Читать книгу Introduction to Abnormal Child and Adolescent Psychology - Robert Weis - Страница 165

Clinicians can also administer other tests to assess specific disorders. For example, the Autism Spectrum Rating Scales (ASRS; Goldstein & Naglieri, 2013) are widely used to screen children suspected of autism. Clinicians administer the scales to parents and teachers who rate DSM-5 symptoms of the disorder. The ASRS also assess the child’s communication and socialization skills; tendency to engage in rigid, repetitive, or stereotyped behaviors; sensitivity to sensory stimuli (e.g., certain textures or sounds); and capacity for self-regulation. The ASRS are norm-referenced; scores allow clinicians to compare the child to other youths of approximately the same age as well as to children previously diagnosed with autism.

Table 4.3

Note: Compared to other girls her age, Sara shows clinically significant internalizing problems at home characterized by anxiety and somatic (i.e., physical health) problems. Her teacher reported no significant problems at school.

^*Problem scores ≥ 70 and adaptive skill scores ≤ 30 suggest clinically significant problems.

The Conners 3 (Conners, 2015) is a behavior rating scale used to screen children for ADHD and disruptive behavior disorders. The test assesses DSM-5 symptoms of ADHD and can be administered to parents, teachers, and older children to provide multi-informant data regarding the child’s functioning at home and school. The test also assesses other potential problems such as oppositional behavior toward adults, learning difficulties, and peer rejection. The test yields T scores that allow clinicians to compare children to youths of the same age and gender.

The Revised Children’s Anxiety and Depression Scale (Weiss & Chorpita, 2011) might be administered to girls like Sara who show internalizing problems. This self-report questionnaire assesses five DSM-5 anxiety disorders as well as symptoms of depression. The scale yields T scores, which allow clinicians to compare a child’s ratings to other children of the same age and gender. Sara reported significant problems with separation anxiety compared to other girls her age (Figure 4.4). She experiences intense anxiety or panic when she must leave her parents and worries about them when she is away from them for extended periods of time.

Description

Figure 4.4 ■ Sara’s Scores on the Revised Children’s Anxiety and Depression Scale

Note: Clinicians administer specific symptom inventories, like this one, to assess particular psychological problems. Sara reported significant (T ≥ 70) fears of separation compared to other girls her age.

Altogether, data from the diagnostic interview, observations, and norm-referenced tests indicate that Sara’s somatic symptoms and school refusal are caused by underlying anxiety about separating from her parents. Sara’s symptoms developed shortly after her father’s stroke. Because of her mother’s busy work schedule, Sara cared for her father over the summer as he recovered. As the academic year approached, Sara became preoccupied by thoughts that he might experience another stroke if she left him to attend school. Her anxiety about her father and fears of separation increased until she began to develop physical symptoms. By allowing Sara to stay home from school, her mother inadvertently reinforced these symptoms, which maintained Sara’s school refusal over time.

Review

 The MMPI-A-RF is a broad, self-report measure of adolescents’ social–emotional functioning. It yields scores on three composites (i.e., emotions, behaviors, and thoughts) and nine clinical scales.

 The BASC-3 can be completed by parents, teachers, or older children and adolescents to obtain an overall estimate of behavior problems and adaptive functioning.

 Many tests of personality and social–emotional functioning yield T scores with a mean of 50 and standard deviation of 10.