Clinical Assessment of Child and Adolescent Personality and ...

subject Index511interpretation, 329–331norming, 329reliability, 329strengths and weaknesses, 330validity, 329School apperception method, 237Scoresnormal distribution, 28, 29norm-referenced, 25percentile ranks, 29raw, 25standardconversion table, 26–27T-scores, 28–29uniform T-scores, 29–30Self-report inventoriesConners, 3rd edition, self-report (Conners-3 SR)administration and scoring, 131–132case sample, 129–130interpretation, 133reliability, 132scale content, 131strengths and weakness, 133validity, 132–133Minnesota multiphasic personality inventoryadolescent(MMPI-A)administration and scoring, 119–120interpretation, 128norming, 121–122reliability, 122–125scale content, 117–119strengths and weakness, 128validity, 125–126validity scales, 121omnibus personality, 101–102overview of, 103–104personality inventory for children (PIC), 101personality inventory for youth (PIY)abbreviated form, 135administration and scoring, 134–135interpretation, 136–137norming, 135reliability, 135–136scale content, 133–134strengths and weakness, 137–138validity scales, 134, 136self-report of personality (SRP), 102–112single construct personality, 138youth self-report (YSR)administration and scoring, 113–114interpretation, 116norming, 114reliability, 114scale content, 113strengths and weakness, 116validity, 114–116Self-report of personality (SRP)administration and scoring, 105age, 103interpretation, 110norming, 108reliability, 108–109scale content, 102–105strengths and weakness, 110–112validity scales, 105–107Sensitivity and specificity, 42Sentence completion techniques (SCT), 243–245administration, 244content, 243–244evaluation, 245interpretation, 244–245interpretive approaches, 246SIB-R. See Scales of independent behavior-R(SIB-R)Simple antecedent-behavior-consequence(A-B-C), 192Situational stability, 61–62Social competence, dodge study, 197Social phobia, 428Social phobia, interpretation, 351–352Social skills rating system (SSRS)administration and scoring, 329content, 330norming, 331reliability, 331validity, 329Sociometric nominations social statusdetermination, 218SSRS. See Social skills rating system (SSRS)Standard error of measurement (SEM), 36StandardsAmerican psychological association (APA), 68–69ethics and self-examination checklist, 68evidence-based interpretationmedical record, 72psychologists view, 70–71self monitoring questions, 71test standards, 69psychological assessment practice, 67use and misuse, 68Storytelling approach. See Thematic story-tellingtechniquesStructured diagnostic interviewscommonalities across interview schedulescharacteristics, 255DISC-IV question format, 254computer-administered versions, 255evaluationadvantages, 259–260disadvantages, 260–261K-SADS, 258, 259NIMH diagnostic interview schedule for children(DISC-IV)administration, 266–267development, 265reliability, 267–268