Clinical Assessment of Child and Adolescent Personality and Behavior

512 Pages·2010·5.51 MB·English

by  Paul J. Frick, Christopher T. Barry, Randy W. Kamphaus (auth.)

Clinical Assessment
of Child and Adolescent
Personality and Behavior
Clinical Assessment
of Child and Adolescent
Personality and Behavior
Third Edition
Paul J. Frick
University of New Orleans, New Orleans, LA, USA
Christopher T. Barry
University of Southern Mississippi, Hattiesburg, MS, USA
Randy W. Kamphaus
Georgia State University, Atlanta, GA, USA
Paul J. Frick Christopher T. Barry
University of New Orleans University of Southern Mississippi
New Orleans, LA Hattiesburg, MS
USA USA
To my inspiration, Vicki, Josh, Jordan, and
Jacob (PJF)
To my “home team,” Tammy and Andersen (CTB)
To the memory of my parents,
Richard and Nancy Kamphaus (RWK)
C o n t e n t s
Preface xi Chapter 3
Classification and
Developmental
Part I
Psychopathology 47
Basic Issues
Chapter Questions 47
Science and Assessment 47
Chapter 1 Classification 48
Developmental Psychopathology 58
Historical Trends 3
Conclusions 64
Chapter Questions 3 Chapter Summary 65
Definitions of Terms in Personality
Assessment 4
Early History of Personality Chapter 4
Assessment 6 Standards and Fairness 67
Projective Techniques 7
Chapter Questions 67
The Diagnostic and Statistical Manual
APA Ethical Principles of Psychologists 68
of Mental Disorders
Test Standards 69
Diagnostic Systems 16
Conclusions 79
IDEA and Special Education 17
Chapter Summary 79
Future Trends 19
Chapter Summary 19
Chapter 5
Chapter 2 Planning the Evaluation
Measurement Issues 21 and Rapport Building 81
Chapter Questions 21 Chapter Questions 81
Defining Personality Tests 22 Non-specifics in Clinical Assessment 81
Scores, Norms, and Distributions 25 Clarifying the Referral Question 82
Reliability 34 Designing the Evaluation 85
Construct Validity 37 To Test or Not to Test 88
Utility 44 Rapport Building 89
Conclusions 45 Conclusions 96
Chapter Summary 45 Chapter Summary 97
vii
v iii CONTENTS
Conclusions 207
Part II
Chapter Summary 208
Assessment Methods
Chapter 6
Chapter 9
Self-Report Inventories 101
Peer-Referenced
Chapter Questions 101 Assessment 211
Omnibus Personality Inventories 101
Chapter Questions 211
Single Construct Personality
Ethics of Peer-Referenced
Inventories 138
Strategies 212
Conclusions 138
Types of Peer-Referenced Techniques 214
Chapter Summary 139
Other Peer-Referenced Techniques 223
Conclusions 223
Chapter Summary 223
Chapter 7
Parent and Teacher Rating
Scales 141
Chapter 10
Chapter Questions 141
Projective Techniques 225
Evaluating Children via Parent
Ratings 141 Chapter Questions 225
Evaluating Children via Teacher The Controversy Surrounding Projective
Ratings 143 Techniques 225
Overview of Omnibus Parent and Teacher Inkblot Techniques 231
Rating Scales 144 Thematic (Storytelling) Techniques 236
Behavior Assessment System for Children, Sentence Completion Techniques 243
2nd Edition (BASC-2) 145 Drawing Techniques 245
Achenbach System of Empirically Based Conclusions 250
Assessment (Achenbach & Resorla, Chapter Summary 250
2000, 2001) 156
Child Symptom Inventory-4
(CSI-4) 166
Conners, 3rd Edition (Conners-3) 170 Chapter 11
Personality Inventory for Children-2 Structured Diagnostic
(PIC-2); Student Behavior Survey Interviews 253
(SBS) 174
Chapter Questions 253
Sample Impairment-Oriented Scales 183
History 253
Conclusions 185
Overview 254
Chapter Summary 187
Evaluation of Diagnostic Interviews 259
Recommendations for Use of Structured
Interviews 261
Chapter 8
Focus on the NIMH Diagnostic
Behavioral Observations 189
Interview Schedule for Children
Chapter Questions 189 (DISC-iv) 265
Basics of Observational Systems 192 Conclusions 269
Examples of Observational S ystems 200 Chapter Summary 269
CONTENTS ix
Chapter 12 Part III
Assessing Family Advanced Topics
Context 271
Chapter Questions 271
Chapter 15
Introduction 271
Integrating and Interpreting
Assessing Family Functioning:
Assessment Information 339
General Issues 276
General Considerations in Assessing Chapter Questions 339
Family Functioning 277 Introduction 339
Parenting Styles and Practices 280 Integrating Information across
Parenting Stress 288 Informants 342
Marital Conflict 291 A Multistep Strategy for Integrating
Parental Adjustment 293 Information 347
Conclusions 296 Step1: Document all Clinically Significant
Chapter Summary 296 Findings Regarding the Child’s
Adjustment 349
Step2: Look for Convergent Findings
