SPS 6196 Final Study Guide PDF

SPS 6196: Assessment of Child and Personality Final Exam Study Guide 1. What are the three components of triadic reciprocity within the social cognitive theory? a. Behavior, Person, Environment b. All of these interact with each other, and are considered determinants of each other 2....

SPS 6196: Assessment of Child and Personality Final Exam Study Guide 1. What are the three components of triadic reciprocity within the social cognitive theory? a. Behavior, Person, Environment b. All of these interact with each other, and are considered determinants of each other 2. List the four steps of problem-solving process in the context of social-emotional assessment a. Identification and Clarification: who are clients, what is problem, what is purpose b. Data Collection: what info needed, what procedures, what means are appropriate c. Analysis: is problem confirmed, what other info needed, factors that contribute d. Solution and Evaluation: target for intervention, what resources, how to PM and evaluate effectiveness 3. List the three major components of informed consent before conducting a child or adolescent assessment. a. Knowledge: parents given completed explanation of purposes and procedures b. Voluntariness: consent is willfully granted, not through coercion or misrepresentation c. Competence: parents must be legally competent to give consent 4. Describe the steps in a multiple gating approach to assessment for behavioral, social, emotional factors as if you were explaining this process to a parent. Include an example of a assessment tool at each gate. Sequentially obtaining multiple sources of behavioral, social, and emotional assessment data, then systematically using this information to make screening and classification decisions 1st gate: screening (more liberal = more false positive) Example: SAEBRS, BASC-3 BESS, 2nd gate: low-cost data (teacher filling out longer surveys) PHQ-9, RCMAS-2 (short form), Conners-4 (short form) 3rd gate: high-cost data (observations, structured interviews) Systematic Direct Observations, Wright-Constantine Structured Cultural Interview (WCSCI), BASC-3, Conners-4, RCMAS-2 After 3rd gate: additional assessment and classification Description to parent: The multiple gating approach is a step-by-step process designed to identify children who may need extra support with behavioral, social, or emotional challenges. It begins with an initial screening, where all students are assessed using a broad tool such as a short questionnaire or checklist that can be completed within just a few minutes. This step acts as a wide net to identify students who may need further attention. If a child is identified as at-risk during this initial phase, we move to a more focused screening. At this stage, we gather additional information, which might include more detailed teacher observations or brief surveys that ask more specifically about the needs identified from the initial screener. This allows us to confirm whether the initial concerns are valid and  determine if further action is needed. For students who continue to show signs of needing support, we proceed to a comprehensive assessment. This in-depth evaluation could involve one-on-one testing, interviews, or observing the child in different settings, like the classroom or at home. Each step in the process helps narrow the focus to ensure that only students who truly need interventions receive them while avoiding unnecessary evaluations. 5. Be able to describe eligibility criteria for the IDEA category Emotional Behavioral Disability in Florida. a. Not responding to general education interventions b. Functional Behavioral Assessment (FBA) c. Social/developmental history from guardian d. Behavioral observations e. Interview summaries f. SEB, including adaptive functioning g. Review of educational data h. Medical evaluation to rule out physical problems & sleep i. Criteria (one or more) longer than 6 months across 2 settings- Internalizing behaviors and/or Externalizing behaviors j. Exclusion: social maladjustment unless also have EBD 6. As a school psychologist when should you seek a child’s assent? a. We typically always try to get assent b. Do not ask for assent when evaluating for ESE services (or when child does not have a choice) 7. Are legal complaints more common in SEB tools or cognitive assessment tools? a. Cognitive assessment tools (legal action taken often associated with racist practices) 8. Be able to describe differences between cognitive and SEB tests Cognitive tests: Has a “right answer” Dichotomous (yes or no) Normal distribution SEB tests: No right or wrong answer Gradient/scaled (1-5) Skewed distribution 9. Be familiar with issues that may compromise validity of SEB instrument tools. Test construction: Bias or lack of cultural sensitivity in items and insufficient evidence of reliability or validity. Test administration: Inconsistent procedures, examiner errors, or environmental distractions affecting responses. Test interpretation: Misinterpreting scores due to overgeneralization, ignoring context, or bias in ratings. 