Ch 11: Behavioral Assessment

Front 1

The study of _____ is the raison d'être of psychology as a science and objective assesment of behavior a necessity

Back 1

behavior

Front 2

Behavioral assessment as most commonly conducted is a measure of _____ as are personality scales.

Back 2

typical responding
(i.e., what a person does on a regular basis)

Front 3

T or F behavioral assessments can be made that measure max levels of performance

Back 3

T
*such measures are better conceptualized as aptitude, ability, or achievement measures.

Front 4

behavioral assessment vs personality assessment

Back 4

behavioral: emphasize what person does, more objective, lower level of inference for its interpretations
personality: emphasize what a person has

Front 5

most behavioral assessment scales do not ask for interpretations of behavior, only observations of the (2) of a specified behavior.

Back 5

presence and frequency

Front 6

Early conceptualizations of behavioral assessment relied on

Back 6

observation and counting of specific behaviors of concern in highly specific settings.

Front 7

key difference between behavioral assessment and personality assessment

Back 7

level of inference involved in interpretations of scores

Front 8

It is common practice now for clinicians to use a (2) approach to behavioral assessment

Back 8

multimethod, multimodal
*helps reduce inference of interpretations

Front 9

can response sets occur in behavioral assessments

Back 9

yes

Front 10

When response sets are present, the validity of the test results may be compromised because
they introduce ____error to test scores

Back 10

construct-irrelevant

Front 11

to combat response sets , behavioral assessments incorporate _____

Back 11

validity scales
*designed to detect individuals who are not responding in an accurate manner

Front 12

(2) common reasons for parents to fake bad on behavioral reports

Back 12

-plea for immediate help
-services/disability payments

Front 13

Public Law 94–142 (IDEA) and its most current
reathorization, the IDEA 2004, mandate that

Back 13

schools provide special education and related services to students with emotional disorders.

Front 14

instruments used to assess behavior and personality in the schools can usually be classified as (3)

Back 14

behavior rating scales
projective techniques, or
self-report measures
*ordered from most to least used

Front 15

A behavioral interview tends to focus on the (4)
interview followed by

Back 15

-antecedents of behaviors of concern
-consequences of behaviors of concern
-if attempts at change have been made
-relevant reinforcement history
-problem solving strategies to lead to intervention

Front 16

1. Identify the presenting problem and define it in behavioral terms.
2. Identify and evaluate environmental contingencies supporting the behaviors.
3. Develop a plan to alter these contingencies and reinforcers to modify the behavior.
4. Implement the plan.
5. Evaluate the outcomes of treatment or intervention. (This often involves having done a
behavioral assessment using standardized rating scales for example to establish a baseline
rate of behaviors of concern and then reassessing with the same scales later to look for
changes from baseline.)
6. Modify the intervention plan if the behavior is not responding and evaluate the outcome of
these changes.
which steps are the heart of the interview

Back 16

1-3

Front 17

One of the key goals of the behavioral interview, contrasted with a traditional clinical interview, is to

Back 17

minimize the levels of inference used to obtain and interpret information

Front 18

inventory that asks a knowledgeable informant to rate an individual on a number of dimensions=

Back 18

behavior rating scale

Front 19

pros of behavior rating scales (5)

Back 19

-may be hard for child to communicate behavior, whereas adult can and has seen behavior in different settings
-cost effective
-time efficient
-multiple informants
-presence of rare behaviors

Front 20

cons of behavior rating scales (2)

Back 20

-still subject to response sets
-less helpful in assessing internalizing problems like depression

Front 21

Ratings of behavior on such omnibus behavior rating scales are impressionistic=

Back 21

based on the impressions of the person completing the scale

Front 22

Behavior rating scale scores, despite their impressionistic basis, predict (4)

Back 22

-diagnoses accurately
-future behavior and learning problems
-changes in behavior
-types of interventions likely to work to change a behavior.

Front 23

behavior assessment system for children (BASC) (6)

Back 23

-teacher rating scale (TRS)
-parent rating scale(PRS)
-self report scales
-classroom observation system
-parent child relationship
-developmental history

Front 24

-TRS and PRS are appropriate for children from __to__years
-Both the TRS and PRS provide item stems describing a behavior to which the informant
responds

Back 24

2-21
never, sometimes, often, or almost always.

