Personality, Behavior, Emotional Adjustment-Children/Youth
ADJUSTMENT SCALES FOR CHILDREN AND ADOLESCENTS (ASCA)
McDermott, Paul
~ (1990) assesses behavior problems using 29 situations involving authority, peers, smaller or weaker youths, recreation, learning, or confrontation. Two versions - Male and Female differ in the use of gender referants to help focus the attention of the youth.
Kit includes: Manual, 25 Male and 25 Female Self-Scoring Forms and Profiles
RANGE: 5-17 years
ADMINISTRATION: Individual
TIME: 15-20 minutes
LEVEL: B
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ADOLESCENT & CHILD URGENT THREAT EVALUATION (ACUTE)
Copelan, Russell et al
~ (2005) is a 27 item structured assessment based on information from patient interview, chart reviews (medical and school data), family interviews, and other possible sources. It is designed to assist in the evaluation of attempted or threatened acts of self-harm or harm to others. ACUTE provides an overall threat classification (total-score), as well as the following cluster scores: Precipitating Factors, Early Precipitating Factors, Late Precipitating Factors, Predisposing Factors, Impulsivity.
Complete kit includes Manual and 50 Rating Forms.
AGES: 8-18 years
ADMINISTRATION: Completed by Examiner , 10-20 minutes
LEVEL: B
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ADOLESCENT DIAGNOSTIC INTERVIEW (ADI)
Winters, Ken, & George Henly
~ is a structured interview designed to evaluate psychosocial stressors, school and interpersonal functioning, cognitive impairment, specific problems commonly associated with substance abuse. ADI is based on DSM-III-R and DSM-IV criteria.
Kit includes: manual and 5 bookelts
RANGE: 12-18 years
ADMINISTRATION: Individual
TIME: 45 minutes
LEVEL: B
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ADOLESCENT PSYCHOPATHOLOGY SCALE (APS)
Reynolds, William, PhD
~ (2001) is a 346 item self-report measure of adolescent psychopathology, personality characteristics, social-emotional problems, and competencies. Scales include: 20 Clinical Disorder scales, 5 Personality Disorder scales, 11 Psychosocial Problem Content scales and 4 Response Style Indicator scales. The APS-Short Form contains 115 items in 12 scales.
Kit includes: Unlimited scoring disk, manual, technical manual & 25 booklets
RANGE: 12-19 years
ADMINISTRATION: Self-Report, Group, 45-60 minutes SF 10-15 minutes
LEVEL: C
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ADOLESCENT SYMPTOM INVENTORY - IV (ASI4)
Gadow, Kenneth & Joyce Sprafkin
~ (1996) is a screening device for adolescent disorders. It has been designed to be used in school or general medical settings, and is an upward revision of the CSI-4. ASI is a set of three different six page checklists of 120 items. One checklist is designed to be completed by parents or caregivers, one by teachers, and one by the youth themselves.
ASI4 kit includes: Manual, Norms, 25 Parent & 25 Teacher Checklists, 50 Symptom Count Score Sheets, and 50 Symptom Severity Profile Score Sheets for both Parent and Teacher
The Windows report writer CD-ROM offers unlimited uses and is good for scoring all of the Checkmate Plus Symptom Inventories (ECSI, CSI, ASI, and YSRSI).
Youth Inventory kit includes: Manual, 50 Checklists, 50 Symptom Count Score Sheets, and 50 Symptom Severity Profile Score Sheets
RANGE: 12-18 years
ADMINISTRATION: Individual or Group
TIME: 10 minutes
See also the Child Symptom Inventory (CSI-4), Early Childhood Inventory (ECI-4), and ADHD Symptom Checklist (ADHDSC-4), all listed separately in this catalog.
Spanish translation Teacher and Parent test-forms are available.
LEVEL: B
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AGGRESSION REPLACEMENT TRAINING
Goldstein, Arnold
~ (1998) includes all information necessary to implement a cognitive - behavioral /social skills training approach to ART. The Training Video includes a copy of the text.
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ANTISOCIAL PROCESS SCREENING DEVICE (APSD)
Frick,Paul j. & Hare,Robert D.
~ detects psychopathic or antisocial traits in children. The child is rated on a dimensional scale that probes the characteristic psychopathic pattern of interpersonal, affective, and behavioural symptoms. There is a parent form, teacher form, and combined form for integrating the responses of multiple informants. Scales measured are: Callous and Unemotional traits, Narcissim, and Impulsivity
Kit includes: Manual & 25 of each form
RANGE: 6-13 years
ADMINISTRATION: Individual
TIME: untimed
LEVEL: B
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BASICS BEHAVIORAL ADJUSTMENT SCALE (BBAS)
Carey, William MD, and Sean McDevitt, PhD
~ (2003) is a 48-item parent report questionnaire that evaluates behavioral adjustment and functioning using the following subscales: behavior in social relationships, achievement, self-relations, internal state and coping. In addition to generating information about behavioral functioning, the questionnaire gathers clinical information on the child's strenths, current and past problem areas, environmental support, stresses and family mental health history.
Kit includes: manual, 25 questionnaires and profiles
RANGE: 4-14 years
ADMINISTRATION: Indivdiual
TIME: 15 minutes
LEVEL: B
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BEHAVIOR DISORDERS IDENTIFICATION SCALE - 2ND EDITION (BDIS-2)
McCarney, Stephen
~ (2000) is designed to meet all U.S. federal and state guidelines for the identificaton of Emotionally Disturbed/Behaviorally Disordered students. This measure focuses on both the overt idicators of behavior disorders, as well as the more subtle indicators of withdrawal, depression, and suicidal tendencies. The BDIS-2 includes a School and Home Version to provide a comprehensive profile of student behavior problems and relies on direct behavioral observations by educators and parents/guardians.
Kit includes: 50 of each form, school and home manuals, and teacher's guide.
RANGE: 5-18 years
ADMINISTRATION: Individual
TIME: 20 minutes
LEVEL: B
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BEHAVIOR EVALUATION SCALE - THIRD EDITION (BES3)
McCarney, S.B., J.E. Leigh and J.A. Cornbleet
~ (2005) assists professionals in making decisions about eligibility, placement, and programming for students who have been referred for evaluation. The BES-3 yields relevant behavioral information about students regardless of handicapping conditions. Scales include: learning problems, interpersonal difficulties, inappropriate behavior, unhappiness/depression, and an physical symptoms/fears. The BES-3 now offers a Long Version (BES-3:L) and the new Short Version (BES-3:S).
Kit includes: school manual & 50 forms, home manual & 50 forms, 50 intervention & 50 pre-referral forms, intervention manual and parent's guide.
RANGE: grades K-12
ADMINISTRATION: Individual
TIME: Long 20 min: Short 15 min.