10. What are the 3 general categories for direct behavior observations. Be able to describe them. Naturalistic observation: Used in educational settings Captures behavior where it naturally occurs in typical day-to-day situations Minimal inference needed to code behaviors Seeks to minimize obtrusiveness and reactivity Ex: Child interactions on playground Analogue observation: Used in clinics or research labs Simulates conditions of the natural environment Reflects how a client MIGHT behave in real life situations (relies on inference) Highly structured and controlled setting  Observer can control environment to observe desired response Ex: Role play, client is asked to engage in a specific activity to see parent-child interactions Self-monitoring: Used in behavior treatment programs and schools Client observes their own behavior  Need for developmental appropriateness  Can measure observable behavior and private thoughts (internalizing and externalizing) Reliability and validity may be compromised Training may be beneficial to practice using systematic and formal observation forms, calibration, and reinforcement 11. Be able to describe examples of how false positive or false negative classification errors might occur in assessing behavioral, social, and emotional problems. 12. What does each letter in Hay’s ADDRESSING framework mean (ADDRESSING is an acronym)? What might be the purpose of the using Hay’s framework? Age/Generation Developmental Disability Disability (acquired) Religion/Spirituality Ethnicity and racial identity Socioeconomic Status Sexual Orientation Indigenous heritage National Origin Gender Purpose: There are many aspects and influences on culture and so when we engage in culturally responsive assessment, it’s necessary to use frameworks like ADDRESSING to ensure that we are capturing as holistic of a picture of our client as possible. This information can help us better understand the client's unique identity, experiences, and needs, ensuring that our assessment and interventions are sensitive, equitable, and relevant. By systematically exploring these aspects, we can identify potential cultural influences on the client's behavior, perceptions, and interactions, allowing us to avoid biases and provide more effective, individualized support. 13. Be able to operationally define the term test bias (or assessment bias) as it relates to behavioral, social, and emotional assessment When a measure differentiates between members of various groups on the basis of something other than the characteristic being measured Can occur when the test was developed using homogenous/non-representative norms that do not account for diversity Test content, format, or interpretation reflect dominant culture; make assumptions about knowledge/experience 14. Be able to identify the stages of minority racial/cultural development. Stage 1: Conformity Depreciating attitude toward self and others of same minority group; discriminatory attitude toward other minority groups; appreciating attitude toward dominant group Stage 2: Dissonance Conflict between depreciating and appreciating attitudes toward self, others of same minority group, other minority groups, and dominant group Stage 3: Resistance/immersion Appreciating attitude toward self and others of same minority group; conflict between empathetic and culturocentric feelings toward other minority groups; depreciating attitude toward dominant group Stage 4: Introspection Concern with basis of self-appreciation and unequivocal nature of appreciation toward others of same minority group; concern with culturocentric views toward members of other minority groups; concern with basis of depreciation of dominant group Stage 5: Integrative awareness Appreciating attitude toward self, others of same minority group, and other minority groups; selective appreciation for dominant group 15.Be familiar with risk factors for suicide and assessment questions Risk factors for suicide Biopsychosocial (found in PowerPoint Environmental Social-cultural week 9)  Biopsychosocial Job or financial loss Lack of social support and sense of isolation – Mental disorders (i.e., mood disorders, – Relational or social loss – Stigma associated with help-seeking behavior schizophrenia, anxiety disorders, certain – Easy access to lethal means – Barriers to accessing health care, especially personality disorders) (e.g. a firearm in the home) mental health and substance – Alcohol and other substance use – Local clusters of suicide that abuse treatment disorders have a contagious influence – Certain cultural and religious beliefs (for – Hopelessness instance, the belief that suicide is a – Impulsive and/or aggressive tendencies noble resolution of a personal dilemma) – History of trauma or abuse – Exposure to, including through the media, and – Some major physical illnesses influence of others who have – Previous suicide attempt died by suicide – Family history of suicide 16. Be familiar with factors to consider or steps you will take that aligns with a culturally responsive social-emotional/behavioral assessment. 