Psychometric Assessment and Behavioral Issues

When using various assessments in counseling, we have to be aware of our clientele and culture we are working in. As counselors, we are to be conscious of controversies in assessments such as privacy invasions, bias test, and even the pressure of the assessment of the children. We are there to help alleviate and to insure these problems do not come to rise. Statistics in assessment is important because it enables us to keep track of how well or below average a student or group of students are doing. Statistics is the number report that we are able to visually see. Culturally, we would need to be aware of the customs, traditions, and values. We need to be mindful of each student or client’s uniqueness and be sure we are equipped with the knowledge to help them through the assessment. Through the code of ethics and the legal issues we are able to follow certain standards to prevent insulting or malpractice.

     A thorough evaluation includes gathering information from a variety of sources. A thorough review of the person's medical, academic and family history is essential. In the case of a child this is done through a detailed, structured interview with the parents. Behavior rating scales should be filled out by parents, and teachers to provide information on types and severity of ADD symptoms at home and at school, as well as types and severity of other emotional or behavior problems. Depression, anxiety and other emotional disorders are tested through a comprehensive psychological screening. Intellectual and achievement testing is used to help screen for and then assess learning problems, and areas of strength and greatest struggle.

Pre-test assessment of behaviour of ADHD children was assessed by Conner’s parent rating scale and Conner’s teacher rating scale.

A., Pelham, W. E., Gnagy, E. M., Waschbusch, D., &Lahey, B. B. (n.d.). The Children’s Impairment Rating Scale (CIRS).Psychometric properties of an impairment rating scale for children with ADHD. Manuscript under review., 1-28. Retrieved from http://ccf.buffalo.edu/pdf/DBD_interiew.pdf

An evaluation of a child with ADHD includes multiple assessment techniques. The main goals of the assessment are:-

It is then presumed that assessment-based interventions are to be more effective as well as time efficient than trying strategies on a trial and error basis (DuPaul et al, 2011). It was determined that more research is needed in regards to the functioning of secondary students with ADHD.

One of the key points from this week’s reading is choosing appropriate assessments for identifying emotional and behavioral disorders (EBD). As part of my CLC, we identified five assessments commonly used to identify EBD. As I reflect on the assignment, I have concluded that, in my opinion, the functional behavioral assessment (FBA) is the most effective and commonly used assessment. This is the primary assessment instrument we use in my district. The FBA includes

There are many aspects that behavior analyst need to address before they can offer any behavioral services to their client. Furthermore, behavior analyst ethically needs to complete a functional assessment before they can start any treatment with a client. There are four major methods for maintaining assessment information: (a) interviews, (B) checklists, (c) tests and (d) direct observation. Indirect assessment approaches are interviews and checklists data obtained from these measures are derived collections, reconstructions or subjective ratings of events. Test and direct observations are direct assessments because they provide information about a person’s behavior as it occurs (Cooper, Heron, & Heward, 2007). Functional assessments can be completed in home, school, and work environments.

ADD generally affects males more often than females, in a 3:1 ratio. Because this disorder effects the brain detection of this condition is difficult. The accepted test, although today there has been an increase in research into ADD and subsequently now other tests. The test requires a nine-month observation of the

The incidence and prevalence of Attention Deficit Hyperactivity Disorder (ADHD) in the child population of the United States has rapidly increased over the past thirty years (Thomas, Mitchell, & Batstra, 2013). Many researchers and psychologists are concerned about the possibility that ADHD is over-diagnosed or even misdiagnosed, as many children who receive the diagnosis are reported to have mild cases that may not be clinically significant and many of them are diagnosed without fulfilling the diagnostic criteria for ADHD. The standard process of diagnosing ADHD is flawed because there are no tests to objectively detect the disorder (Thomas, Mitchell, & Batstra, 2013), so a therapist’s biases and interpretations always play a role in the

Your post is very informative and I learned something new. I worked with adolescents and young adults in which most of them have been diagnosed with ADHD and disruptive disorders such as oppositional defiant and conduct disorder and I have never heard of this assessment. You mentioned in your post the Child Behavioral Checklist is widely used and there is data and evidenced to back the research. Your post makes me think outside the box in regards to the many different assessments used to diagnosis people and their effectiveness.

identifying the relationships between the unique characteristics of the individual and the contextual variables that trigger and reinforce behavior can we begin to truly understand human behavior and work in concert with the person and those in his or her environment to develop interventions that lead to socially significant and meaningful behavior change. Identifying these relationships is the core of FBA. (Steege) Steege, Mark W. Conducting School-Based Functional Behavioral Assessments, Second Edition, 2nd Edition. The Guilford Press, 20090123. VitalBook file. The citation provided is a guideline. Please check each citation for accuracy before

Both the BASC-2 and CBCL provide appropriate validity evidence and procedures. The BASC-2 and CBCL seem to rely heavily on the validity evidence based on correlations to other measures of behavioral issues. The CBCL was empirically derived as a research instrument so it has a long history of accumulated validity (Stein, 2007). However, the BASC-2 also provides strong validity evidence of the TRS, PRS, and SRP, while no information is provided on the SDH and SOS (Stein,

In regards to functional behavioral assessment, many articles have been analyzed for this paper which review what FBA is, various areas of studies further investigating FBA, why FBA should be taught to pre-service teachers, how it is implemented within elementary school, and continuing. While reading these articles a few suggestions come to mind in which future research could be conducted to advance the use of FBA and how it could be used to assess students with more accuracy. A suggestion towards future research in this area of expertise would be to conduct a study focusing on a selected amount of students from elementary school to high school. With findings in research like this would help identify a student’s development over

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.