Direct observational Assessment during Test Sessions and Child Clinical Interviews

School Psychology Review

Volumn 34, Issue 4, 2005, Pages 490-506

  McConaughy, Stephanie H ^a,b  

^a UNIVERSITY OF VERMONT   (United States)

^b UNIVERSITY OF VERMONT COLLEGE OF MEDICINE   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 33644691174     PISSN: 02796015     EISSN: None     Source Type: Journal    
DOI: None     Document Type: Review

References (43)

1. Achenbach, T. M. (1986). The Direct Observation Form of the Child Behavior Checklist (rev. ed.). Burlington, VT: University of Vermont, Research Center for Children, Youth, & Families.
2. Achenbach, T. M. (1991). Manual for the Child Behavior Checklist/4-16 and 1991 Profile (rev. ed.). Burlington, VT: University of Vermont, Department of Psychiatry.
3. Achenbach, T. M., McConaughy, S. H., & Howell, C. T. (1987). Child/adolescent behavioral and emotional problems: Implications of cross-informant correlations for situational specificity. Psychological Bulletin, 101, 213-232.
4. Achenbach, T. M., & Rescorla, L. A. (2000). Manual for the ASEBA Preschool Forms & Profiles. Burlington, VT: University of Vermont, Research Center for Children, Youth, & Families.
5. Achenbach, T. M., & Rescorla, L. A. (2001). Manual for the ASEBA School Age Forms & Profiles. Burlington, VT: University of Vermont, Research Center for Children, Youth, & Families.
6. th ed. text rev.). Washington, DC: Author.
7. nd ed., pp. 40-52). Needham Heights, MA: Allyn & Bacon.
8. Daleiden, E., Drabman, R. S., & Benton, J. (2002). The Guide to the Assessment of Test Session Behavior: Validity in relation to cognitive testing and parent-reported behavior problems in a clinical sample. Journal of Clinical Child & Adolescent Psychology, 31, 263-271.
9. Frisby, C. L. (1999). Culture and test session behavior: Part I. School Psychology Quarterly, 14, 263-280.
10. Glutting, J. J., & McDermott, P. A. (1988). Generality of test-session observations to kindergarteners' classroom behavior. Journal of Abnormal Child Psychology, 16, 527-537.
11. Glutting, J. J., & Oakland, T. (1993). Manual for the Guide to the Assessment of Test Behavior. San Antonio, TX: Psychological Corporation.
12. Glutting, J. J., Oakland, T., & Konold, T. R. (1994). Criterion-related bias with the Guide to the Assessment of Test-Session Behavior for the WISC-III and WIAT: Possible race/ethnicity, gender, and SES effects. Journal of School Psychology, 32, 355-369.
13. Glutting, J. J., Oakland, T., & McDermott, P. A. (1989). Observing child behavior during testing: Constructs, validity, and situational generality. Journal of School Psychology, 27, 155-164.
14. Glutting, J. J., Robins, P. M., & deLancy, E. (1997). Discriminant validity of test observations for children with Attention Deficit Hyperactivity Disorder. Journal of School Psychology, 35, 391-401.
15. Glutting, J. J., Youngstrom, E. A., Oakland, T., & Watkins, M. W. (1996). Situational specificity and generality of test behaviors for samples of normal and referred children. School Psychology Review, 25, 94-107.
16. Hosp, J. L., & Reschly, D. J. (2002). Regional differences in school psychology practice. School Psychology Review, 31, 11-29.
17. Hughes, J., & Baker, D. B. (1990). The clinical child interview. New York: Guilford Press.
18. Hutton, J. B., Dubes, R., & Muir, S. (1992). Assessment practices of school psychologists: Ten years later. School Psychology Review, 21, 271-284.
19. Kaufman, A. S. (1994). Intelligent testing with the WISC-III. New York: John Wiley.
20. Konold, T. R., Glutting, J. J., Oakland, T., & O'Donnell, L. (1995). Congruence of test-behavior dimensions among child groups varying in gender, race-ethnicity, and SES. Journal of Psychoeducational Assessment, 13, 111-119.