17. What are three advantages of using behavior rating scales? Perspectives from multiple raters Structured and standardized Easier to administer than lengthy assessments Cost and Time Efficiency: Less expensive than direct behavioral observation in terms of professional time and training required. Capturing Low-Frequency Behaviors: Can provide data on infrequent but important behaviors (e.g., violent or assaultive behavior) that may be missed during limited observation sessions. Reliability:  More reliable than unstructured interviews or projective techniques, offering objective data. Use with Non-communicative Individuals: Useful for assessing children and adolescents who may not be able or willing to provide self-reports, such as those in secure settings like psychiatric hospitals or detention centers. Natural Environment Observation: Allows for observations over time in the child's or adolescent's natural environments (e.g., school or home). Expert Informants: Utilizes observations from those who are highly familiar with the individual (e.g., parents, teachers), providing expert insights into behavior. 18. What are types of error variance associated with behavior rating scales? 19. Assume that the same behavior rating scale has been completed on the same child by three different teachers, but the scores obtained from the three sources are considerably different. What are some potentially effective ways of interpreting this pattern of data? Triangulation Combine Perspectives: Instead of focusing on which rating is “correct,” integrate all three perspectives. Treat each as a piece of the puzzle. o Example: If Teacher A rates high disruptive behavior, but Teachers B and C rate it lower, explore why Teacher A’s context might differ.  Seek Overlaps: Look for commonalities in the scores: o Do all teachers agree the child struggles with focus during certain times? o Are there consistent patterns of behavior across different classes? Weight Contexts: Some settings might better reflect the child’s typical behavior. For instance, a homeroom teacher observing across multiple subjects might offer broader insights compared to a teacher who only sees the child in a single subject. Application: Create a composite profile by blending the information while noting areas of agreement and discrepancy, then validate this profile with the teachers collectively to refine understanding. Here’s how you could approach the discrepancies in scores using the ABC Model, triangulation, and functional analysis: 1. The ABC Model ABC Model Explained: o Discrepancies arise because informants differ in: ▪ Attributions: How they explain the behavior. ▪ Biases: Their emotional states, expectations, or roles. ▪ Contexts: The settings in which they observe the child. Insight: o Understanding these components helps clinicians and educators integrate differing perspectives rather than treating them as errors. Using the ABC Model in Practice When interpreting discrepancies in behavior ratings: 1. Explore Attributions: a. Ask each informant why they think the behavior occurs. b. Compare whether they view the behavior as internally or externally driven. 2. Identify Biases: a. Consider each informant’s personal relationship with the child and their emotional state or experiences. 3. Consider Contexts: a. Examine the environments where behaviors are observed (e.g., high-stress vs. low-stress situations, group activities vs. individual tasks). 2. Triangulation Combine Perspectives: Instead of focusing on which rating is “correct,” integrate all three perspectives. Treat each as a piece of the puzzle. o Example: If Teacher A rates high disruptive behavior, but Teachers B and C rate it lower, explore why Teacher A’s context might differ. Seek Overlaps: Look for commonalities in the scores: o Do all teachers agree the child struggles with focus during certain times? o Are there consistent patterns of behavior across different classes? Weight Contexts: Some settings might better reflect the child’s typical behavior. For instance, a homeroom teacher observing across multiple subjects might offer broader insights compared to a teacher who only sees the child in a single subject. Application: Create a composite profile by blending the information while noting areas of agreement and discrepancy, then validate this profile with the teachers collectively to refine understanding. 3. Functional Analysis Identify Antecedents and Consequences: Examine what happens before (antecedents) and after (consequences) the child’s behavior in each teacher’s context. o Example: Teacher A might observe the child acting out before recess, while Teacher B sees the child focused during group work. Focus on Observable Data: Analyze patterns of behavior rather than subjective ratings: o What triggers disruptive behavior (e.g., transition times, difficult tasks)? o What reinforces or diminishes the behavior (e.g., teacher feedback, peer reactions)? Behavior Across Contexts: Compare whether the child exhibits consistent behavior across different situations or if it’s specific to one teacher’s environment. Application: Use data from functional analysis to clarify why behaviors occur in certain settings but not others. This can help determine if the discrepancies are due to situational factors, specific teacher-child dynamics, or broader behavioral tendencies. 20. What ethical concerns must we be aware of when utilizing sociometric procedures and how might you reduce these ethical concerns. Ethical Concerns in Sociometric Procedures 1. Negative Nominations:  a. Many sociometric techniques involve identifying peers based on negative traits (e.g., "Who would you least like to play with?"). This is the most controversial aspect of sociometric assessment. Critics worry that such methods could lead to further ostracization of children already facing rejection (Ch 7 (1)). 