Social and Personality Assessment of School-Aged Children Developing Interventions for Educational and Clinical Use

by Carlson, Janet F.; Waterman, Betsy B.

• ISBN13: 9780205325924
• ISBN10: 0205325920
• Format: Paperback
• Copyright: 2001-12-06
• Publisher: Pearson

Summary

Focuses on assessment and development of interventions for school-aged children with social and personal behavioral problems treated in both clinical and school settings.The book's major focus concerns the development of assessment processes that lead to appropriate and effective interventions for a range of social and personal difficulties experienced by school-aged children in a variety of contexts (home, school, culturally diverse communities). It will help students and professionals understand behaviors that interfere with children's social and personal growth, the context in which these behaviors develop, the events or situations which maintain the behaviors, and the range of means to effect change.

Table of Contents

Contributors	x
Preface	xv
PART ONE Introduction
Domains and Contexts of Social and Personality Assessment	1	(17)
Betsy B. Waterman
Janet F. Carlson
Sound Decision Making Depends on Sound Theoretical Bases	2	(3)
Sound Decision Making Depends on Sound Instruments and Test Administration Practices	5	(4)
Sound Decision Making Requires Cultural Competence and Knowledge of Diverse Groups	9	(2)
Sound Decision Making Requires an Understanding of Physiological Bases for Social and Personal Development	11	(1)
Sound Decision Making Requires an Understanding of External Factors	12	(1)
Conclusion	13	(5)
Selecting Appropriate Tests: Psychometric and Pragmatic Considerations	18	(26)
John D. Wasserman
Bruce A. Bracken
Early Tests and Their Limitations	19	(1)
Sampling, Scaling, and Normative Standards	20	(5)
Evidence of Test Score Validity	25	(6)
Evidence of Test Score Reliability	31	(2)
Evidence of Test Score Fairness	33	(5)
Conclusion	38	(6)
Common Disorders and Difficulties Seen among School-Aged Children	44	(20)
Lawrence A. Vitulano
Janet F. Carlson
John R. Holmberg
Reaction and Adjustment to Stressors	46	(1)
Substance Use, Abuse, and Addiction	47	(1)
Suicide and Risk of Harm	48	(2)
Depression and Related Mood Disturbances	50	(3)
Difficulties Stemming from Excessive Anxiety	53	(2)
Disrupted Attention and Problems with Inattention	55	(2)
Behavioral Disturbances	57	(1)
Impaired Social Functioning	57	(3)
Conclusion	60	(4)
PART TWO Foundations for Social and Personality Assessment
Functional Behavioral Assessment	64	(21)
James L. McDougal
Sandra M. Chafouleas
Steps in the Functional Assessment Process	65	(11)
Linking the Assessment to Intervention	76	(4)
Criticisms of Functional Assessment and Future Research Directions	80	(1)
Conclusion	81	(1)
Case Study	82	(3)
Use of Direct Assessment Techniques with School-Aged Children	85	(20)
Sandra M. Chafouleas
Ronald Dumont
Comparison of Direct Assessment and Projective Techniques	86	(1)
Types of Direct Assessment Techniques	87	(15)
Conclusion	102	(3)
Neuropsychological Assessment with School-Aged Children	105	(18)
Lawrence J. Lewandowski
Jeremie R. Barlow
Neuropsychological Assessment: Definition and Rationale	105	(2)
Uses of Neuropsychological Assessment	107	(1)
Strengths and Weaknesses of Neuropsychological Assessment	108	(1)
Components and Adjuncts of Neuropsychological Assessment	109	(2)
Neuropsychological Assessment of Children	111	(7)
Conclusion	118	(1)
Case Study	119	(4)
Use of Projective Techniques with School-Aged Children	123	(18)
Achilles N. Bardos
Natalie Politikos
Sherri L. Gallagher
Human Figure Drawings	124	(5)
Thematic Approaches	129	(3)
Rorschach	132	(3)
Sentence Completion Tests	135	(2)
Conclusion	137	(4)
PART THREE Contexts for Interpretation
Information-Processing Perspectives in Understanding Social and Personal Behavior	141	(17)
Betsy B. Waterman