LEVEL: B
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BEHAVIOR INTERVENTION PLANNING
Scott, Liaupsin & Nelson
~ (2001) is a CD-ROM multimedia format introduction and tutorial on creating Behavior Intervention Plans (BIP). Case studies are included. the authors present a 6 step approach to solving behavior problems: (1) Determining the function of the behavior, (2) Selecting replacement behaviors, (3) Designing a teaching plan, (4) Arrangin the environment, (5) Developing Consequences, (6) Writing Behavior Objectives. See also the intereactive training module entitled "Functional Behavior Assessment" listed separately in this guide.
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BEHAVIOR RATING PROFILE, 2ND EDITION (BRP-2)
Brown, Linda and D.D. Hammill
~ (1990) consists of a series six of normed instruments some or all of which may be used to gather information about a youth being referred for assessment of problem behavior. Information gathered provides an indication of severity, and settings in which the behaviors occur. The peer rating scale and the sociogram provide unique information in terms of peer perceptions of the student. The sociogram provides norm referenced information about the student's sociometric standing within the classroom. The student rating scale is presented in a single 60 item questionnaire, which is administered both to the student and to classmates.
Kit includes: manual, 50 of each form, and 50 profiles
RANGE: 6.6-18.6 years
ADMINISTRATION: Individual
TIME: 20 minutes
LEVEL: B
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BEHAVIORAL AND EMOTIONAL RATING SCALE (BERS-2)
Epstein, Michael
~ (2004) is a rating scale that measures 5 aspects of a child's strength: Interpersonal, Involvement With Family, School Functioning, Career Strength and Affective Strength.Behaviour is measured from three perspectives: the child, parent and teacher or other professional. The BERS identifies the individual behavioral and emotional strengths of children, the areas in which individual strengths need to be developed, and the goals for individual treatment plans. The PreBERS published 2009 is a 42 item rating scale designed to assess emotional and behaviour strengths of preschoolers.
Kit includes: manual, 25 of each Teacher ,Parent & Youth Rating Scales and 50 summary/response forms
Preschool Kit includes: manual, 25 Rating Scale Forms
RANGE: 5-18 years
PRESCHOOL RANGE: 3-5 years
ADMINISTRATION: Individual
TIME: 10 minutes
LEVEL: B
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BEHAVIORAL INTERVENTION PLANNING -THIRD ED
McConnel Fad, Kathleen,James Patton,and Edward Polloway
~ (1997) Comply with the requirements of the 2004 reauthorization of IDEA with the new BIP-3. This up-to-date and effective resource generates functional behavioral assessments (FBA) and behavioral intervention plans (BIP). This material works within any school district's discipline policy structure.
The user-friendly manual includes:
FBA and BIP process overview and step-by-step directions for conducting an FBA, generating a BIP, and accomplishing a manifestation determination
observation forms to assist with data gathering for the FBA
BIP summary sheet for communicating information to administrators and others
recommended intervention strategies and evaluation methods, reproducible forms related to the BIP process, and a list of resources
Four sets of two-page forms are included:
Reasons and Review
Functional Behavioral Assessment
Behavioral Intervention Plan
Manifestation Determination
Complete BIP-3 Kit includes: Manual and 25 of each of the four forms
RANGE: all ages
ADMINISTRATION: Individual
LEVEL: B
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BELL RELATIONSHIP INVENTORY FOR ADOLESCENTS (BRIA)
Bell, Morris
~ (2006) is a 50-item self-report inventory which assesses object-relations of adolescents. BRIA is a downward extension of the BORRTI (listed separately in this catalog). The authors assert that for many adolescents presenting problems of an academic, emotional, or behavioral, nature -- the solution is often interpersonal. OR theory asserts that the teenager's interpersonal world is a key to understanding many aspects of his or her school performance, emotional issues, and behavior.
BRIA offers an systematic way to evaluate psychological disturbance and interpersonal relationship problems. Unlike many peronality inventories, it assesses attachment, social functioning, and emotional bonds. Five scales are provided: Alienation, Insecure Attachment, Egocentricity, Social Incompetence, Positive Attachment.
In schools or clinics, BRIA can be used to identify preteens and teens who are likely to have difficulty with interpersonal relationships. It may be especially helpful in assessing youngsters who have experienced trauma, as well as those with nonverbal learning disability, Asperger's Syndrome, or other conditions in which interpersonal connections are problematic. By revealing deficits in object relations, BRIA can also help distinguish between conduct disorder, borderline personality disorder, mood disorders, and psychosis. In addition, the Positive Attachment scale can inform treatment planning by uncovering feelings of support that might moderate difficulties indicated by pathological scores on the other scales.
Complete Kit includes BORRTI Manual, BRIA manual supplement and autoscore forms pkg/25
RANGE: 11-17 years.
Administration: group or individual 15 min.
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BEYOND BEHAVIOR MODIFICATION - THIRD EDITION
Kaplan, Joseph, and June Carter
~ (1995) focuses on traditional behavior modificaion and social learning theory approach. Contents include: Weakening Behaviors, Measuring Change, Cognitive Strategies, and Diagnosing Behavior Problems.
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BEYOND FUNCTIONAL ASSESSMENT- SOCIAL-COGNITIVE APPROACH
Kaplan, Joe
~ (2000) addresses behavior problems by measuring personal variables, such as cognitions and emotions, in addition to environmental variables. Worksheets and intervention ideas are included.
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BRISTOL SOCIAL ADJUSTMENT GUIDES (BSAG)
Stott, D.H.
~ detects and classifies behaviour disturbances in school age children. The BSAG is completed by a teacher or school administrator who has observed the child's behavior. An overall assessment of maladjustment may be obtained as well as subscores in the following diagnostic categories: Unforthcomingness, Withdrawal, Depression, Inconsequence, Hostility, Peer-Maladaptiveness, Non-Syndromic Over-Reaction, Non-Syndromic Under-Reaction, and Neurological Symptoms.
Specimen Set includes: manual and a single copy of all forms
RANGE: 5-16 years
ADMINISTRATION: Individual
TIME: 15 minutes
LEVEL: B
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BURKS BEHAVIOR RATING SCALES-2ND EDITION (BBRS-2)
Burks, Harold F.
~ (2006) helps with diagnosis and informed treatment of children with behavior problems. BBRS2 consists of 100 items, each describing a behavior infrequently observed in normal children. Parents and or teachers rate on a 5 point scale how often the behavior is observed. BBRS2 provides a composite score, plus seven sub-scores: Disruptive behavior, Attention and impulse control problems, Emotional problems, Social withdrawal, Ability deficits, Physical deficits, and Weak self-confidence. Two validity scales are incorporated in the test. Inconsistency in responding and Overstatement of behavior problems.