2. Fear of Peer Comparison: a. Concerns exist that children might compare their responses after the procedure, discovering who received negative nominations. This could amplify social isolation or rejection (Ch 7 (1)). 3. Parental and Administrative Resistance: a. Parents, teachers, and administrators may express alarm over the use of negative criteria, often threatening to halt studies or requiring significant methodological changes to remove these elements (Ch 7 (1)). 4. Lack of Empirical Evidence for Harm: a. Despite these concerns, research does not substantiate claims that sociometric procedures cause harm. Longitudinal studies and follow-ups have consistently found no significant negative effects, even when negative nominations were used (Ch 7 (1)). 5. Participation Challenges: a. Obtaining full group participation can be difficult. If fewer than 80% of a group participates, the reliability and validity of the data are significantly compromised (Ch 7 (1)). Strategies to Reduce Ethical Concerns 1. Use Positive or Neutral Nominations: a. Replace negative criteria with positive ones, such as asking, "Who do you most like to work with?" This approach is less controversial and more palatable to parents and administrators, though it may reduce the efficiency of sociometric assessments (Ch 7 (1)). 2. Ensure Confidentiality: a. Stress that responses are confidential and ensure that participants cannot see or deduce each other's answers. This reduces the likelihood of peer comparison and subsequent ostracism (Ch 7 (1)). 3. Educate Stakeholders: a. Provide clear communication to parents, teachers, and administrators about the purposes and safeguards of sociometric assessments. Educating stakeholders can reduce resistance and build trust in the process (Ch 7 (1)). 4. Obtain Informed Consent: a. Secure explicit parental consent for all participants. While time-consuming, this step ensures ethical compliance and addresses parental concerns (Ch 7 (1)). 5. Combine with Positive Methods:  a. Pair positive nomination procedures with peer ratings or other methods that do not involve negative labeling. This balance can help maintain the integrity of the data while addressing ethical concerns (Ch 7 (1)). 6. Ensure Adequate Participation: a. Aim for at least 80% participation within the group to ensure reliable and valid data. Below this threshold, the assessment's accuracy may be compromised (Ch 7 (1)). 7. Conduct Follow-Ups: a. Monitor the participants after the assessment to confirm that no adverse effects arise. Research suggests that children generally do not feel negatively impacted by sociometric procedures and often enjoy the process (Ch 7 (1)). 21. For children diagnosed with conduct disorders, what characteristic(s) tend to be associated with the best long-term prognosis? For children diagnosed with conduct disorders, the best long-term prognosis is associated with having socialized aggressive conduct disorder in conjunction with high intelligence and good social skills. 22. Why are internalizing problems more difficult to (1) identify, (2) classify, and (3) count when compared to externalizing problems? a. Observability b. often private c. Culturally influenced. 23. What characteristic(s) is/are essential for an assessment instrument to be considered an objective self-report test? Whitcomb Ch. 8 R. P. Martin (1988) proposed that there are four essential characteristics or criteria that must be present for an assessment instrument to be considered an objective test. These are listed as follows: 1. There must be individual differences in the responses of persons to the test stimuli, and these differences must be sufficiently consistent over time, across test items, and in different assessment situations. 2. The measurement must involve the comparison of one person’s responses with those of other individuals, and the items must be presented to different persons in a consistent manner. 3. The assessment device must include normative data so that individual scores can be assigned a place on a scale for purposes of comparison against a larger group of persons. 4. The test responses must be shown to be related to other meaningful behavior. In other words, the measurement must be shown to be useful in predicting behavior. This criterion is referred to as the validity requirement. 24. Be able to describe forms of response bias you may observe when using youth self-report measures. Acquiescence Bias - Tendency to respond consistently in one direction (e.g., always "true" or "yes"). - Problematic when test items are ambiguous or unclear. - Controlled by balancing items across scales (equal numbers of "true" and "false" responses). Social Desirability Bias - Tendency to answer in a socially acceptable or desirable way (consciously or unconsciously). - Example: Answering "True" regardless of personal beliefs. - Can affect well-adjusted and poorly adjusted individuals alike. - Difficult to measure how much error variance it causes. Faking - Deliberate distortion of responses to create a specific impression: o Positive faking: e.g., job applicants presenting themselves favorably. o Negative faking: exaggerating symptoms (e.g., malingering or a "cry for help"). - Detected through validity scales in tools like: o MMPI-A-RF (detects falsification, random answers, defensiveness). o BASC-3 (lie or fake detection scales, though less researched for children). Deviation Bias - Tendency to answer test items in unconventional or unusual ways. - Hypothesized by I. A. Berg (1967) to be content-free and applicable to verbal and nonverbal tasks. - Limited research and unclear impact on error variance. 