The Information-Processing System	142	(4)
The Role of Memory in Learning and Social Development	146	(2)
Evidence of Processing Deficits among Children with Poor Academic or Social Skills	148	(2)
Emotions and Cognition	150	(1)
Social Knowledge, Social Performance, Cognition, and the Role of Environment	151	(3)
Conclusion	154	(4)
Understanding Teaching and Learning Preferences	158	(17)
Barbara A. Fischetti
Learning Variables	159	(2)
Psychological Type	161	(3)
Measurement of Psychological Type	164	(1)
Research on Type and Education	165	(1)
Classroom Interventions and Type Preferences	166	(4)
Classroom Interventions and Personality Types	170	(2)
Conclusion	172	(3)
Role and Influence of Family Functioning	175	(17)
Rona Preli
Systemic Theoretical Framework	175	(4)
Systemic Models	179	(5)
Interventions	184	(5)
Cultural Considerations	189	(1)
Conclusion	190	(2)
Assessment and Evaluation of Culturally Divese Children: The Case of Latino Children	192	(14)
Roberto J. Velasquez
Jeanett Castellanos
Senaida Fernandez
Linking Assessment and Treatment of Latino Children	194	(5)
Common Misconceptions regarding the Assessment of Latino Children	199	(2)
Practical Recommendations for Assessing and Evaluating Latino Children	201	(2)
Conclusion	203	(3)
Understanding the Social and Personal Needs of the Early School-Aged Child	206	(23)
Nancy J. Evangelista
Developmental Considerations for Young School-Aged Children	207	(1)
A Model for the Development of Social and Personal Competencies	208	(17)
Conclusion	225	(4)
Reporting and Using Assessment Results	229	(17)
Virginia Smith Harvey
Responsivity	230	(2)
Persuasion	232	(1)
Communications	233	(9)
Follow-Up	242	(1)
Conclusion	243	(3)
PART FOUR Developing Interventions
Developing Interventions for Use with Children Who Experience Learning and Social Challenges	246	(15)
Betsy B. Waterman
Developing a Model for Assessment and Intervention of Social Deficits	247	(1)
Areas of Assessment	248	(7)
Developing Interventions	255	(3)
Conclusion	258	(3)
Understanding and Assisting Children and Adolescents with Attentional Difficulties	261	(17)
Thomas P. Cushman
Definitions	262	(1)
Etiology	263	(2)
Assessment	265	(4)
Interventions	269	(3)
Integrative Perspectives: A Call for Research	272	(1)
Conclusion	273	(5)
Developing Interventions for Use with Children Who Demonstrate Behavioral and Emotional Difficulties	278	(19)
Scott L. Cone
Theories of Behavioral and Emotional Difficulties	279	(5)
Interventions	284	(8)
Conclusion	292	(5)
Community-Based Interventions for Urban and Minority Youth	297	(15)
Gerald Porter
Lawrence A. Vitulano
What is Community-Based Intervention?	297	(2)
Varieties of Community-Based Interventions	299	(4)
Guidelines for Starting a Successful Community-Based Intervention	303	(1)
The Advantages of School Participation in Community-Based Interventions	303	(2)
Characteristics of Good Community-Based Interventions	305	(1)
Barriers to Building Community-Based Interventions	306	(1)
Evaluating Community-Based Interventions	306	(3)
Conclusion	309	(3)
Play Therapy Interventions for Early School-Aged Children	312	(19)
Jay Cerio
Research on Play Therapy	314	(3)
Using Play Therapy with Young School-Aged Children	317	(6)
Case Study	323	(3)
Future Developments in Play Therapy	326	(2)
Conclusion	328	(3)
PART FIVE Future Considerations
Computer-Based Test Interpretation and Report Generation	331	(15)
Janet F. Carlson
Historical Context	331	(3)
Considerations and Limitations of Use	334	(7)
Future Directions	341	(1)
Conclusion	342	(4)
Testing the Members of an Increasingly Diverse Society	346	(19)
Kurt F. Geisinger
Changing Population Trends	346	(3)
Important Psychometric Characteristics in Tests for a Diverse Society	349	(12)
Conclusion	361	(4)
The Shape of Things to Come	365	(11)
Jane S. Halonen
Harriet C. Cobb
Possible Changes on the Horizon	368	(6)
Conclusion	374	(2)
Author Index	376	(11)
Subject Index	387