15 words test
● Uses: visual memory (long-term)
Achenbach System of Empirically Based Assessment - ASEBA
● Omnibus = measure wide range of symptoms and behaviours
● CBCL age: 2 → 3 yrs & 4 → 18 yrs
● TRF age: 5 → 18 yrs
● Scale 1
○ Competencies, social functioning, schooling
● Scale 2
○ Problems behaviours
■ Withdrawn, somatic, anxious (internalising)
■ Social, thought, attention problems
■ Delinquent, aggressive behaviour (externalising)
ABC Model
● Antecedents
○ Triggers of behaviour
● Behaviour
○ What does target behaviour look like?
○ How often does it occur?
● Consequences
○ What happens directly after target behaviour?
○ How do others respond?
Adaptive tests
● Conceptual skills
○ Language, money, time, numbers
● Social skills
○ Interpersonal, problem-solving, self-esteem
● Practical skills
○ Personal care, healthcare, use of money
● Survey interview form
● Parent rating form (more objective)
● Teacher rating form (focused on classroom behaviour)
Basic monitor for ADHD - BASC
● Single domain test
● 1 scale for teachers, 1 scale for parents
● 4-18yrs old
● Assesses primary symptoms + facilitates treatment
Bayley-III Test
● Measures developmental delay
● No overall score (SD = 3)
● Intra-individual comparison
● Age: 1-42 months
● Scales
○ Cognitive
■ Sensory acuity, perceptual skills, attention, counting
■ Object permanence, puzzle solving, colour matching
, ○ Language
■ Receptive + expressive communication
■ Following instructions + identifying pictures/objects
○ Motor
■ Object manipulation, hand skills, motor planning
○ Socio-emotional
■ Using emotions to express feelings
○ Adaptive
■ Communication, self-care, self-direction, health/safety
Behaviour rating scales
● Measures typical responding
● Focuses on observable behaviour
● Norm-referenced
● Objective (no deep interpretations)
● Detects rare behaviour usually missed in clinical interviews
● Good for predicting diagnosis + treatments that’ll work
● Scales
○ Aggression
○ Hyperactivity
○ Depression
○ Anxiety
● Correlations
○ Similar roles (parent-parent) = 0.6
○ Different roles (parent-teacher) = 0.3
○ Children with adults = 0.2
Behavioural interviewing
1. Identify + define in behavioural terms
2. Identify environmental antecedents
3. Develop plan to alter/modify behaviour
4. Execute plan
5. Evaluate outcomes of plan
6. Modify plan if it doesn’t work
Beck Depression Inventory - BDI
● Uses: CBT (92% accuracy in identifying MDD)
● Focus: cognitive distortions that underlie depression
● Scales: 21
○ 13 - cognitive affective factors (crying, guilt)
○ 8 - somatic + performance factors (sleep problems, loss of interest)
● Scoring: max 63
○ 0-9 = normal
○ 10-19 = mild/moderate
○ 20-29 = moderate/severe
○ 30+ = severe depression
● Cons: ppl can hide/exaggerate symptoms
● Uses: visual memory (long-term)
Achenbach System of Empirically Based Assessment - ASEBA
● Omnibus = measure wide range of symptoms and behaviours
● CBCL age: 2 → 3 yrs & 4 → 18 yrs
● TRF age: 5 → 18 yrs
● Scale 1
○ Competencies, social functioning, schooling
● Scale 2
○ Problems behaviours
■ Withdrawn, somatic, anxious (internalising)
■ Social, thought, attention problems
■ Delinquent, aggressive behaviour (externalising)
ABC Model
● Antecedents
○ Triggers of behaviour
● Behaviour
○ What does target behaviour look like?
○ How often does it occur?
● Consequences
○ What happens directly after target behaviour?
○ How do others respond?
Adaptive tests
● Conceptual skills
○ Language, money, time, numbers
● Social skills
○ Interpersonal, problem-solving, self-esteem
● Practical skills
○ Personal care, healthcare, use of money
● Survey interview form
● Parent rating form (more objective)
● Teacher rating form (focused on classroom behaviour)
Basic monitor for ADHD - BASC
● Single domain test
● 1 scale for teachers, 1 scale for parents
● 4-18yrs old
● Assesses primary symptoms + facilitates treatment
Bayley-III Test
● Measures developmental delay
● No overall score (SD = 3)
● Intra-individual comparison
● Age: 1-42 months
● Scales
○ Cognitive
■ Sensory acuity, perceptual skills, attention, counting
■ Object permanence, puzzle solving, colour matching
, ○ Language
■ Receptive + expressive communication
■ Following instructions + identifying pictures/objects
○ Motor
■ Object manipulation, hand skills, motor planning
○ Socio-emotional
■ Using emotions to express feelings
○ Adaptive
■ Communication, self-care, self-direction, health/safety
Behaviour rating scales
● Measures typical responding
● Focuses on observable behaviour
● Norm-referenced
● Objective (no deep interpretations)
● Detects rare behaviour usually missed in clinical interviews
● Good for predicting diagnosis + treatments that’ll work
● Scales
○ Aggression
○ Hyperactivity
○ Depression
○ Anxiety
● Correlations
○ Similar roles (parent-parent) = 0.6
○ Different roles (parent-teacher) = 0.3
○ Children with adults = 0.2
Behavioural interviewing
1. Identify + define in behavioural terms
2. Identify environmental antecedents
3. Develop plan to alter/modify behaviour
4. Execute plan
5. Evaluate outcomes of plan
6. Modify plan if it doesn’t work
Beck Depression Inventory - BDI
● Uses: CBT (92% accuracy in identifying MDD)
● Focus: cognitive distortions that underlie depression
● Scales: 21
○ 13 - cognitive affective factors (crying, guilt)
○ 8 - somatic + performance factors (sleep problems, loss of interest)
● Scoring: max 63
○ 0-9 = normal
○ 10-19 = mild/moderate
○ 20-29 = moderate/severe
○ 30+ = severe depression
● Cons: ppl can hide/exaggerate symptoms