Front 25

TRS vs PRS

Back 25

TRS: school related behaviors
PRS: home and community environment

Front 26

New to the BASC-2 are the ___ scales

Back 26

content

Front 27

content scales interpretation driven by?
used by____
used to (2)

Back 27

-item content than actuarial or predictive methods.
-advanced level clinicians
-clarify meaning of primary scales and additional aid for diagnoses

Front 28

composite scores for the BASC/BASC-2 derived from a series of exploratory and confirmatory factor analyses, supplemented by a technique called _________and are thus empirically derived composite scores.

Back 28

structural equation modeling

Front 29

authors of BASC-2 recommend interpretation follow a _____ approach

Back 29

“top-down”

Front 30

“top-down” approach

Back 30

clinician starts at the most global level and progresses to more specific levels

Front 31

most global level of BASC

Back 31

behavioral symtoms index (BSI)

Front 32

BSI reflects what?
gives clinician reliable but___index of pathology

Back 32

overall level of behavioral problems
nonspecific

Front 33

For more specific information about the nature
of the problem behavior, the clinician proceeds to the four lower order composite scores

Back 33

-internalizing problems
-externalizing problems
-school problems
-adaptive skills

Front 34

(4) scales in TRS/PRS

Back 34

composite
primary
content
validity

Front 35

Although individual items are often unreliable, when interpreted cautiously they may provide clinically important information. This is particularly true of what is often referred to as

Back 35

critical items

Front 36

critical items =

Back 36

possible danger to self or others or reflect an unusual behavior that may be innocuous, but also may not, and requires questioning by the clinician for clarification

Front 37

When interpreting the Clinical Composites and Scale scores, high scores reflect

Back 37

abnormality or pathology
*T-score >70 Clinically Significant; 60–69 is At-Risk; 41–59 is Average; 31–40 is Low; and <30 is Very Low

Front 38

Scores on the adaptive composite and scales are interpreted differently, with high scores reflecting

Back 38

adaptive or positive behaviors
*T-score >70 is Very High; 60–69 is High; 41–59 is Average; 31–40 is At-Risk; and <30 is Clinically Significant

Front 39

pros of TRS/PRS (3)

Back 39

-validity scales (detect response sets)
-assess negative and adaptive behaviors
-3 norm referenced comparisons

Front 40

3 norm referenced comparisons of TRS/PRS

Back 40

child’s ratings can be compared to
1) general national sample
2) gender-specific national sample
3) national clinical sample composed of
children who have a clinical diagnosis and are receiving treatment

Front 41

summary:
BASC-2 PRS and BASC-2 TRS are psychometrically sound instruments that have gained considerable
support in recent years.

Back 41

..

Front 42

Achenbach System of Empirically Based Assessment (ASEBA) (4)

Back 42

-Child Behavior Checklist (CBCL)
-Teacher Report Form (TRF)
-self report
-direct observation system

Front 43

2 sections of CBCL/TRF

Back 43

#1) collects info about childs activities/competencies in schooling, social functioning, recreation
#2) assesses problem behaviors with item stems describing problem behaviors

Front 44

respond to CBCL/TRF items with

Back 44

not true, somewhat true/sometimes true, or very true/often true.

Front 45

pros of CBCL/TRF (3)

Back 45

easy to use
time efficient
rich history of clinical and research applications

Front 46

The BASC-2 TRS and PRS, the CBCL and
TRF, and similar rating scales and are typically referred to as _____Scales

Back 46

omnibus rating

Front 47

-omnibus rating scales measure wide range of
-should be sensitive to symptoms of (2) disorders
to ensure they arent missing indicators of psychopathology

Back 47

-symptoms and behaviors that are associated
with different emotional and behavioral disorders
-internalizing and externalizing

Front 48

besides omnibus rating scales you also have ___scales

Back 48

single domain

Front 49

single domain rating scales

Back 49

(syndrome-specific) rating scales often
provide a more thorough assessment of the specific
domain they are designed to assess than the omnibus scales.