21. McConaughy, S. H. (2003). Interviewing children, parents, and teachers. In M. Breen & C. Fiedler (Eds.), Behavioral approach to the assessment of youth with emotional/behavioral disorders: A handbook for school-based practitioners (2nd ed., pp. 123-169). Austin, XX: PRO-ED.
22. McConaughy, S. H. (2005). Clinical interviews for children and adolescents: Assessment to intervention. New York: Guilford Press.
23. McConaughy, S. H., & Achenbach, T. M. (1996). Contributions of a child interview to multimethod assessment of children with EBD and LD. School Psychology Review, 25, 24-39.
24. McConaughy, S. H., & Achenbach, T. M. (2001). Manual for the Semistructured Clinical Interview for Children and Adolescents-Second Edition. Burlington, VT: University of Vermont, Research Center for Children, Youth, & Families.
25. McConaughy, S. H., & Achenbach, T. M. (2004). Manual for the Test Observation Form for Ages 2-18. Burlington, VT: University of Vermont, Research Center for Children, Youth, & Families.
26. McConaughy, S. H., Arnold, J., Jacobowitz, D., & Achenbach, T. (2001). Videotape training manual for the Semistructured Clinical Interview for Children and Adolescents-Second Edition. Burlington, VT: University of Vermont, Research Center for Children, Youth, and Families.
27. McConaughy, S. H., Volpe, R. J., & Eiraldi, R. B. (2005). Discriminant validity of the Test Observation Form for Attention Deficit/Hyperactivity Disorder and the Combined versus Inattentive Subtypes. Manuscript submitted for publication.
28. McDermott, P. A. (1994). Manual for the Adjustment Scales for Children and Adolescents. Philadelphia: Edumetric and Clinical Science.
29. Nandakamur, R., Glutting, J J., & Oakland, T. (1993). Mantel-Haenszel methodology for detecting item bias: An introduction and example using the Guide to the Assessment of Test Session Behavior. Journal of Psychoeducational Assessment, 11, 108-119.
30. Oakland, T., & Glutting, J. J. (1998). Assessment of Test Behaviors with the WISC-III. In A. Prifitera & D. Saklofske (Eds.), WISC-III: A scientist-practitioner perspective (pp. 287-310). New York: Academic Press.
31. Roid, G. H. (2003). Stanford-Binet Intelligence Scales, Fifth Edition. Itasca, IL: Riverside Publishing.
32. Sattler, J. M. (1998). Clinical and forensic interviewing of children and families. San Diego: Author.
33. th ed.). La Mesa, CA: Author.
34. th ed.). La Mesa, CA: Author.
35. Shapiro, E. S., & Kratochwill, T. R. (2000). Introduction: Conducting a multidimensional behavioral assessment. In E. S. Shapiro & T. R. Kratochwill (Eds.), Conducting school-based assessments of child and adolescent behavior (pp. 1-20). New York: Guilford.
36. Stinnett, T. A., Havey, J. M., & Oehler-Stinnett, J. (1994). Current test usage by practicing school psychologists: A national survey. Journal of Psychoeducational Assessment, 12, 331-350.
37. Thorndike, R. L., Hagen, E. P., & Sattler, J. J. (1986). Stanford-Binet Intelligence Scale: Fourth Edition. Boston: Houghton Mifflin.
38. Volpe, R. J., DiPerna, J. C., Hintze, J. M., & Shapiro, E. S. (2005). Observing students in classroom settings: A review of seven coding schemes. School Psychology Review, 34, 454-473.
39. Wechsler, D. C. (1991). Wechsler Intelligence Scale for Children-Third Edition. San Antonio. TX: Psychological Corporation.
40. Wechsler, D. C. (1992). Wechsler Individual Achievement Test. San Antonio, TX: Psychological Corporation.
41. Wechsler, D. C. (2002). Wechsler Individual Achievement Test-Second Edition. San Antonio, TX: Psychological Corporation.
42. Wechsler, D. C. (2003). Wechsler Intelligence Scale for Children-Fourth Edition. San Antonio, TX: Psychological Corporation.
43. Woodcock, R. W., & Johnson, M. B. (1989). Woodcock-Johnson Psycho-Educational Battery-Revised. Itasca, IL: Riverside Publishing.