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Clinical Assessment in Clinical Behavior Analysis for Children and Definition of Therapeutic Goals

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Clinical Behavior Analysis for Children

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Abstract

This chapter describes the objectives and procedures of clinical assessment in clinical behavior analysis for children. It is proposed to expose different assessment tools and how they can be used to define therapeutic goals. It is important to discuss how clinical behavior analysis for children understands that the assessment process is continuous and not limited to the initial period of psychotherapy.

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Author information

Authors and Affiliations

  1. Universidade de São Paulo, São Paulo, Brazil

    Ila Marques Porto Linares

  2. Paradigma – Center for Behavioral Sciences and Technology, São Paulo, Brazil

    Adriana Suzart Ungaretti Rossi

  3. Private Practice, São Paulo, Brazil

    Maíra P. Toscano & Verena L. Hermann

Authors
  1. Ila Marques Porto Linares
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  2. Adriana Suzart Ungaretti Rossi
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  3. Maíra P. Toscano
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  4. Verena L. Hermann
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Editor information

Editors and Affiliations

  1. Paradigma - Center for Behavioral Sciences and Technology, São Paulo, Brazil

    Adriana Suzart Ungaretti Rossi

  2. Clinics Hospital, Universidade de São Paulo, São Paulo, Brazil

    Ila Marques Porto Linares

  3. Universidade de São Paulo, São Paulo, Brazil

    Luiza Chagas Brandão

Appendices

Annex-I

An initial assessment form with identification details such as date, patient's name, age, address, and so on, and an issue column with reasons for seeking therapy.
An initial assessment form with analysis, and clinical history for pregnancy details. The uncorrected proof is stamped across.
A form of an initial assessment. It contains an identification of patients. It includes the date, patient's name, age, date of birth, questionnaire completed by, address, neighborhood, city, etc.
A form of an initial assessment. It includes financial situations, marital difficulties, difficulties with other children or family members, psychosocial and health conditions, diseases, etc.
A form of an initial assessment. It includes perceived skills, abilities, and potentials, relationships with peers, and acceptance among peers are high, medium, and low, peer relationships, etc.
A form of an initial assessment. It includes which schools he has studied in, the name of the school, the period, the reason for the exchange, the child's current school experience, school schedule, etc.
A form of an initial assessment. It includes does the child have free time to play and at what times, does the child help with a household chore. eating routine, the times of meals are regular? etc.
An initial assessment form with family details such as members, family history, and relationships. The uncorrected proof is stamped across the form.
A form of an initial assessment. It includes family identification with some cultural or religious tradition, cultural or religious practices, final assessment, explaining the difficulties, etc.

Annex-II

Support material for the child therapist

Items to direct observation in session with the child

Does

Does with mediation

Does not

OBS

Survey of reinforceers

Appropriately describes preferred activities

    

Describes preferred foods

    

Names friends, family activities, tv shows, games, preferred sports

    

Following rules

Accepts to interrupt ongoing activities during the waiting time at the reception

    

Respects the proposed session format

    

Follows the rules of activities and games

    

Accepts when prompted about session termination

    

In fantasy activities, demonstrates knowledge of social rules

    

Self-knowledge

Appropriately speaks of lived experiences (those heard, felt, seen, and thought about)

    

Describes your behavior patterns

    

Orally describes contingencies related to the complaint

    

Describes contingencies of your life through playful resources

    

Describes characteristics that you consider qualities

    

Describes characteristics that you consider difficulties/defects

    

Describes characteristics that you consider important to develop/work

    

Can understand the relationship between experienced events and their emotions

    

Frustration

Accepts when you are denied something you ask/would like to do

    

Asks for help/persists when he/she perceives difficulty in performing some activity

    

When he loses, he seeks alternative answers to achieve the proposed goal (asks for rematch, tries in other ways, etc.)

