includes five narrow band scales: Withdrawn/Depressed,Language/ThoughtProblems, Anxious, Oppositional, andAttentional Problems.The TOF has a normative sample of3,943 children between the ages of 2 and18, most of which were obtained duringthe standardization of the Stanford-BinetIntelligence Scales-5th Edition (Roid,2003). In general, the TOF scales showgood test-retest reliability (.53–.87) over aperiod of 10 days, adequate interrater reliability(.42–.73), and good internal consistency(.74–.94) (McConaughy, 2005).Scores on the TOF are moderately correlatedwith corresponding parent completedASEBA (.27–.43) and teacher completedASEBA (.26–.38) scales (McConaughy,2005). Also, the TOF scales have differentiatedchildren with ADHD from normalcontrol children (McConaughy, 2005).In summary, the TOF and DOF areboth time-efficient observational systemsthat require minimal observer training andfit into a multimethod assessment system.Both observational systems have informationshowing some basic levels of reliability. Theyboth also provide norm-referenced scores,although the sample for the DOF norms isvery limited. Also, both systems have provento be useful for discriminating normal fromclinic-referred children. However, their abilityto differentiate within children with emotionaland behavioral problems is less clear.Behavioral AssessmentSystem for Children-StudentObservation SystemThe BASC-2-Student Observation System(BASC-2-SOS; Reynolds & Kamphaus,2004) is a commercially available, short (15-min) observational system that is designedfor use in a classroom setting. It is part ofthe comprehensive BASC-2 system, which
202 chapter 8 behavioral observationsincludes parent and teacher behavior ratingscales and a child self-report form, allof which have been discussed in previouschapters. The BASC-2-SOS defines 65specific target behaviors that are groupedinto 13 categories (4 categories of positive/adaptivebehaviors and 9 categories ofproblem behaviors). The 13 categories andexamples of target behaviors in each categoryare provided in Table 8.3.Table 8.3 Behavioral Categories from theStudent Observation System of BASC2Category/DefinitionCategory/DefinitionResponse to Teacher/Lesson (appropriateacademic behaviorsinvolving teacheror class)Peer Interaction(appropriateinteractions withother students)Work on School Subjects(appropriateacademic behaviorsthat studentengages in alone)Transition Movement(appropriatenondisruptivebehaviors whilemoving from oneactivity to another)InappropriateMovement (inappropriatemotorbehaviors that areunrelated to classroomwork)Example of SpecificBehaviorsFollows directionsRaises handContributes to classdiscussionWaits for help onassignmentPlays with other studentsInteracts in friendlymannerShakes hand with otherstudentConverses with others indiscussionDoes seatworkWorks at blackboardWorks at computerPuts on/takes off coatGets bookSharpens pencilWalks in lineReturns material usedin classFidgeting in seatPassing notesRunning aroundclassroomSitting/standing on topof deskCategory/DefinitionInattention(inattentive behaviorsthat are notdisruptive)Inappropriate Vocalization(disruptivevocal behaviors)Somatization(physical symptoms/complaints)Repetitive MotorMovements (repetitivebehaviors thatappear to have noexternal reward)Aggression (harmfulbehaviors directedat another personorproperty)Self-InjuriousBehavior (severebehaviors thatattempt to injureone’s self)Inappropriate SexualBehavior (behaviorsthat are explicitlysexual in nature)Bowel/BladderProblems (urinationor defecation)Example of SpecificBehaviorsDaydreamingDoodlingLooking around roomFiddling with objects/fingersLaughing inappropriatelyTeasingTalking outCryingSleepingComplaining of notfeeling wellFinger/pencil tappingSpinning an objectBody rockingHumming/singing tooneselfKicking othersThrowing objects atothersIntentionally rippinganother’s workStealingPulling own hairHead bangingBiting selfEating or chewingnonfood itemsTouching others inappropriatelyMasturbatingImitating sexual behaviorWets pantsHas bowel movementoutside toiletFrom C. R. Reynolds and R. W. Kamphaus (2004). Behaviorassessment system for children – 2nd edition(BASC-2). Circle Pines, MN: American GuidanceServices.The BASC-2-SOS was designed tobe completed during a 15-min observationof the child in an academic classroom.
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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 TRENDS9These e
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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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CHAPTER 2 MEASUREMENT ISSUES45of em
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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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chapter 5 Planning the Evaluation a
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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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142 chapter 7 Parent and Teacher Ra
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254 chapter 11 structured diagnosti
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272 CHAPTER 12 assessing family con
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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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360 chapter 16 report writingpretat
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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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