Clinical Assessment of Child and Adolescent Personality and ...

S u b j e c t I n d e xAAID. See American association on intellectual anddevelopmental disabilities (AAID)Adaptive behavior assessment system-II (ABAS-II)administration and scoring, 329–330, 332content, 329interpretation, 329norming, 329reliability, 329strengths and weaknesses, 330–331validity, 329Adaptive behavior scalescharacteristicsadministration format, 321domains assess, 318–320informant choice, 320–321norm vs. criterion referencing, 320general recommendationsadaptive behavior assessment system-II(ABAS-II), 319–324scales of independent behavior, 324–326historyAAIDD criteria, 316definition, 316intelligence relationship, 317–318mental retardation, 316scales uses, 318social quotient, 316measuring social skillsdevelopment and revision, 332social skills rating system, 332strengths and weaknesses, 334omnibusrating scales component, 335referral reason, 325Vineland adaptive behavior scales, 2nd edition,322–325Administer diagnostic interviews, 264African American measures, 78Aggression, peer-referenced assessment, 221Agoraphobia, 428Alabama parenting questionnaire (APQ)content, 283–285norms, 285reliability and validity, 285American association on intellectual anddevelopmental disabilities (AAID), 316American psychological association (APA), 68–69Anxiety disordersassessment strategyalternative causes and treatment, 432–433classification and co-morbidity, 432–433questions and implications, 433screening process, 432–433case study, 434characteristics features, 428–429cognitive-behavioral assessment, 432definition, 428interviews and clinician ratings, 431–432specialized measuresfear survey schedule for children-revised(FSSCR), domains, 431revised children’s manifest anxiety scale(RCMAS), 429–431APQ. See Alabama parenting questionnaireAsian American measures, 78Asperger’s disorder, 446Assessor-administered exercise with unlimitedchoiceformat, 215Attention-deficit hyperactivity disorder (ADHD)alternative causes assessmentintensity and duration, symptom, 396medication side effects, 397primary and secondary dysfunction, 397assessment implicationscombined type, 385predominantly inattentive type, 385behavior rating scalesAchenbach system for empirically basedassessment, 389behavior assessment system for children–2ndedition, 390Conners rating scales–3rd edition, 390–392callous-unemotional traits assessment, 408–409classification and subtypeswith (ADD/H) and without hyperactivity(ADD/WO), 379conceptualization, 378–379core features, 378–379DSM-IV-TR, 380–383proposed behaviors, 384comorbiditiesconduct problems/aggression, 383learning disability, 383comorbid problems assessment503