Child Behavior Checklist

A rating scale was completed by a Parker Elementary school teacher, Mrs. Smith for 8 year old Andrea. The Disruptive Behavior Rating Scale (DBRS) consisted of 50 questions with responses with zero representing rarely/hardly ever, one representing occasionally, two representing frequently, and three representing most of the time. The scale utilized is used by clinical professionals for diagnostic purposes of four different areas for behavior concerns these include: distractible, oppositional, impulsive-hyperactivity, and antisocial conduct. The rating scale was completed on 1/31/1992.

Snyder et al. (1993) studied the psychometric integrity of the BDI-2 to demonstrate the importance of reliability and validity. They tested 78 infants with severe disabilities living in an urban environment every year for over 5 years. The study sample included 45 males and 33 females, with 27 being white and the other 51 children labeled as non-white. The fact that the all the subjects for this study were severely handicapped was significant in that the normative sample for the BDI-2 was 2500 children without disabilities from 30 states, stratified across age, sex, ethnicity, geographic location and SES (Newborg et al., 2005). Snyder et al., (1993) found some contradictory information from that of authors of the BDI-2. The authors of the BDI-2 claim that there are five major developmental domains that can be tested and that each domain can stand alone (Newborg et al., 2005). However, Snyder et al (1993) identified only 3 developmental domains and found that the domains did not stand alone and there was a high correlation between “subdomains of social role, conceptual development, personal responsibility, self-concept,

The BASC – 2 Behavioral and Emotional Screening System - BASC-2 BESS (2007) is a mental health screener used to assess behavioral, emotional strength and weaknesses in children and adolescents, ages 3-18. The assessment was developed by Randy Kamphaus and Cecil R. Reynolds (2007); Published by Pearson, Cost: $60. The test is designed to provide a triangulated view of a child’s behavioral, emotional functioning, adaptive and maladaptive skills by using a cross informant strategy (BASC-2 BESC; Reynolds & Kamphaus, 2007). Teachers, Students, and Parents are equally considered when the screening is administered so a sensitive prediction of child and adolescents future behavioral and emotional functioning can be assessed.

The Behavior Assessment System for Children, Third Edition (BASC 3) is a comprehensive set of rating scales and forms that help parents, teachers, and clinicians understand the behaviors and emotions of children and adolescents. The BASC 3 Rating Scales measures both adaptive and clinical characteristics in the home and school settings. The Parent Rating Scales and Teacher Rating Scales were completed by Christopher’s mother Mrs. Chavez and Christopher teacher, Ms. Mask. Scores in the table below, are based on a Mean of 50 and an SD of 10. On the Clinical Scales, scores of 60+ indicate difficulties, with those difficulties rising to the level of clinical significance at 70. High scores on these scales are indicative of behaviors that are

The ABAS II is a comprehensive measure that assesses an individual’s behavior scale. It was developed by Patti Harrison and Thomas Oakland based on information gathered in a matter of eight years. The standardization has samples for the Parent/Primary Caregiver and Teacher/Daycare Provider Forms for children ages birth to five years comprised 2,100 individuals. The standardization samples for the Parent and Teacher Forms, and Adult Form is comprised of 5,270 individuals that represent the U.S. population. (Harrison & Oakland, 2008) ABAS-II was designed to assess how a person responds to daily demands, and to determine eligibility for services. The ABAS-II has new features in its test that encompass infant-pre-school rating forms, and it has an expanded structure that focuses on the current American Association of Mental Retardation (AAMR). (Sattler, 2002)

In children and adolescents, there are usually two types of age-related problems that can occur. Firstly, there are difficulties inherent in the reliable assessment of psychopathology in this age group, and secondly, there are those related to the strict application of existing diagnostic criteria.

Functional Behavior Assessments Many students with exceptionalities exhibit undesirable behaviors that are a result of a disability. In order to ensure that students are successful in their education, an important component present in special education is behavior modification. The functional behavior assessment is an effective tool used to identify problem behaviors, the reason behind them, and propose action plans to modify the behavior. There are many observational methods used to complete a functional behavior assessment.

The Behavior Assessment System for Children Third Structured Developmental History (BASC-3) was administered to Mrs. X and AH on February 21 to fulfill a graduate course requirement for the Queen’s College School Psychology Program.

