Text:
Sattler, J. M. (2022). Foundations of behavioral, social, and clinical assessment of children (7th ed.). Jerome M. Sattler Publisher, Inc.
Read:
Chapter 1 - Introduction to the Behavioral, Social, and Clinically Assessment of Children (pp.1-65)
Chapter One of the Sattler text provides an overview of the assessment process. This chapter includes information about DSM-5 disorders that may be noticed in childhood and adolescence. The chapter includes risk and protective factors for children as well as children with special needs. Ethical and Legal considerations are shared. The chapter also includes information about the IEP eligibility categories. Factors that influence mental health conditions in children and adolescence is explored. Key ethical considerations for social and emotional assessment are investigated.
Chapter 2 - Conducting the Assessment (pp. 67-108)
Chapter Two of the Sattler text includes a focus on the processes of conducting assessment. The processes for developing rapport with children are shared, and the steps and process for observing children are provided. Positive and negative nonverbal behaviors are explored. The text includes a checklist for test administration and questions one might consider when children when completing assessments. Potential meanings of nonverbal behavior are explored, and problems associated with language development for children (12 months to post-secondary level) are investigated. The chapter also includes a checklist for attitude and behavior. Signs of distress provided by the evaluator, along with strategies in how to cope with stress, are included in the chapter.
Chapter 3 - Culturally and Linguistically Diverse Children (pp. 109-144)
Chapter Three of the Sattler text focuses on culturally and linguistically diverse children. Demographics are provided and explored. The chapter includes information about the dynamics of a cross-ethnic and cross-cultural assessment. This chapter also explores the statics of students (ages 3-21) who have been identified on IEPs and the associated disabilities those students have been assigned. The chapter includes information about the use of interpreters and the process of translation. As you have learned in previous coursework, students who are culturally and linguistically diverse require additional considerations. Sometimes factors associated with culture and language development may present as a disability when in fact, there is not a disability, but rather customs or language development may be the reason a student may progress at a different rate.
Portions of Chapter 9 - pp. 327-330-end right before Adolescent Psychopathology Scales and Adolescent Psychopathy Scale-Short-Form and 338-343-start at Behavior Rating and Checklist Measures and end on Comment of the BASC-3.
The selected sections from Chapter 9 include information about the background and considerations regarding behavioral assessments. The BASC-3 is also explored in the selected reading section.
Text:
Whitcomb, S. A. (2018). Behavioral, social, and emotional assessment of children and adolescents (5th ed.). Routledge.
Read:
Chapter 1-Foundations of Assessment (pp. 3-30)
Chapter One of the Witcomb text explores the theoretical foundations of social/emotional assessment. The chapter includes the philosophical foundations of assessment. The chapter includes information about clarifying and understanding assessments referral. The assessment (problem-solving process) is provided. Response to intervention is provided with the process as it relates to assessment and intervention. The legal and ethical issues are considered in the assessment process. Assessment of culturally and linguistically diverse students is explained in detail. The process of interviewing is explored, and recommendations for culturally responsive assessment are provided.
Chapter 2-Social-Emotional Assessment and Cultural Diversity (pp.31-67)
Chapter Two of the Whitcomb test includes information about social-emotional assessments and the processes of using these tools with culturally diverse individuals. Test bias is considered, and professional ethics and culturally appropriate assessment are analyzed. The process of acculturation is explored, and identity development is reviewed.
KidsMathTV. (2021, December 8). How does culture influence a child’s cognitive development? [Video] YouTube. https://www.youtube.com/watch?v=4Zela3ViUj8
The video above includes a quick overview of how culture influences behavior. It is important to understand cultural norms and cultural expectations related to behavior before making assumptions about the individual. This video provides a first-person example of cultural norms impacting behavior.
Cynthia Bates. (2017, October 15). The Twelve Step Plan to Developing Better Behavior Intervention Plans Part 1. [Video] YouTube. https://www.youtube.com/watch?v=p6Cd7F9GIsA
The video above provides an overview of the steps needed to develop a Behavior Intervention Plan.
Teaching in Education. (2017, November 25). Behavior intervention plan: BIP overview. [Video] YouTube. https://www.youtube.com/watch?v=AUU4jP18gY4&t=5s
The video above provides an overview of the process of developing a Behavior Intervention Plan and explaining what a BIP is. BIPs are used in schools to support students with problematic behavior.
Libbey Horton’s Online Classroom. (2016, October 25). Competing behavior pathways worksheet. [Video] YouTube. https://www.youtube.com/watch?v=u2nKa1uM2kA&t=48s
The video above is a precursor for an activity we will complete on Saturday (when we meet on campus). The video is an overview of Competing Pathways, which is a step-by-step system used to assist staff in school and school teams to identify behavior and develop intervention plans that address and support meeting the needs of students.
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