Kit includes manual and 25 of each auto-score form
Scoring CD - Windows 98, ME, XP, 2000
RANGE: Ages 4-18
ADMINISTRATION: Individual
TIME: 10 -15 minutes
LEVEL: B
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CAREY TEMPERAMENT SCALES (CTS)
Carey, William; Sean McDevitt, William Fullard et al
~ (1995) assesses the temperament of children using the following scales: activity, adaptability, first reaction, mood, strength of response, distractibility, persistence, sensory reactivity, and predictability. Five Likert-format questionnaires are completed by a parent or care-giver who is most familiar with the child.
For further reading see the text Temperament in Clinical Practice by Thomas & Chess, listed separately in this catalog.
Specimen set includes: manual, 5 of each test and a scoring disk
See also: Adult Temperament Questionnaire (ATQ) listed separately.
RANGE: EITQ 1-4 mos; RITQ 4-11 mos; TTS 1-3 yrs; BSQ 3-7 yrs; MCTQ 8-12 yrs
ADMINISTRATION: Individual or Group
TIME: 40 minutes
LEVEL: C
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CARING TEACHER'S GUIDE TO DISCIPLINE, THE
Gootman, Marilyn N.
~ (1997) provides strategies in helping young children, or children with trauma and dysfuncition-associated behavioral problems, to deal with self-control, responsibility, and respect. Teaches ways to develop and use problem-solving.
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CHILD BEHAVIOR CHECKLIST - FRENCH EDITION (CBCL-F)
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CHILD BEHAVIOR CHECKLIST - REVISED (CBCL)
Achenbach, T.M.
~ (2001) assesses adaptive and maladaptive functioning while providing quantitative scores and individualized descriptions in respondents' own words. The original Parent forms are used to obtain parents' reports of children's competencies and problems. The Language Development Survey (LDS) assesses expressive vocabulary, word combinations, and risk factors for language delays. The Youth Self-Report (YSR) is filled out by youths with at least a 5th grade reading level. The Teachers Report Form (TRF) is completed by teachers. The Caregiver/Teacher Report Form (C-TRF) is for use with 1.5-5 year olds and is filled out by daycare providers and/or preschool teachers. The Test Observation Form (TOF) assesses behavioral and emotional problems during testing for 2-18 year olds. The Adult Self-Report (ASR) (ages 18-59) assess diverse aspects of adaptive functioning and problems. The Adult Behavior Checklist (ABCL) (ages 18-59) obtains results from people who know the adult well. The Older Adult Behavior Checklist (OABCL) and Older Adult Self Report (OASR) are for ages 60-90+ and improve psychiatric, psychological evaluations & assessments.
If adminstering over 30 tests per year, one should consider purchasing computer scoring software. Two options are available: A Client-Entry program or a Scanable edition for large scale testing.
All Software sold under this title is provided without copy protection and is licensed for an unlimited number of uses on a single computer. Network licenses are available for networks with a shared server.
French Edition CBCL is listed separately.
Specimen set includes: a preview copy of all forms
RANGE: 1.5-59 years
ADMINISTRATION: Individual or Group
TIME: varies
LEVEL: B
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CHILD SYMPTOM INVENTORY - IV (CSI4)
Gadow, Kenneth & Joyce Sprafkin
~ (1996) is a screening device for emotional and behavioral disorders in school populations. Disorders assessed include: AD/HD, Oppositional Defiant Disorder, Conduct Disorder, Generalized Anxiety Disorder, Social Phobia, Separation Anxiety Disorder, Obsessive-Compulsive Disorder, Specific Phobia, Major Depressive Disorder, Dysthymic Disorder, Schizophrenia, Pervasive Developmental Disorder , Asperger's Disorder, Motor Tics, Vocal Tics.
CSI-4 consists of two separately administered rating scales. The parent scale consists of a four page, 97 item checklist. The teacher scale consists of a four page, 87 items checklist.
Kit includes: Manual, Norms, 25 Parent & 25 Teacher Checklists, 50 Symptom Count Score Sheets, and 50 Symptom Severity Profile Score Sheets for both Parent and Teacher Checklists.
The Windows, report writer software CD-ROM is capable of scoring all of the Checkmate Plus symptom Inventories (ECI, ASI, CSI & YSRSI), and offers unlimited uses.
CSI was formerly known as the "Stony Brook Checklist", after the location where the authors first began to develope the series.
RANGE: 6-12 years
ADMINISTRATION: Individual or Group
TIME: 10-15 minutes Parent; 5-10 minutes Teacher
See also the Adolescent Symptom Inventory (ASI-4), Early Childhood Inventory (ECI-4), and ADHD Symptom Checklist (ADHDSC-4) listed separately in this catalog.
LEVEL: B
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CHILDREN'S APPERCEPTION TEST (CAT)
Bellak, Leopold and Sonya Bellak
~ CAT is a classic projective personality measure that reveals the child's level of reality testing and judgment, control and regulation of drives, object relations, thought processes, ability to regress adaptively, defenses, etc. Originally prepared as a downward extension of Murray's Thematic Apperception Tests (listed separately in this catalog),
The CAT-A consists of ten drawings of animals in various social situations.
The Supplement (CAT-S),with a separate manual, presents children with common family situations .
The CAT-H consists of human figures in situations that parallel the CAT animal pictures; .
RANGE: 3 - 10 years
ADMINISTRATION: Individual
LEVEL: C
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CHILDREN'S INVENTORY OF ANGER (CHIA)
Nelson, Michael, ph.D. and A.J. Finch, Jr., Ph.D.
~ identifies the situations that provoke anger as well as the intensity of their anger response using 4 subscales: Frustration, Peer Relationships, Physical Aggression, and Authority Relations. Response options are keyed to drawings of four faces, with expressions ranging from happy to furious.
Kit includes: 25 Answer Forms, Manual, 2-Use Disk for Scoring and 2 Computer Answer Sheets
RANGE: 6-16 years
ADMINSTRATION: Individual or Group
TIME: 10 minutes
LEVEL: B
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CLINICAL ASSESSMENT OF BEHAVIOR (CAB)
Bracken, Bruce A & Lori K Leith
~ (2005) assess adjustment, psychosocial strengths and weaknesses, and problem behaviors. CAB can be used in identification of children and adolescents in need of behavioral, educational, or psychiatric treatment or intervention.
3 forms are provided: Parent (CAB_P, 2-18 years), Teacher (CAB_T, 5-18 years) and Parent-Extended (CAB_PX). 2 new scales have been added
Kit includes CD-ROM (Scoring Software), On Screen Manual & Installation Guide., Manual, 25 Parent, 25 Extended-Parent & 25 Teacher forms
RANGE: 2-18 years (parent ratings), 5-18 years (teacher ratings)
ADMINISTRATION: 10-15 minutes forms P & Y, 30 Min. form PX
click here for a .PDF sample report.
