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ASSESSING EXTERNALIZING PROBLEMS - Coggle Diagram
ASSESSING EXTERNALIZING PROBLEMS
includes a broad array of aggressive behavior, antisocial character- istics, and hyperactivity
Major characteristics of three domains of externalizing behavior disorders derived from Quay’s (1986a) classic literature review
SocializedAggressiveConductDisorder
Attention Deficit Hyperactivity Disorder (ADHD)
UndersocializedAggressiveConductDisorder
The DSM Approach to Classifying Externalizing Disorders
four major categories: Neurodevelopmental Disorders, Disruptive, Impulse-Control, and Conduct Disorders
The Behavioral Dimensions Approach to Classifying Externalizing Disorders
three major narrow-band dimensions of disorders: undersocialized aggressive conduct disorder, socialized aggressive conduct disorder, and Attention Deficit Hyperactivity Disorder (ADHD)
Attention Deficit Hyperactivity Disorder (ADHD)
two major groups: inattention, hyperactivity
Conduct Disorder
is “a repetitive and persistent pattern of behavior that violates the rights of others or in which major age-appropriate societal norms or rules are violated”
Oppositional Defiant Disorder (ODD)
is characterized by angry/irritable mood, argumentative/defiant behavior, and vindictiveness
Intermittent Explosive Disorder
is characterized by behavioral outbursts that include verbal or physical aggression that either persist over time but do not cause physical damage or harm, or they occur on at least three occasions within a year and do cause harm
Subdimensions of Externalizing Problems: Classification Studies
investigations was conducted by Frick and colleagues
the identification and characteristics of the callous–unemotional trait among youths
PREVALENCE, DEVELOPMENT, AND PROGNOSIS OF
EXTERNALIZING DISORDERS
Etiology and Development
such factors as harsh and inconsistent discipline practices, lax parental monitoring, coercive behavior in families, and exposure to adult models of antisocial behavior are all powerful predictors of the development of aggressive and antisocial behavior in children
Developmental Course and Prognosis
“ Longitudinal studies have consistently shown that Conduct Disorder identified in childhood or adolescence predicts a continued course of social dysfunction, problematic behavior, and poor school and occupational adjustment”
Comorbidity
The substantial comorbidity or co-occurrence of specific forms of externalizing disorders “raises questions about the categories themselves and about what is the most meaningful and useful way to delineate disruptive behaviors”
Prevalence
ADHD is known to occur much more frequently in boys than in girls
METHODS OF ASSESSING EXTERNALIZING PROBLEMS
Behavior Rating Scales
are potentially one of the most useful methods of assessing externalizing behavior problems. Similar to direct observation, rating scales can provide relatively objective measurement, yet they are much less time-intensive to use.
The ADHD Rating Scale-5 (ADHD-5)
The brief (18-item) ADHD-5 is designed for use by parents and teachers for diagnosing ADHD symptoms and assessing treatment response in children aged five to 18.
The Dyadic Parent–ChildInteraction Coding System(DPICS)
requires observation of the parent–child dyad in three different situations in the clinic: a free-play situation (child-directed interaction), a situation in which the parent guides the child’s activity (parent-directed interaction), and a situation referred to as clean-up, in which the parent attempts to get the child to clean up the toys in a playroom.
The Attention Deficit Disorders Evaluation Scales (ADDES-4)
(1) a 46-item home version designed to be completed by parents; and (2) a 60-item school version designed to be completed by teachers and other school-based professionals.
Behavioral Observation
McMahon and Forehand (1988) suggested that behavioral observation is “the most reliable and valid assessment procedure for obtaining a functional analysis of conduct disorders in children”
The Conners 3 ADHD Index (Conners3AI)
includes three forms: Conners 3AI-P (parent), Conners 3AI-T (teacher), and Conners 3AI-SR (self-report). The forms are appropriate for children aged six to 18 (eight to 18 for self-report). Each of these forms includes ten items and can be used as stand-alone behavioral measures.
The Behavior Rating Inventory of Executive Function, Second Edition
includes parent, teacher, and self-report forms, and assesses weaknesses in executive functioning in children and adolescents (aged five to 18).
INTERVIEWING TECHNIQUES
The
DISC-IV
is an interview schedule for use with children aged nine to 17 and their parents.
Problem Guidesheet
, a semistructured format for conducting behavioral interviews to assess child conduct problems
Behavioral interviews
with parents and teachers are an important first step in assessing externalizing disorders.
Sociometric Techniques
(1) the specific design of the sociometric question or task; and (2) the purposes for which the sociometric assessment will be used.
Hare Psychopathy Checklist: Youth Version
uses a semistructured interview format as well as adjunct information to derive dimensional scores that are designed to predict the seriousness of problems and their likelihood of continuing into adulthood.
Self-Report Instruments
The Jesness Inventory–Revised (JI-R)
The revised instrument is a 160-item true/false questionnaire designed to measure attitudes and personality characteristics associated with antisocial and delinquent behavior.