Social Labeling, Precision of Measurement, and Problem Solving: Key Issues in the Assessment of Children's Emotional Problems
- 1 June 1993
- journal article
- Published by Taylor & Francis in School Psychology Review
- Vol. 22 (2) , 308-312
- https://doi.org/10.1080/02796015.1993.12085654
Abstract
This article discusses key issues and assumptions which underlie the use of behavior rating scales for assessing children's emotional problems. Three arguments are advanced supporting the use of structured informant reports in social-emotional assessment: (a) informant reports initiate intervention efforts by mental health professionals in general; (b) reliable instruments reduce competing explanations for what is observed; and (c) differences across informants have implications for the design of treatment. Recent revisions to the Child Behavior Checklist, Teacher's Report Form, and Youth Self-Report are evaluated in light of the issues discussed.Keywords
This publication has 9 references indexed in Scilit:
- Validating curriculum-based measurement in reading from a behavioral perspective.School Psychology Quarterly, 1992
- Developing school-based consultation teams: A design for organizational change.School Psychology Quarterly, 1992
- Functional analysis and treatment of aberrant behaviorResearch in Developmental Disabilities, 1991
- Critical Variables in the Learning Disabilities Identification ProcessSchool Psychology Review, 1990
- Child/adolescent behavioral and emotional problems: Implications of cross-informant correlations for situational specificity.Psychological Bulletin, 1987
- Implementing a Prereferral Intervention System: Part I. The ModelExceptional Children, 1985
- EditorialJournal of Psychopathology and Behavioral Assessment, 1979
- The relevance of reliability and validity for behavioral assessmentBehavior Therapy, 1977
- Traditional versus behavioral personality assessment: A comparison of methodological and theoretical assumptions.Psychological Bulletin, 1972