LEVEL: B
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CODDINGTON LIFE EVENTS SCALES (CLES)
~ (2000) assesses the influence of life events and change in a young person's life, and helps determine how these events affect their personal growth and ability to adjust.
Kit includes: manual and 25 of each form
RANGE: Preschool: under 5, Children: 6-10, Adolescent 11-19 years
ADMINISTRATION: Individual
TIME: 15 minutes
LEVEL: B
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CONDUCT DISORDER SCALE (CDS)
Gilliam, James
~ (2002) differentiates emotional behavior disorders from conduct disorders using the following subtests: aggressive conduct, non-aggressive conduct, deceitfulness and theft, and rule violations. This test can be completed by anyone who has had direct, sustained contact with the referred individual.
Kit includes: manual and 50 forms
RANGE: 5-22 years
ADMINISTRATION: Individual
TIME: 5-10 minutes
LEVEL: B
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CONDUCTING FUNCTIONAL BEHAVIOR ASSESSMENTS
Nelson, Roberts & Smith
~ (1998, reprinted 2000) identifies IDEA criteria for conducting Fucntional Behavior Assessments FBA. 4 data collection forms are used in this system: (1) Interview & Self report, (2) Observation & Data analysis, (3) Temporal Analysis & Ranking, (4) Summary Analysis.
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COPING WITH CHILDREN'S TEMPERAMENT- PROFESSIONAL GUIDE
Carey William, & Sean McDevitt
~ a guide to professionals who need to be able to deal with children who are difficult as well as those who are easy going by nature. The authors of this book also wrote the Carey Temperament Scales (CTS) listed separately in this catalog.
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CURRICULUM ADAPTATIONS: DIFFERENTIATING INSTRUCTION
Hoover, John, and James Patton
~ (2005) Fullt Title: Curriculum Adaptations for Students With Learning and Behavior Problems: Differentiating Instruction to Meet Diverse Needs, 3rd. ed. Helps teachers to meet the needs of English Language learners with mild-moderate learning and behavioral problems, either in an inclusive classroom or in a special class.
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DIFFERENTIAL TEST OF CONDUCT AND EMOTIONAL PROBLEMS (DT/CEP)
Kelly, Edward J
~ (1991) screens for conduct and emotional problems in non-handicapped children and adults. This test attempts to differentiate between three populations: conduct problems (socially maladjusted), emotionally disturbed and noninvolved.
Kit includes: manual, Score Forms, set of 2 Scoring Templates
RANGE: shool-ages K-12 and Adults
ADMINISTRATION: Individual
TIME: 15-20 minutes
LEVEL: B
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DRAW A PERSON - CATALOGUE FOR INTERPRETATIVE ANALYSIS
Urban, William H.
~ provides classification categories and interpretative hypotheses for the Draw-A-Person Test.
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DRAW A PERSON- SCREENING PROC.FOR EMOTIONAL DISTURBANCE (DAP-SPED)
Naglieri, Jack, Timothy McNeish, and Achilles Bardos
~ (1991) identifies children and adolescents who have emotional problems and require further evaluation. The subject is asked to draw a man, woman, and self. Scoring is based on exhaustive review of the research on human figure drawing.
RANGE: 5-17 years
ADMINISTRATION: Group or Individual
TIME: 15 minutes
LEVEL: B
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EARLY SCHOOL PERSONALITY QUESTIONNAIRE (ESPQ)
Cattell, Raymond, and Richard Coan
~ is used to treat emotional and conduct problems in young children. Factors measured are: Warmth, Abstract thinking, Emotional stability, Excitability, Dominance, Enthusiasm, Conformity, Boldness, Sensitivity, Withdrawal, Shrewdness, Apprehension, Tension, Extraversion, Anxiety, Tough poise, and Independence.
RANGE: 6-8 years
ADMINISTRATION: Individual or Group, 60-120 minutes
LEVEL: B
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EMOTIONAL AND BEHAVIOR PROBLEM SCALE - SECOND EDITION (EBPS2)
McCarney, Stephen
~ (2001) assesses and compares home and school manifestations of emotional or behavioral problems using parallel parent and teacher rating forms. Information from both sources can be used in various ways. It is possible that problems exists more or less in the home or in the company of family/parents than they do at school. It is also possible that parents find some behaviors more or less problematic than do teachers and classmates. This information can inform discussion between family and school, and may lead to better informed treatment of students with emotional/behavioral issues.
LEVEL: B
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Emotional Disturbance Decision Tree (EDDT)
Euler, B.
~ (2007) is an informant report measure of Emotional Disturbance (ED) that covers all of the U.S. federal criteria and addresses the broad emotional and behavioral nuances of children suspected of requiring special education services for an ED.
The Emotional Disturbance Characteristics section of the EDDT consists of the following scales: Inability to Build or Maintain Relationships (REL), Inappropriate Behaviors or Feelings (IBF), Pervasive Mood/Depression (PM/DEP), Physical Symptoms or Fears (FEARS), and the EDDT Total Score (TOTAL). In addition, two cluster scores are derived from this section: Attention Deficit Hyperactivity Disorder (ADHD) Cluster and Possible Psychosis/Schizophrenia (PSYCHOSIS) Cluster.
EDDT addresses some of the challenges surrounding the issue of Social Maladjustment (SM) vs. Emotional Disturbance, by treating SM as a supplemental trait and assessing it after ED characteristics have been evaluated.
In addition, it also addresses the severity and the educational impact of emotional and behavioral problems on students through two clusters--the Level of Severity (SEVERITY) Cluster and the Educational Impact (IMPACT) Cluster.
RANGE: 5-18 years
LEVEL: B
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EMOTIONAL OR BEHAVIOR DISORDER SCALE - REVISED (EBDS-R)
McCarney, Stephen
~ (2003) provides a perspective of emotional or behavior disorders assessing: academic probgress, social relationships, and personal adjustment. The Vocational Component assesses: work related, interpersonal relations, and social community expectations.
RANGE: 5-18 years
ADMINISTRATION: Individual
LEVEL: B
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EMPIRICALLY BASED ASSESS OF CHILD/ADOL PSYCHOPATHOLOGY
Achenbach, Thomas M. and Stephanie H. McConaughy
~ (1996) 2nd Edition provides insights into conceptualizing and assessing children's behavior problems. The authors' empirical technique of psychopathological assessment is a psychometric approach that uses a variety of standardized instruments for collecting and scoring data.