    

Shows proper competitiveness during the game

    

Has a regulated emotional response when losing in the game

    

Self-control and emotional expressivity

Knows how to name their own emotions and those of others

    

Can you describe your feelings in situations experienced

    

Tolerates frustrations

    

Demonstrates appropriate anger management

    

Demonstrates proper voice modulation

    

Expresses other emotions (e.g., fear/joy/sadness) appropriately

    

Civility

Greets and says goodbye properly

    

Uses expressions of gratitude

    

Waits for your turn to speak

    

Asks and answers questions

    

Gives and accepts compliments

    

Respects hierarchy

    

Calls the interlocutor by name or nickname (e.g., aunt)

    

Empathy

Shows interest in others

    

Observes

    

Pays attention to each other

    

Demonstrates listening to the other, responding to requests

    

Shows interest in others

    

Infers feelings from the interlocutor and demonstrates putting himself in their place

    

Expresses understanding of the other’s feelings

    

Shows respect for differences

    

Offers help

    

Shares something you have

    

Assertivity

Expresses negative feelings

    

Talks about strengths and weaknesses (of the other and of oneself)

    

Can maintain a dialogue initiated by the interlocutor

    

Agrees and disagrees opinions

    

Makes and declines orders

    

Deals with criticism and mockery

    

Asks for behavior change

    

Negotiates conflicting interests

    

Defends your own rights

    

Resists peer pressure

    

Problem-solving

Remains calm in the face of a problem situation

    

Recognizes and names different types of problems

    

Thinks before making decisions

    

Identifies and evaluates possible solution alternatives, chooses

    

Chooses, implements, and evaluates an alternative

    

Evaluates the decision-making process

    

Academic skills

Follows rules or oral instructions

    

Observes and pays attention to what is said

    

Ignores peer interruptions

    

Imitates socially competent behaviors

    

Waits for your turn to speak

    

Asks and answers questions

    

Offers, requests, and appreciates help

    

Seeks approval for performance performed

    

Praises and appreciates compliments

    

Recognizes the quality of the other’s performance

    

Fulfills orders

    

Cooperates and participates in discussions

    

Items to direct observation of the environments in which the child is part

Observed data

Parenting practices

What disciplinary techniques do or do not work well?

 

Parents converge in parenting opinions and practices

 

What is the child’s reaction to the parents’ practices?

 

Quality of the commands (topography and what is produced with the commands)***

 

Parents are effective in describing and valuing desirable behaviors

 

Physical abuse

 

Inconsistent punishment (parents punish or reinforce the child’s behaviors non-contingently)

 

Relaxed discipline (non-compliance with rules set by parents)

 

Negative monitoring (excessive supervision / large number of repetitive instructions)

 

Neglect (not attentive to the needs of their children)

 

Positive monitoring (parents’ attention and knowledge about where their child is and the activities carried out)

 

Moral behavior (transmit values)

 

Parents demonstrate self-knowledge about the parenting practices used

 

Social skills of parents

Follow parents’ rules

 

Reaction to frustration (in the relationship with the child)

 

Self-control and emotional expressiveness

 

Civility

 

Show empathy with the child

 

Assertiveness when expressing yourself

 

Family

Relationship with siblings

 

Mediation made by parents in the relationship between children

 

Relationship with mother

 

Relationship with father

 

Relationship between parents

 

Relationship with another caregiver

 

Family dynamics

 

Parents’ report on compliance with ADLs

 

Does it help with household chores?

 

Who gives more attention to the child? Why?

 

Do you spend a lot of time away from your parents?

 

Who in the family group does the child most identify with? Why? What are the identification points?

 

Parental motivation

Parents understand that solving the problem will also depend on changes in their own behavior.

 

Parents are available to attend treatment

 

Parents are available to be involved in treatment (albeit remotely)

 

Parents are willing to learn and apply the guidelines given in the session at home

 

Parents are willing to review their parenting practices to help their child

 

Complaint

What are the attempts made by the parents to resolve the complaint and what are the results obtained?

 

How did the complaint evolve, was there a change in frequency and intensity?

 

What are people’s current reactions to complaint behaviors and why?

 

Does the child agree or disagree with the parent’s complaint?

 

School

Academic achievement

 

Relationship with peers

 

Is the school aware of the complaint?

 

Child self-regulation at school

 

Any school adaptation for the child?

 

Child’s relationship with teachers

 

Friends

Do you make friends easily?

 

Who are the child’s friends?

 

Is it very requested by the group of friends?

 

How are the relationships with colleagues, neighbors, etc.?

 

Relevant data from the questionnaire

  

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Linares, I.M.P., Rossi, A.S.U., Toscano, M.P., Hermann, V.L. (2022). Clinical Assessment in Clinical Behavior Analysis for Children and Definition of Therapeutic Goals. In: Rossi, A.S.U., Linares, I.M.P., Chagas Brandão, L. (eds) Clinical Behavior Analysis for Children. Springer, Cham. https://doi.org/10.1007/978-3-031-12247-7_5

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