Abstract
Assessment is an indispensable component in the treatment of child behavior disorders and can be a complex and lengthy process. Assessment results are often the basis for diagnosis and classification as well as for the selection of targets for intervention. Further, data from various assessment methods can assist in the design and evaluation of intervention efforts. The assessment process also helps to draw inferences about causal variables and assist in the functional analysis of problem behavior patterns. Behavioral assessment encompasses methods and concepts derived from behavioral construct systems and is most frequently identified with an emphasis on quantification of observable and minimally inferential constructs. The methods of assessment differ from traditional assessment methods in their structure, focus, specificity, level of interest, and underlying assumptions. A recent comprehensive volume, Diagnostic and Behavioral Assessment in Children and Adolescents by McLeod, Jensen-Doss, and Ollendick (2013), attests to the developments in the field and can be consulted for greater theoretical and methodological information.
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Feindler, E., Liebman, M. (2015). Behavioral Assessment in School Settings. In: Flanagan, R., Allen, K., Levine, E. (eds) Cognitive and Behavioral Interventions in the Schools. Springer, New York, NY. https://doi.org/10.1007/978-1-4939-1972-7_2
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