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Practitioner's Guide to Empirically Based Measures of School Behavior (Hardcover, 2003 ed.)
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Practitioner's Guide to Empirically Based Measures of School Behavior (Hardcover, 2003 ed.)
Series: ABCT Clinical Assessment Series
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Children's display of unacceptable behavior in the school setting,
school violence, academic underachievement, and school failure
represent a cluster of problems that touches all aspects of
society. Children with learning and behavior problems are much more
likely to be un- ployed, exhibit significant emotional and behavior
disorders in adulthood, as well as become incarcerated. For
example, by adolescence, children with Attention Deficit
Hyperactivity D- order are more likely to be retained a grade, drop
out of school, have contact with the law, or fair worse along a
number of dimensions than their unaffected siblings (Barkely,
1998). Identification, assessment, and treatment of children with
externalizing behavior problems and learningdisabilities is
critical to optimizing development and prevention of relatively -
tractable behavioral and emotional problems in adulthood. For
example, poor interpersonal problem solving and social skills
excesses and deficits are strongly associated with poor o- come in
adolescence and adulthood. The school is where children learn
essential academic, social, and impulse control skills that allow
them to function effectively in later years. School is where
problems in these areas can be most easily identified and
addressed. The purpose of this book is to provide an overview of
assessment practices for evaluating children's externalizing
behavior problems exhibited in the school environment. Reviews of
approximately 100 assessment devices for measuring children's
externalizing problems are included. Instruments include structured
interviews, rating scales, and observational methods.
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