Clinical Assessment of Child and Adolescent Personality and ...

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chapter 9 Peer-Referenced Assessment223and hyperactivity, peer assessment ofdepression is promising as a componentto a comprehensive evaluation but has notbeen sufficiently tested to determine itscontribution relative to more traditionalmeasures of depression.Other Peer-ReferencedTechniquesAlthough we have focused most of our discussionon peer nomination techniques, thereare other peer-referenced assessment strategiesthat have been used in research that maybe applicable to some clinical settings. Peerratings require children to rate on a Likerttypescale each member of their class or peergroup (Gresham & Little, 1993; McConnell& Odom, 1986). Like any rating scale, peerscales vary on the behavioral dimensionsincluded on the scale, the number of pointson the scale, and the behavioral descriptionsused as anchors on the scale. For example, arating scale for young children used a happyface to anchor the positive end of the continuum,a neutral face to anchor the middle,and a sad face to anchor the negative end ofthe continuum (Asher, Singleton, Tinsley, &Hymel, 1979).One of the most reliable forms of peerassessment, especially for very young childrenMcConnell & Odom, 1986), is thepaired comparison technique. In this procedure,photographs are taken of all thechildren in the class and photographs ofeach possible classmate dyad are paired.The rater is then asked to choose betweenthe two children in each dyad in referenceto some criterion (e.g., Fights, Liked,Shy, Cooperative, etc.). The salient cuesused in making the choices between peersmake this procedure much more reliablefor young children, especially of preschoolage. However, it is so labor-intensive thatit is not feasible for use in most clinicalassessments. As McConnell and Odom(1986) point out, for a class of 20 children,each child will have to make 171 selectionsfor each criterion.ConclusionsPeer-referenced assessment strategies sharethe common characteristic of having a childor adolescent evaluated on important psychologicaldimensions by his or her peers.Due to several practical and ethical considerations,peer-referenced strategies are notcommonplace in many clinical assessments.This is unfortunate because, if designedappropriately and with precautions taken toensure safe administration, peer-referencedassessment can provide an invaluable pictureof child’s social context. This picture ofa child’s social relationships is essential fortreatment planning given the importanceof social relationships for a child’s currentand future psychological adjustment.One of the most commonly used peerreferencedtechniques is the sociometricexercise. This peer nomination techniqueallows one to determine whether or nota child is accepted, rejected, or ignored(neglected) by his or her peer group. Thesedimensions of social status cannot be adequatelyassessed by other methods of assessment,such as teacher ratings or a child’sself-report. In addition, this crucial aspectof a child’s social context has been highlyrelated to emotional and behavioral disturbances.Therefore, sociometric assessmentis a type of peer-referenced assessment thatcould be an especially important componentof many clinical evaluations.Chapter Summary1. Peer-referenced assessments provideinformation on how a child or adolescentis viewed by his or her peers and,thereby, provide important insights intoa child’s social milieu.
224 chapter 9 Peer-Referenced Assessment2. Peer-referenced assessments mustbe conducted in light of two importantethical issues: the importance ofminimizing the intrusiveness of theassessment and the need to minimizepotential reactive effects of negativeratings by peers.3. Peer nominations are the most commonlyused forms of peer-referenced assessments.They involve having a child’s oradolescent’s peers select one or more childrenwho display certain characteristics.4. Sociometric exercises are a type of peernomination that determines whether achild is accepted, rejected, or neglected byhis or her peers.5. Aggression, hyperactivity, and depressionhave also been assessed through peernomination procedures. Unfortunately,the relative utility of peer-referencedassessments of these psychological dimensions,in comparison to other assessmentmodalities, has not been tested.6. In addition to peer nominations, perceptionsof a child’s peers can be obtainedby having children rate each other alongcertain dimensions on a Likert-typescale.
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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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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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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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