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Chapter 5 assessment (Checklists and Rating Scales
measure specific…
Chapter 5 assessment
Checklists and Rating Scales
- measure specific behaviours, thoughts, feelings, experiences.
- Some are standardized and some are criterion referenced.
Behaviour and Emotions
- The feelings, Attitudes and Behaviour Scale for Children )FAB- C) provides a multidimensional assessment of behaviour and emotions based on the self- report of the child.
- Has true and false questions and is easily understood.
- used between children 6-13.
- Conners 3
-assessing hyperactivity and related problems in regulation, including executive functioning, in children as young as 6 years old. The Conners 3 can be completed by the child’s caregivers, teachers, and other relevant people, providing an ecosystemic view of the problems.
The Behaviour Rating Inventory of Executive Function (BRIEF) and Behaviour Rating Inventory of Executive function- Preschool Version (BRIEF P)
- capture several components of executive functioning, including the capacity to inhibit, shift, and control emotions, and initiate, plan/ organize, and monitor responses. There are both parent and teacher reports. The BRIEF-P can be used with children as young as 2 years old. A self-report version of the BRIEF is available for children aged 11 and older.
The Achenbach System of Empirically based Assessment (ASEBA), including the Child Behaviour Checklist and Teacher Report Form
- assess behavioral, emotional, and social problems
- used with children as young as 18 months old
**Trauma symptoms
- The Trauma Symptom Checklist for Young Children (TSCYC)**
- Parent and Caregiver report rating scale for children aged 3 to 12 years.
-It includes eight clinical scales: anxiety, depression, anger/aggresion, posttraumatic stress-intrusion, posttraumatic stress- avoidance, posttraumatic stress-arousal, and dissociation, and sexual concerns if relevant. Scoring is based on gender and age.
-The Child Dissociative Checklist (CDC)
-is a parent or other observer rating scale for children aged 5–12 years. Scores range from 0 to 40, and represent any endorsed items. A score of 12 or higher may indicate clinically significant dissociation, and indicates the need for additional assessment.
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Standardized Instruments
- these are intelligence tests or personality tests compare the clients performance to a normative group.
- Vulnerable to cultural bias and distortion issues related to the nature of the normative population and to psychometric concerns such as whether or not the construct being examined is comparable across cultures.
WISC-IV
-The Wechsler Intelligence Scales are among the most widely used assessment instruments for determining a child’s intellectual abilities and particular strengths and weaknesses in cognitively understanding his or her world.
Lebby-Asbell Neurocognitive Screening Examination for Children
-is a valuable tool for assessing basic neurocognitive functioning in children.
- Between 6 and 12
. The following areas of functioning are assessed: motor, visual, auditory, affect/mood, behavior, speech and language, level of consciousness, orientation, attention, reasoning, memory, object use, visual-spatial ability, and visual-motor integration. .
Personality Inventory for Children
- completed by the child's caregiver.
- Appropriate for assessing children 5 years or older.
-Three scales relate to different dimensions of cognitive functioning (abilities, achievement, and development).
1) Overview: Workbook, Part IV: Assessment Data
- Assessment Data can be obtained from three different sources.
1) Data might already be available on which case a signed Release form of Information form is all that is needed.
2)Therapist may want to refer the client for an evaluation.
3) Therapist can collect assessment data as part of the initial intake process.
However if the therapist makes the decision to conduct the evaluation these factors have to be considered 1) Do they have the right qualifications. 2) what is the potential effect on the future therapist client relationship. 3) During the course of the test the child may disclose a great deal of information very quickly. 4) If the treatment has already begun, the therapist needs to recognize that the therapeutic relationship may contaminate the assessment.
3) Data sources
- Identifies the sources of the data.
- Under tests or measures administered, date of the assessment, the participants, specific measures and procedures should be clearly indicated.
5) Assessing Individual functioning
- The three general goals of individual assessment are to determine the levels of developmental functioning, to identify clinically the relevant concerns and disorders present and to understand the individual styles and meanings the child uses.
- an understanding of developmental concepts is critical to the play therapists ability to conceptualize.
- Not only development must be considered but also socio-economic and cognitive development.
Information about a child's current cognitive developmental level is useful for these four reasons.
- The child’s current level of cognitive functioning gives some sense of how the child has processed life experiences . processes. 2. The play therapy process and content can be adapted to the child so learning can take place.
- Knowing the child’s level of cognitive functioning allows the therapist to develop appropriate expectations about the child’s behaviors both in and out of sessions. 4. The therapist can use this knowledge to facilitate under standing of the child’s behavior by others in his or her ecosystem, such as parents, foster parents, or teachers.
From an ecosystemic perspective, treatment planning is facilitated if we treat oppositional behaviour as a delay in social- emotional functioning rather than a clinical disorder.The first two individual assessment goals on pg 93 compare the functioning of the child to that of other children of a similar. age or background.
- The third assessment focuses on how the child interacts with her world.
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