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EYBERG CHILD BEHAVIOR INVENTORY (ECBI)
Eyberg, Sheila, Ph.D.
~ The Eyberg Child Behavior Inventory and the Sutter-Eyberg Student Behavior Inventory-Revised measure conduct problems in children and adolescents. Parents or teachers rate the current frequency and severity of disruptive behaviors, as well as the extent to which they find the behavior troublesome.
Kit includes: manual, 50 ECBI test sheets and 50 SESBI-R test sheets
RANGE: 2-16 years
ADMINISTRATION:Group, 10 minutes
LEVEL: B
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FUNCTIONAL ASSESSMENT & INTERVENTION PROGRAM (FAIP)
University of Utah & The State of Utah Office of Educat
~ (1999) is a data collection device and planning software program that collects responses to questions about student behavior. The software analyzes responses and then assists professionals in formulating a Bhavior Intervention Plan (BIP). Requires Windows operating system.
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FUNCTIONAL ASSESSMENT OF ACADEMIC BEHAVIOR (FAAB)
~ (2002) replacement for "TIES-II Instructional Environment Scale - Kit". Includes reproducible forms. Helps educators to identify the environment and conditions under which a child learns best, and helps to pin=point environmental conditions which interfere with learning.
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FUNCTIONAL BEHAVIOR ASSESSMENT, 3RD, ED. (FBA)
Liaupsin, Scott & Nelson
~ (2001) is an interactive multi-media training module for professionals interested in learning to conduct functional behavior assessments (FBA). See also the title "Conducting Functional Behavior Assessments" listed separately in this catalog.
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GARDNER SOCIAL MATURITY DEVELOPMENTAL SCALE (GSDS)
Gardner, Morrison
~ uses 61 forced-choice items to survey behavioral observations. The GSDS is completed by the parent/caregiver and the child is not observed directly by the physician. Areas measured are: self-help, education, expressive and receptive language, eye-hand coordination, cognition, locomotion, and gross and fine motor skills.
Kit includes: manual & 25 response booklets
RANGE: 6 months - 18 years
ADMINISTRATION: Group, 15-30 minutes
LEVEL: B
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GOOD KID BOOK, THE
Sloane, Howard
~ is an easy-to-read manual for parents who need immediate help with specific child behavior problems. The Good Kid Book is an expansion of Howard Sloane's widely used set of 5 Behavior Guides, Each of the 16 chapters is a self-contained behavior guide with detailed, step-by-step procedures for helping kids overcome a specific behavior problem.
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HANDBOOK OF CHILD BEHAVIOR THERAPY IN PSYCHIATRIC STTNG
Ammerman, R & M. Herson
~ (2001) offers syndrome-by-syndrome coverage of all the major psychiatric disorders in children.
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HANDBOOK OF CLINICAL BEHAVIOR THERAPY
Turner, S.M., K.S. Calhoun and H.E. Adams
~ (1992) provides a discussion of behavioral intervention for the major mental disorders. Topics include: Child Development, Diagnostic Assessment of Children, Problems of Early Life, Problems of Childhood and Adolescence, Intervention Strategies, Special Topics and Index.
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HIGH SCHOOL PERSONALITY QUESTIONNAIRE (HSPQ)
Cattell, R.B. and Mary D. Cattell
~ identifies adolescent problems in educational and career guidance. The HSPQ measures 14 of the primary personality factors measured on the 16 pf, including: stability, tension, warmth, and enthusiasm. Scores for anxiety, extraversion, creativity, leadership and other broader trait patterns are obtained as linear combinations of the 14 basic factors.
SEE ADOLESCENT PERSONALITY QUESTIONNAIRE LISTED SEPARATELY.
Introductory Kit includes: manual, keys, answer sheet & profile
RANGE: 12-18 years
ADMINISTRATION: Group, 45-60 minutes
LEVEL: B
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HOUSE TREE PERSON AND DRAW A PERSON TEST (HTP-DAP)
Van Hutton, Valerie
~ assesses projective drawing techniques and insights using the following categories: preocupation with sexually relevant concepts, aggression and hostility, withdrawal and guarded accessibility, and alertness for danger, suspiciousness or lack of trust. The examiner asks the child to complete two drawings which are then scored for the presence or absence of signs of abuse. Sample drawings are included to illustrate the scoring as described by the author. Explanation of the empirical testing of the scoring system is given, along with some case studies in which the technique was used.
Kit includes: manual & 25 booklets
RANGE: 7-11 years
ADMINISTRATION: Individual, untimed
LEVEL: C
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HOUSE TREE PERSON TEST, THE (HTP)
Buck, John N.
~ is a projective technique used to assess personality in individuals who are culturally different, educationally deprived, developmentally disabled, or non-English speaking. The subject begins with a freehand drawing of a house, a tree and a person. Then they must describe, define and interpret their drawings.
Kit includes: manual, handbook, catolog for interpretation, 25 booklets, and 25 drawing forms
RANGE: 3+ years
ADMINISTRATION: Individual
LEVEL: C
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HOW TO IMPROVE CLASSROOM BEHAVIOR
Axelrod, Saul and Steven Mathews
~ This series teaches how to correct common behavior problems in the classroom with easy-to-apply steps to modify problem behaviors constructively. The format of each book is easy to read and interactive.
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HOW TO MANAGE BEHAVIOR SERIES
Hall, R. Vance Ed.
~ These non-technical, step-by-step instructional manuals define each procedure, provide numerous examples and allow the reader to make oral or written responses. Set includes one of each: How to use planned ignoring, How to negotiate a behavioral contract, How to select reinforcers, How to use systematic attention and approval, How to use time out, How to use positive practice, self-correction, and overcorrection, How to use token economy and point systems, How to maintain behavior, How to plan for generalization, How to teach through modeling and imitation, How to motivate others through feedback, How to use group contingencies, How to teach social skills, How to use response cost, How to use prompts to initate behaviour, and How to teach self-control through trigger analysis.
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HUMAN FIGURE DRAWING TEST (HFDT)
Mitchell, Jerry, Richard Trent, et al
~ allows differentiation of cognitive impairment caused by thought disorders from that caused by organic conditions by providing four measures of cognitive status: impairment, simplification, distortion, and organic factors index.
Kit includes: handbook, 25 scoring forms, and 25 drawing forms.
RANGE: 15+ years
ADMINISTRATION: Individual
LEVEL: C
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IS IT SENSORY OR IS IT BEHAVIOR?