Across Sources and Methods 349
Chapter 13 Step3: Try to Explain Discrepancies 353
History Taking 299 Step4: Develop a Profile and Hierarchy
of Strengths and Weaknesses 353
Chapter Questions 299
Step5: Determine Critical Information
Content 307
to Place in the Report 354
Formats 307
Conclusions 355
Conclusions 313
Chapter Summary 355
Chapter Summary 314
Chapter 16
Report Writing 357
Chapter 14
Adaptive Behavior Chapter Questions 357
Scales 315 Reporting Problems and Challenges 357
Report Writing as Part of Evidence-Based
Chapter Questions 315
Assessment 359
History of the Construct 315
Pitfalls of Report Writing 360
Characteristics of Adaptive Behavior
Suggested Practices 365
Scales 318
Adapting Reports to Audience
Omnibus Adaptive Behavior Scales 322
and Setting 368
General Recommendations 327
The Sections of the Psychological
Measuring Social Skills 332
Report 369
Conclusions 334
Communicating Results Orally 373
Chapter Summary 334
Conclusions 375
Chapter Summary 376
x CONTENTS
Chapter 17 Chapter 19
Assessment of Attention Assessment of Autism Spectrum
Deficit Hyperactivity Disorders 437
and Disruptive
Chapter Questions 437
Behavior Disorders 377 Definitional Issues 437
Specialized Measures of Autism 439
Chapter Questions 377
An Assessment Strategy for Autism 445
Introduction 377
A Sample Case of Autism in a Child
Attention-Deficit Hyperactivity
with Neurological Impairment 447
Disorder 378
Conclusions 452
Conduct Problems 398
Chapter Summary 452
Conclusions 410
Chapter Summary 412
References 453
Chapter 18 Author Index 491
Assessment of Depression
Subject Index 503
and Anxiety 413
Chapter Questions 413
Internalizing Disorders 413
Childhood Depression 414
An Assessment Strategy for Depression 422
Anxiety Disorders of Childhood 425
An Assessment Strategy
for Anxiety 431
Conclusions 434
Chapter Summary 434
P r e f a C e
Psychologists offer an increasing variety Hence, this volume reflects our desire to
of servi ces to the public. Among these provide a more helpful tool for instruc-
services, psychological assessment of per- tion - one that provides a scien tific context
sonality and behavior continues to be a within which to understand psychological
central activity. One main reas on is that testing with children and adolescents and
other mental health professionals often that translates this scientific context into
do not possess a high level of competence practic al guidelines for using individual
in this area. When one views psycholo- tests in clinical practice.
gists who serve children and adolescents, Among our specific objectives for this
psychological, assessment seems to take on volume are the following:
an even greater role. It follows, then, that
comprehensive and enlightened graduate- • To focus on measures specifically
level instruction in assessm ent should be a designed to assess the emotional, behav-
high priority for educators of psychologists ioral, and social functioning of children
who are destined to work with youth. and adolescents
This book is an outgrowth of our efforts • To provide current research findings
to improve our own instruction of child that enable students to draw heavily
and adolesc ent assessment skills. We found on science as the basis for their clinical
that existing textbooks were not serving practice
us well. Most of them were encyclopedic, • To help in the translation of research
edited volumes that were (1) uneven in into practice by providing specific and
the quality across chapters and/or (2) not practical guidelines for clinical practice
geared either in format or level of presen-
• To include a broad coverage of assess-
tation for beginning graduate instruction.
ment methods from a variety of
The few single- or co-authored volumes
theor etical, practical, and empirical tra-
available tended to lack the breadth of cov-
ditions
erage we deemed necessary. Some focused
largely on theo retical issues related to psy- • To systematically compare tests and
chological testing, with minimal discussion assessm ent methods using research
of practical applications and use of specific findings, reviews, and our own synthe-
tests. Others focused solely on summa- sis of positions
ries of individual tests, without review- • To provide a readable volume that would
ing the theoretical or empirical context enh ance the interest and retention of
within which to use the tests appropriately. students through the use of numerous
xi