Front 50

CHILDHOOD AUTISM RATING SCALE is a ___scale

Back 50

single domain

Front 51

BASC MONITOR FOR ADHD is a __scale

Back 51

single domain

Front 52

PEDIATRIC BEHAVIOR RATING SCALE is a ___scale
used to identify

Back 52

single domain
early onset bipolar disorder

Front 53

T or F
Omnibus scales such as the BASC-2 and the CBCL should always be used over single-domain scales for initial diagnosis.

Back 53

T

Front 54

adaptive behavior rating scale is a ___scale

Back 54

single domain

Front 55

three broad areas of adaptive behavior

Back 55

conceptual skills
practical skills
social skills

Front 56

measurement of adaptive behaviors important in the assessment of individuals with (2)

Back 56

developmental and intellectual disabilities

Front 57

(Vineland-II) is an example of a scale designed to assess adaptive behavior. what are the 3 forms it comes in

Back 57

survey interview (semistructured, open ended)
parent/caregiver rating (uses objective rating scale)
teacher rating (same as above two just for class beh.)

Front 58

Clinical Assessment Scales for the Elderly (CASE) (4)

Back 58

-adult behavioral rating scale
-omnibus
-completed by spouse or adult child or healthcare worker
-also has self report scale

Front 59

The various clinical scales of the CASE focus on diagnosis and evaluation of the presence
primarily of _____ disorders in this age group

Back 59

Axis I or clinical

Front 60

CASE vs behavioral scales for kids/teens:
CASE has which (3) scales
does not have which (3) scales

Back 60

-fear of aging scale, cognitive competency screening scale, substance abuse scale
-study skills, conduct problems, hyperactivity

Front 61

3 validity scales in CASE

Back 61

-Lie (L) or social desirability
-Infrequencey (F) scale
-Validity (V) scale (nonsensical items to detect random or insincere marking)

Front 62

the____validity scale does not appear in CASE screening scales

Back 62

F

Front 63

______is the oldest form of behavioral assessment and remains useful

Back 63

Direct observation of behavior

Front 64

direct observation adds what (2) dimensions to behavioral assessment

Back 64

-true ratio scale data that are actual counts of beh.
-allows triangulation or checking results from other methods to see antecedent events and consequences

Front 65

T or F
direct observation can occur with or without standardized recording scheme

Back 65

T

Front 66

cons of observer developing a form to aid in coding and counting behaviors

Back 66

-introduce biases
-increase subjectivity of observations
-increase error rates due to cognitive demand on observer
*standardized observation forms can prevent above but limit flexibility

Front 67

_____ is a standardized, objective observational recording system that allows for the observation of 14 dimensions of behavior (some positive dimensions and some negative dimensions), and is designed to be useful in any structured setting that has educational goals.

Back 67

student observational system (SOS)
*component of BASC-2

Front 68

The SOS uses _____procedure to ensure that it adequately samples the full range of a child’s behavior in the classroom

Back 68

a momentary time sampling (MTS)

Front 69

T or F
Data from the direct observation of behavior is useful in initial diagnosis, treatment planning, and in monitoring changes and treatment effectiveness

Back 69

T

Front 70

specific type of behavioral test designed to measure
vigilance, sustained and selective attention, and more generally, executive control

Back 70

continuous performance tests

Front 71

-CPTs highly sensitive in detecting disorders of
____ in which attention, concentration, and response inhibition systems are impaired
-gold standard for diagnosing ___, problem with this?

Back 71

-self-regulation
-ADHD, not specific to a disorder ie) low scores seen for many disorders

Front 72

tasks of executive control (TEC)

Back 72

CPT + working memory assessment

Front 73

do CPT's correlate highly with behavior rating scales

Back 73

no

Front 74

method of behavioral assessment that typically
involves recording physical changes in the body
during some specific event

Back 74

Psychophysiological assessment ex) lie detector

Front 75

(3) measured by lie detector

Back 75

HR
respiration
galvanic skin response

Front 76

EEG as a____assessment

Back 76

Psychophysiological

Front 77

electromyographs as a____assessment

Back 77

Psychophysiological

Front 78

penile plethysmograph as a ____assessment

Back 78

Psychophysiological assessment