Paris, Betty & Murray-Slutsky, Carolyn
~ (2006) is a set of interventions and an accompanying manual on the topic of identifying and managing classroom behaviors of children with sensory-integration difficulties. The text discusses causes of behavior, information about sensory integrative dysfunction, environmental factors that impact behavior, managing challenging behaviors, and implementing sensory diets. Worksheets are included, and case studies are presented to offer practical examples of how to best manage the environment to accomodate children with sensory-integrative-difficulties. This book will help analyze behavior in children to determine if sensory issues exist or if a problem relates solely to learned-behavior without sensory-processing difficulty. Intervention strategies for challenging behaviors are provided on a set of laminated cards.
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JESNESS BEHAVIOR CHECKLIST (JBC)
Jesness, Carl F.
~ (1984) is often used in assessing/screening adolescents who exhibit behavior problems which may have some anti-social component. Two forms of JBC are available -- an Observer rating form and a Self-appraisal form. JBC consists of 80-items which yield the following scales: unobtrusiveness, responsibility, independence, enthusaiasm, conformity, communication, social control, friendliness, consideration, rapport, sociability, calmness, insight, and anger control. The computer scoring calculates scores on the 14 behavioral scales and provides a self report, observer report, compare/contrast report or average response report. A companion instrument the Jesness Inventory (JI) may be used in combination with the JBC to assess youth whose behavior exhibits delinquent charactersitics, or those who have come in contact with a corrections system. JI-Revised is listed separately in this catalog.
Kit includes: 25 Observer forms, 25 Self-appraisal forms, manual & keys
Computer kit includes: manual & 3 interpretive reports
RANGE: 8-18 years
ADMINISTRATION: Group
TIME: 15 minutes
LEVEL: B
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JESNESS INVENTORY - REVISED (JI-R)
Jesness, Carl, Ph.D.
~ (2003) is a personality classification system for deliquent and conduct-disordered youth & adults. This revision includes new norms and the addition of two new scales. Scales include: social maladjustment, manifest aggression, value orientation, withdrawal depression, immaturity, social anxiety, autism, repression, alienation, denial asocial index, and the new conduct disorder scale and new oppositional defiant disorder scale.
See also: Jesness Behavior Checklist
Kit includes: manual, 10 booklets, scoring keys & 25 response forms
RANGE: 8+ years
ADMINISTRATION: Individual
TIME: 20-30 minutes
LEVEL: B
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LIFE SPACE INTERVENTION: TALKING WITH KIDS IN CRISIS
Long, Nicholas, and Mary Wood
~ (1991) teaches professionals the unique skills of interviewing children and youth during interpersonal crisis.
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MAKE A PICTURE STORY (MAPS)
Schniedman, Edwin S.
~ is a projective technique for use in a clinical setting. 22 stimulus cards each depicting a different scene, and 67 cut-out figures are used as stimuli. The examiner asks the participant to select a background card and place figures on it and tell a story explaining those choices. The participant may also be asked to act out a story explaining the placement of the figures on the card. A location chart is used to record information about the figure placements.
RANGE: Adolescents to Adults
ADMINISTRATION: Individual
LEVEL: C
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MANAGING PASSIVE-AGGRESSIVE BEHAVIOUR OF CHILD & YOUTH
Long, Nicholas and Jody Long
~ (2002) explains how the passive-aggressive student relates to the home and school environment. Focus is on intervention skills to modify their behavior while changing the behavior of the passive-aggressive student.
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MANIFESTATION OF SYMPTOMATOLOGY SCALE (MOSS)
Mogge, Neil, Ph.D.
~ (1999) assesses the behavior and emotional state of adolescents. The 124 true-false items are written at the primary reading level.
Kit includes: 25 forms & manual,
RANGE: 11-18 years
ADMINISTRATION: Individual or Group
TIME: 15-20 minutes
LEVEL: B
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MILLON ADOLESCENT PERSONALITY INVENTORY (MAPI)
Millon, Theodore, C. J. Green and R. Meagher
~ assesses personality characteristics of both typical and troubled teens. Adolescent concerns related to self-esteem, family rapport, body comfort, and sexual acceptance are identified as well as the adolescent's personality style and characteristic method of coping with life.
RANGE: 13-19 years
ADMINISTRATION: Individual
TIME: 30 minutes
LEVEL: C
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MMPI-A INTERPRETIVE SYSTEM
Archer, Robert P.
~ (2003) provides comprehensive interpretive hypotheses for the MMPI-A by using T-scores entered from a scored MMPI-A protocol. This is not a scoring program. This programs includes: validity, probable symptoms, treatment issues, and diagnostic considereations. An on-screen manual is included.
LEVEL: C
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MULTIDIMENSIONAL ANXIETY SCALE FOR CHILDREN (MASC)
March, John S.
~ assesses the major dimensions of anxiety in young persons. Scales included are: physical symptoms scale, harm avoidance scale, social anxiety scale, and separation/panic scale.
Kit includes: manual & 25 forms
Combined kit includes: manual, 25 regular & 25 short forms
RANGE: 8-19 years
ADMINISTRATION: Individual
TIME: 15 minutes
LEVEL: B
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OFFER SELF-IMAGE QUESTIONNAIRE FOR ADOLESCENTS (OSIQ-R)
Offer, M.D., E. Ostrov, Ph.D., S. Dolan, M.A.
~ measures adjustment in the areas of: impulse control, emotional tone, body image, social functioning, self-reliance, sexuality, family functioning, self-confidence, vocational attitudes, ethical values, mental health, and idealism. The OSIQ-R is composed of 129 questions and includes profiles for adolescents with single-episode and recurring depression, those at risk for suicide, deliquent youths, and teenagers with eating disorders.
Kit includes: manual, 2 booklets, and 5 WPS prepaid mail-in answer sheets
Minimum materials to use this test are the Manual and a package of test forms.
RANGE: 13-19 years
ADMINISTRATION: Individual
TIME: 30 minutes
LEVEL: B
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OUTRAGEOUS BEHAVIOR MODIFICATION -2ND ED.
Christian, B.
~ (2008) provides strategies that are not intended for average kids who may be having a bad day. These methods were developed specifically for hard core "you can't make me" students. Some strategies actually use student resistance to fuel compliance. Developed by eccentric school psychology practitioners, this outrageous text introduces such methods as planned confusion, disruptive word pictures, unconscious suggestion, double-bind predictions, off-the-wall interpretations, and even some paradoxical assignments. It's perfect for educators who have mastered behavior management theory but have not had enough success in managing difficult students.
To help introduce the teacher to OBM practice, this book is filled with step-by-step protocols, scripts, coupons, behavior permits, stimulus cards, and wacky assignments for oppositional students.
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PERSONAL EXPERIENCE INVENTORY- ADOLESC. SUBSTANCE ABUSE (PEI)
Winters, Ken, and George Henly,
~ (1989) identifies personal risk factors that may precipitate or sustain substance abuse. The PEI is a self-report used to assess both chemical involvement and related psychosocial problems and document the need for treatment.
