Whitcomb Chapter 1 &3

Compare and contrast social cognitive theory with any other prevailing theory of social-emotional behavior (behavioral, psychodynamic, humanistic). When it comes to using either theory as a foundations for conducting and reporting an assessment, what are the limitations and advantages of each?

Consider the theory you find most compelling and most likely to apply to assessment and argue your perspective regarding why this orientation is a valid approach to childhood assessment,

What are the three components of triadic reciprocity within social cognitive theory and how do they affect each other?

What are some ways that assessing social and emotional behavior of children can be done as part of a comprehensive process of problem solving?

Identify the three major components of informed consent. How might they need to be addressed before conducting a child assessment?

With respect to the legal and ethical mandates for using assessment procedures with adequate validity, what types of instruments or procedures commonly used for social-emotional assessment might be problematic?

Regarding confidentiality between the clinician and child clients, what are some reasonable statements that could be made to help a child understand the limits of confidentiality when an assessment is being conducted?

Define Nomothetic and Idiographic as they relate to scientific inquiry in general and social-emotional assement in children,

For social-emotional assessment of children, what are some potential components within a broad-based multi-method, muilti-source, multi-setting, assessment design?

A 14-year-old student who has been receiving special education services as emotionally disturbed since grade 2 enters the records office of the school and in a highly emotional and agitated state, demands to see her permanent behavioral file. This file includes several psychological, social work, and psychiatric reports, all containing sensitive information about the student and her family. What is the appropriate way to deal with the situation, maintaining a balance between what is legal and what is in the best interest of the student?

A 16-year-old boy is participating in a diagnostic interview with a psychologist in a community mental health center. He was referred to the center by his parents because of their concerns regarding serious depression. During the interview, the boy talks about being jealous and angry with a former girlfriend who broke up with him, and he seems almost obsessed with his anger towards her. “If she makes me look like a fool one more time, I’ll kill her!” Based on ethical and legal best practices, what is an appropriate way to handle this situation

Describe the major differences between behavior rating scales and behavior checklists. What are the major advantages of rating scales instead of checklists.

For each of the four types of error variance described, describe at least one practical way to implement the assessment to minimize potential error.

Assume that the same behavior rating scale has been completed on the same child by three different teachers, but the obtained scores are considerably different. What are some potentially effective ways of interpreting this data?

The Child Behavior Checklist and Teacher’s Report Form comprise the most widely used and well-researched rating scales. In what situations would it be more advantageous to use a different rating scale?

Behavior rating scales might not be as effective for assessing internalizing problems (anxiety, depression, somatic) and externalizing (aggressive behavior, hyperactivity, conduct problems). What are some reasons for this difference in rating scale utility across symptom domains?

Why are test-retest and inter-rater reliability of internalizing problem subscales of behavior rating scales typically lower than for externalizing problem subscales?

What are some ways that item-level data on behavior rating scales could be used to establish and monitor IEP goals? Provide examples

For screening purposes, a cutoff point on behavior rating scales of 1 standard deviation or higher is recommended. If two separate rating scales are used for screening and they produce differing results (one meets criteria, one does not). How can a screening decision be made, and what are the risks and advantages of making yes/no decisions?

What is the template matching strategy, and how might it best be implemented using data obtained through behavior rating scales?

Consider and describe two assessment questions that may be answered by the BASC-3?

Choose the behavior rating scale/s that would provide the best data and why?

A 10 year old african american male has been referred by his teacher to the school psychologist because of concerns about daydreaming, poor work completion, nail-biting, and frequently clearing his throat, distracting other students. There is no history of prior evals.

Choose the behavior rating scale/s that would provide the best data and why?

A 7 year old spanish speaking only female is attending an intake session with her mother at a community healthcare clinic. The girl was referred by her pediatrician because of frequent daytime urinary accidents, outbursts, and non-compliant behavior. Following the intake, the psychologist recommends an assessment and a few follow-up therapy sessions.

Choose the behavior rating scale/s that would provide the best data and why?

A 16 year old caucasian male has been referred by his parents to a psychologist in private practice, following years of underachievement and diminished interest in schoolwork. They are concerned their son won’t be admitted to college, although he has always flown under the radar and his teachers have not voiced any concerns this school year.

Choose the behavior rating scale/s that would provide the best data and why.

Researchers from a major university are interested in studying the frequency and intensity of acts of bullying on middle school campuses and their effects on identified victims over time.