25. Be able to list the steps to Functional Behavior Assessment (FBA) problem solving. a. Identification & description of prob. Bx b. Recording current levels of interfering Bx c. Identify and describe ABC & other variables d. Pulling it all together (integrate data & arrive at hypothesis regarding function) e. Linking assessment to intervention f. Implementation g. Progress monitoring h. FBA report & review meeting 26. What are some potential errors associated with conducting an FBA.  a. Interviewees overstating frequency, duration &/or intensity of Bx (i.e., exaggeration error; e.g., always, never) b. Interviewees/team members assume same function across students or Bxs (i.e., generalization error; e.g., all students cursing are doing it for attention) c. Interviewees believing cause of Bx is due to the variables present during most recent occurrence (i.e., recency error; e.g., tantrums during transitions vs critical feedback) d. “If I complete... I can be confident in determining function of the problem Bx” (i.e., association error; efficient does not mean effective) 27. Be able to name five instruments that were presented in class this semester and at least one area that the instrument measures. ASRS (Autism Spectrum Rating Scales) – behaviors & related features associated with ASD. Includes 8 subtopics o Social/Communication, Unusual Behaviors, Self-Regulation (Full form for ages 6– 18), Peer Socialization, Adult Socialization, Social/Emotional Reciprocity, Atypical Language, Sterotypy, Behavioral Rigidity, Sensory Sensitivity, Attention / Self Regulation (Full form for ages 2-5 years). PAI (Personality Assessment Inventory) - Broadband measure ABAS 3 (Adaptive Behavior Assessment System, Third Edition) - evaluates adaptive skills across the lifespan, measure 3 domains o The ABAS-3 covers three broad adaptive domains: Conceptual, Social, and Practical. Within these domains, the ABAS-3 assesses 11 adaptive skill areas (each form assesses 9 or 10 skill areas based on age range). Items focus on practical, everyday activities required to function, meet environmental demands, care for oneself, and interact with others effectively and independently. Raters use a four-point response scale to indicate whether the individual can perform each activity and, if so, how frequently the individual performs it when needed. BASC-3 - Behavior and emotional (broad band) o Emotional Disturbance (ED) Qualification scales (EDQs): These scales are a combination of existing BASC-3 scales that align with the IDEA definition of  ED. The EDQs cover five of the six IDEA criteria for ED, including inappropriate behavior, unhappiness, and physical symptoms. o Internalizing Problems ▪ This form measures behaviors such as worrying, irritability, fear, sadness, stress, stomach pains, and headaches. o School Problems ▪ This form measures behaviors that can impede success in school, such as attitude toward school, listening skills, and ability to control behavior. o Emotional Control ▪ This index measures a person's ability to maintain control of their emotions in challenging situations. o Social Maladjustment o The BASC-3 provides a Social Maladjustment indicator. Vineland-3: Adaptive behavior. o Communication: Includes receptive, expressive, and written communication o Daily living skills: Includes personal, domestic, and community activities, such as dressing, hygiene, household chores, and managing money Socialization: Includes interpersonal relationships, play and leisure activities, and coping skills Conners 4: ADHD symptoms. (narrow band) o Response Style Analysis; Impairment & Functional Outcome Scales: Schoolwork, Peer Interactions, Family Life; DSM Symptoms Scales: ADHD Inattentive, ADHD Hyperactive/Impulsive; Total ADHD; ODD; o CD Conners 4-ADHD Index Content: Hyperactivity, inattention/executive function, impulsivity, emotional dysregulation, depressed mood, anxious thoughts; Sleep problems (indicator); Self-harm (Critical); and Severe Conduct (Critical) RCMAS-2 (Revised Children's Manifest Anxiety Scale 2) o Total Anxiety (TOT) – 40 questions on overall anxiety; Physiological Anxiety (PHY) – 12 questions about physiological symptoms of anxiety; Worry (WOR) – 16 questions about being afraid or nervous about environmental pressures; Social Anxiety (SOC) – 12 questions about concern about self regarding other people MASC-Anxiety symptoms (narrowband) o Physical symptoms: Includes somatic and autonomic symptoms, as well as tense or restless symptoms o Social anxiety: Includes fears of public performance and humiliation or rejection o Harm avoidance: Includes perfectionism and anxious coping o Separation anxiety: Includes panic BERS-3 behavioral and emotional strength o interpersonal strength, family involvement, intrapersonal strength, school functioning, and affective strength;  CDI-2 (Children’s Depression Inventory 2): Emotional Problems: Negative mood, physical symptoms. Functional Problems: Interpersonal issues, feelings of ineffectiveness 28. Be able to describe results of the BASC-3 self-report to a parent.