Kit includes: 5 pre-paid tests and a manual
RANGE: 12-18 years
ADMINISTRATION: Individual 45 minutes
LEVEL: C
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PERSONAL HISTORY CHECKLIST - ADOLESCENT (PHC)
Dougherty, Edward, and John Schinka
~ uses 123 items, written at a 7th grade level to assess: presenting problems, occupational history, personal information, health and habits, family history, developmental history, current situation, an educational history. This checklist is non-normed, and can be filled out by the client or the practitioner.
RANGE: 13-17 years
ADMINISTRATION: group
LEVEL: A
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PERSONAL POWER: STUDENT EFFECTIVENESS TRAINING
Wells, Ruth Herman
~ teaches youth with emotional and behavioral problems the skills necessary to succeed in school. The series has been used with learning disabled, aggressive, withdrawn, unmotivated or difficult to control youth. Each manual contains 10 lessons that require minimal preparation by the instructor. RANGE: grades 4-12
ADMINISTRATION: Individual or Group
LEVEL: A
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Personality Inventory for Children - SECOND EDITION (PIC-2)
Wirt, Robert D., et al.
~ (2001) evaluates emotional, behavioral, cognitive, and interpersonal adjustment assessing: cognitive impairment, impulsivity & distractibility, delinquency, family dysfunction, reality distortion, somatic concern, psychological discomfort, social withdrawal and social skill deficits. The first few items of PIC2 can be administered as a short version in 15 minutes. The scoring software allows you to score 25 administrations of the PIC2, PIY, or SBS and does not include an interpretive report.
PIC2 kit includes: manual, 2 booklets, 50 answer sheets, keys, 25 summary forms, 50 profiles, 25 summary profiles & 50 critical items list
RANGE: PIC2 K-gr. 12; PIY gr. 4-12; SBS K-gr. 12
ADMINISTRATION: Individual
TIME: 40 minutes
LEVEL: B
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PERSONALITY INVENTORY FOR YOUTH (PIY)
Lacher, David Ph.D. and Christian Gruber, Ph.D.
~ is a self-report instrument consisting of nine scales: cognitive impairment, impulsivity/distractibility, delinquency, family dysfunction, reality distortion, somatic concern, psychological discomfort, social withdrawal, and social skill deficits.The PIY is written at a third grade reading level and can also be administered by an audiotape for poor readers. The first 80 items can be used as a brief classroom screener. Computer disk scores 25 administrations of the PIY, PIC2, or SBS.
Kit includes: manual, technical guide, 100 answer sheets, 100 profiles, 100 summary sheets, templates, 2 booklets & audiotape.
RANGE: 9-18 years
ADMINISTRATION: Individual
TIME: 45 minutes
LEVEL: B
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PORTLAND PROBLEM BEHAVIOR CHECKLIST-REVISED (PPBC-R)
Waksman, Steven
~ is designed to identify and rate specific problem behaviors which classroom teachers perceive to warrant professional intervention services. The checklist also assists specialists in making diagnostic or classification decisions.
Complete Kit: includes Manual, 1 set of female and 1 set of male forms.
ADMINISTRATION: completed by teacher, 15-20 minutes
RANGE: Classroom-management-problem individuals in grades K-12
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PRACTICAL CHARTS FOR MANAGING BEHAVIOR
Lavelle, Lynn
~ (2005) contains 40 field tested reproducible charts for tracking student behaviors, the effectiveness of interventions, and reinforcement. Charts will enhance observations, behavior management, and the quality of commmunications between teachers, parents & children.
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PRE-REFERRAL INTERVENTION 3RD ED. (PRIM-3)
McCarney, Stephen
~ (2006) provides activities and strategies to create a comprehensive plan of intervention for students. PRIM contains over 4,000 strategies for 219 learning and behavior problems. An appendix includes masters of materials used for implementaion of some of the strategies.
Also sold under the title "The Teacher's Resource Guide"
Kit includes: manual, 50 checklists, & 50 intervention forms
RANGE: grades 1-12
ADMINISTRATION: Individual
LEVEL: B
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PRESCHOOL AND KINDERGARTEN BEHAVIOR SCALES -2ND EDITION (PKBS2)
Merrell, Kenneth
~ (2002) provides an integrated and functional appraisal of the social skills and problem behaviors of young children. Subtests evaluated are: social skills, social cooperation, social interaction, social independence, and externalizing and internalizing problems.
RANGE: 3-6 years
ADMINISTRATION: Individual
TIME: 12 minutes
LEVEL: B
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PRESCHOOL BEHAVIOR CHECKLIST (PBCL)
McGuire, Jacqueline & Naomi Richman
~ is a 22 item, norm-referenced checklist for screening preschoolers with evidence of behavioral or emotional difficulties. The PBCL helps teachers determine readiness for kindergarten and whether further evaluation is needed. Areas assessed include: letter, word, number & time identification, story comprehension, written computation, number sequence and verbal word problems.
Kit includes: manual, 25 record forms, key, and 50 checklists
RANGE: 2-5 years
ADMINISTRATION: Individual. 5 minutes
LEVEL: B
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REVISED BEHAVIOR PROBLEM CHECKLIST (RBPC)
Quay, Herbert and Donald Peterson
~ is used to rate problem behavior in children and adolescents. The 89 items are measured on six subscales: Conduct Disorders, Socialized Aggression, Attention Problems/Immaturity, Anxiety/Withdrawal, Psychotic Behavior, and MotorTension- Excess.
Kit includes: manual, 50 booklets, & 50 profiles
RANGE: 5-18 years
ADMINISTRATION: Individual, 20 minutes
LEVEL: B
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REYNOLDS ADOLESCENT ADJUSTMENT SCREENING INVENTORY (RAASI)
Reynolds, William Ph.D.
~ (2001) screens for behavioral and emotional adjustment problems using a 32-item self-report. Scales included are: Antisocial Behavior, Anger Control roblems, Emotional Distress, and Positive Self.
Kit includes: manual and 50 booklets
RANGE: 12-19 years
ADMINISTRATION: Group, 5 minutes
LEVEL: B
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ROBERTS APPERCEPTION TEST FOR CHILDREN -2 (RATC2)
Roberts, Glen E. and Dorothea S. McArthur
~ (2005) (2005) provides a projective test measuring: reliance on others, anxiety, aggression, support, depression, limit setting, rejection, problem identification, unresolved problems and resolution. The RATC pictures illustrate children and adults engaged in everyday interactions, including parental affection and disagreement, observation of nudity, and school and peer relationships.
Test Pictures and norms were updated in the second edition and the age range was increased.
Kit includes: Manual, Casebook, 25 record forms & 1 set of test pictures - white Children & Adolescents
Test Pictures for Both Black Children and Adolescents and Hispanic Children & Adolescents are available as seperate items.