In addition, a survey was used from the Los Angeles Unified School District, who used school psychologists to discuss their exposure and experience with the SM child. Content validity was assured through asking psychologists from 7 practicing schools to check the initial draft for clarity, readability, and easiness of question responses. Participants were obtained from practicing psychologists in California and a link placed on the local affiliate organization of psychologists. The qualitative research design used was a descriptive survey to collect data for the Quantitative Study. Regarding ethical considerations, the study was approved by IRB it was an anonymous study with only adults participating. There was no identifying information on the participants; It was also explained to the participant that they had the option to opt out of the study at any point of the study. Data was analyzed through survey and completed questions on the survey was compiled, scored and organized. Also, input integrity of data was checked. Furthermore, the number of SM cases vs. the number of years the school psychologist worked were correlated.

Another weakness and debate about the DSM is that it is an unscientific system and it is the opinion of a few powerful psychiatrists. This has raised a lot of questions and have caused people to question the validity and reliability of the diagnostic categories as well. The validity and reliability were especially questioned after the Rosenhan experiment in the 1970s in which it was concluded that the sane could not be distinguished from the insane in psychiatric hospitals. Thus, even though the reliability and validity has improved now when compared to the 1970s, it is still a weakness which I believe could not be entirely fixed. However, validity problems of the diagnostic criteria especially arise when children or adolescents are involved. For

The Functional Assessment Screening Tool (FAST) is a 16-question rating scale formatted with yes or no answers. Utilization of this method reduces the potential for bias and subjectivity seen in the interview. Once administered, the FAST aides in identifying maintaining variables as either social or non-social factors, such as positive or negative reinforcement, or automatic reinforcement (Fisher et al., 2011). Completion of the FAST will reveal the likely maintaining variables of aggressive behaviors as either access to preferred activities or tangible items or escape by calculating the total number of positive answers under each category; a predominantly higher number of “yes” responses in a category identifies the maintaining factor. Although reliability and validity analysis have not been conducted for the FAST, through providing the tool to both parents and teacher, comparisons may be completed which will enable interrater agreement (Cooper et al., 2007; Fisher et al.,

In this next section, the three selected tests will be reviewed for their "appropriateness of test content, skills tested, and content coverage for the intended purpose of testing," (Code, 2004, p. 5, See #2). ASEBA 's behavior checklist and self-reports contains DSM-Oriented, syndrome, competence, and adaptive functioning scales that target specific behavior, thought, emotions, and social interactions, (Lacalle et al, 2012). As a result, this test can provide appropriate behavioral treatment plans. When Lacelle, Ezpeleta, and Doménech evaluated this test,

Psychological assessments are used in educational, organizational, clinical, and various other settings. Within academic settings, counselors, psychologists, administrators, and teachers utilize numerous assessments in order to make accurate and appropriate decisions regarding students’ placement, admission, and other important individual and institutional inferences. Appropriate interpretations of students’ assessment results are critical to ensure that a student receives the most beneficial education plan necessary. When the Diagnostic Statistical Manual 5th Edition was published in 2013, the Conners’ 3rd Edition included various new structures in order to match accuracy for the disorders in which it was intended to measure. The aim of this research paper is to assess the advantages of the Conners’ 3rd Edition’s purpose, standardized sample, age norms, test format, rating scales, content and symptom scales, scoring, interpretation, reliability, and validity.

The experimental group, those that had a current DSM-IV diagnosis of MDD, consisted of twelve adolescents, five girls and seven boys, ages 14.08-17.25 years old. The control group was a carefully matched group of twelve adolescents made up of five girls and seven boys, 12.75-17.58 years old. All subjects were placed through a rigorous screening process which included tests such as:

Adolescent problem behaviors have been frequently dichotomized into two empirically established syndromes reflecting internalizing disturbances (including depression, anxiety, withdrawal, and eating disorders) and externalizing disturbances (including aggression, oppositional disorders, delinquency, and school problems; Achenbach, 1991). Although some adolescents ' problems are primarily internalizing or externalizing, these problems co- occur at high rates in children and adolescents (Angold & Costello, 1995; Nottelmann & Jensen, 1995). Nevertheless, in research with community-based samples, few children are expected to meet criteria for specific mental disorders. Thus, the empirically derived syndromes have an advantage as assessments of early indicators of