RANGE: 6-18 years
ADMINISTRATION: Individual
TIME: 30-40 minutes
LEVEL: C
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SCALE FOR ASSESSING EMOTIONAL DISTURBANCE (SAED)
Epstein, Michael H. and Douglas Cullinan
~ (1998) helps identify children and adolescents who qualify for the federal special education category Emotional Disturbance. The SAED is based on the federal terminology and definition of serious emotional disturbance that are presented in the Individuals with Disabilities Education Act of 1990, as amended in 1997.
Kit includes: manual and 50 summary/response forms in a storage box
RANGE: 5-18 years
ADMINISTRATION: Individual
TIME: 10 minutes
LEVEL: B
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SCHOOL SITUATION SURVEY
Helms, Barbara and Robert Gable
~ helps identify the causes of stress students feel at school, and the ways in which it is manifested. Scales are: Teacher Interactions, Academic Stress, Peer Interactions, Academic Self-Concept, Emotional, Behavioral, and Physiological.
RANGE: grades 4-12
ADMINISTRATION: Individual or Group
TIME: 10-15 minutes
LEVEL: B
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SCHOOL SOCIAL SKILLS (SSS)
Brown, Laura, Donald Black and John Downs
~ assists school personnel in identifying student deficits in school related social behaviors. This Scale provides an inventory of a student's ability to apply the skills necessary to meet with success in school settings and for eventual success in employment settings. Areas measured are: Adult Relations, Peer Relations, School Rules, and Classroom Behaviors
RANGE: Elementary - High School
ADMINISTRATION: Individual
TIME: 10 minutes
LEVEL: B
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SIXTEEN PF - ADOLESCENT PERSONALITY QUESTIONNAIRE (APQ)
Schuerger, Ph.D.
~ (2003) measures how adolescents see themselves. The inventory elicits information regarding a youth's personal style, problem solving approaches, and preferred work activities. An optional Life's Difficulties section provides an opportunity to indicate particular problems for screening and counseling purposes. Scales include: warmth, reasoning, emotional stability, dominance, liveliness, rule-consciousness, social boldness, sensitivity, vigilance, abstractedness, privateness, apprehension, openness to change, self-reliance, perfectionism, tension, extraversion, anxiety, tough-mindedness, independence and self-control.
See also the 16 PF 5th ed., and the CAQ listed separately in this catalog.
RANGE: 11-22 years
ADMINISTRATION: Individual
TIME: 65 minutes
LEVEL: B
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SOCIAL COMPETENCE & BEHAVIOR EVALUATION, PRESCHOOL ED. (SCBE)
~ Formerly known as the Preschool Socio-Affective Profile, the SCBE measures social competence, affective expression, and adjustment in children. The objective of the SCBE is to describe behavior for means of socialization and education rather than for diagnosis.
Kit includes: manual & 25 forms
RANGE: 30-76 months
ADMINISTRATION: Individual, 15 minutes
LEVEL: B
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SOCIAL EMOTIONAL DIMENSION SCALE 2ND ED (SEDS2)
Hutton, Jerry B. and Timothy G. Roberts
~ (2004) is helpful in screeing for emotional problems which may interfere with learning in school. SEDS2 offers a 15-item screener and a 74-item full-form which assesses six essential areas: physical/fear reaction, depressive reaction, avoidance of peer interaction, avoidance of teacher interaction, aggressive interaction, and inappropriate behaviors.
Kit includes: manual, 25 comprehensive forms, 50 screener forms, and 50 screener summary forms in a storage box
RANGE: 6-19 years
ADMINISTRATION: Individual
TIME: 20-30 minutes
LEVEL: B
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STUDENT BEHAVIOR SURVEY (SBS)
Lachar, David, Ph.D et al
~ (1999) assesses student adjustment by evaluating: achievement, academic and social skills, parent cooperation, emotional and behavioral adjustment. The SBS documents the presence and severity of specific classroom behaviors reuired to establish disruptive behavior diagnoses.
Kit includes: manual and 25 forms
RANGE: 5-18 years
ADMINISTRATION: Individual or Group, 15 minutes
LEVEL: B
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Teachers Guide to Behavioral Interventions (TGBI)
Wunderlich, Kathy
~ (1988) includes intervention strategies for the most common behavior problems found in schools, plus goals and objectives for developing an IEP for the student who is identified for special education services. The TGBI links assessment results to intervention strategies.
LEVEL: A
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TELL ME A STORY (TEMAS)
Constantino, Giuseppe, R Malgady, and L Rogler
~ is a multicultural apperception test designed to measure: interpersonal relations, aggression, anxiety/depression, achievement motivation, delay of gratification, self-concept, sexual identity, moral judgementreality testing, functions not pulled, reaction time, total time, inquiries, fluency, omissions, sequencing, imagination, relationships, transformations, conflict, happy, sad, angry, fearful, neutral, ambivalent, and inappropriate affect. The TEMAS is available in two parallel forms, one designed for minority children, the other for nonminority children.
Kit includes: manual, both stimulus cards sets, 25 record booklets & admin card
RANGE: 5-13 years
ADMINISTRATION: Individual
LEVEL: C
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WAKSMAN SOCIAL SKILLS CURRICULUM - 4TH EDITION
Waksman, Steven and Cookie Landis Messmer
~ (2001) is designed to teach appropriate assertive behavior skills to adolescents with and without disabilities. Format is a 9 week, 18 lesson plan course including specific goals, objectives, worksheets, homework assignments and instructions.
RANGE: 10-15 years
ADMINISTRATION: Individual
LEVEL: B
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WAKSMAN SOCIAL SKILLS RATING SCALE (WSSRS)
Waksman, Steven
~ assists psychologists and educators in the identification of social skill deficits in children and adolescents. The test may be used to identify criteria for social skill training or special counselling programs.
Kit includes: manual, 25 female & 25 male forms
ADMINISTRATION: Completed by teachers/counsellors in 15-20 minutes
RANGE: Suggested for grades K-12
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WALKER SOCIAL SKILLS CURRICULUM (ACCEPT/ACCESS)
Walker, Hill M. et al.
~ (1988) consists of two programs which assess social skills: The ACCEPTS (A Curriculum for Children's Effective Peer and Teacher Skills) and the ACCESS (Adolescent Curriculum for Communication and Effective Social Skills) Program. ACCEPTS teaches classroom and peer social skills to handicapped and non-handicapped children in kindergarten to grade 6. ACCESS teaches effective social skills to adolescents.
RANGE: ACCEPTS grades K-6; ACCESS 14-17 years
ADMINISTRATION: Individual or Group
LEVEL: B
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