Social–emotional and behavioral assessment.

2016 ◽  
pp. 95-114
Author(s):  
Jamilia J. Blake ◽  
Rebecca R. Winters ◽  
Laura B. Frame
Keyword(s):  
Behavioral Assessment ◽  
Social Emotional

scholarly journals Project Rosetta: a childhood social, emotional, and behavioral developmental feature mapping

2021 ◽  
Vol 12 (1) ◽  
Author(s):  
Alyson Maslowski ◽  
Halim Abbas ◽  
Kelley Abrams ◽  
Sharief Taraman ◽  
Ford Garberson ◽  
...  
Keyword(s):  
Behavioral Assessment ◽  
Diagnostic Category ◽  
Autism Spectrum ◽  
Feature Mapping ◽  
Social Emotional ◽  
Functional Feature ◽  
Hyperactivity Disorder ◽  
Hierarchical Grouping ◽  
Wide Range ◽  
Developmental Feature

Abstract Background A wide array of existing instruments are commonly used to assess childhood behavior and development for the evaluation of social, emotional and behavioral disorders such as Autism Spectrum Disorder (ASD), attention-deficit/hyperactivity disorder (ADHD), and anxiety. Many of these instruments either focus on one diagnostic category or encompass a broad set of childhood behaviors. We analyze a wide range of standardized behavioral instruments and identify a comprehensive, structured semantic hierarchical grouping of child behavioral observational features. We use the hierarchy to create Rosetta: a new set of behavioral assessment questions, designed to be minimal yet comprehensive in its coverage of clinically relevant behaviors. We maintain a full mapping from every functional feature in every covered instrument to a corresponding question in Rosetta. Results In all, 209 Rosetta questions are shown to cover all the behavioral concepts targeted in the eight existing standardized instruments. Conclusion The resulting hierarchy can be used to create more concise instruments across various ages and conditions, as well as create more robust overlapping datasets for both clinical and research use.

Clinical Assessment of Children, Adolescents, and Their Families

2012 ◽  
pp. 35-62
Author(s):  
Alfred J. Finch ◽  
John E. Lochman ◽  
W. Michael Nelson III ◽  
Michael C. Roberts
Keyword(s):  
Problem Solving ◽  
Children And Adolescents ◽  
Clinical Assessment ◽  
Behavioral Assessment ◽  
Assessment Practices ◽  
Social Emotional ◽  
Therapeutic Work ◽  
Psychotherapeutic Interventions ◽  
The Social ◽  
Problem Solving Process

Chapter 3 presents the process involved in the social-emotional-behavioral assessment of children and adolescents and how this process can be conceptualized within a comprehensive problem-solving framework. It includes discussions about the importance of assessment in clinicians' therapeutic work with children, adolescents, and their families, the ways in which clinicians' theoretical orientations guide/define their practice, not only in terms of psychotherapeutic interventions, but also in terms of their assessment practices, the background in child and adolescent assessment, and how assessment can be comprehensively conceptualized as a problem-solving process for clinicians.

Individual differences, social attention, and the history of the social motivation hypotheses of autism

2019 ◽  
Vol 42 ◽  
Author(s):  
Peter C. Mundy
Keyword(s):  
Individual Differences ◽  
Early Development ◽  
Emotional Development ◽  
Social Motivation ◽  
Social Attention ◽  
Social Emotional Development ◽  
Social Emotional ◽  
Precise Understanding ◽  
The Social ◽  
History Of

Abstract The stereotype of people with autism as unresponsive or uninterested in other people was prominent in the 1980s. However, this view of autism has steadily given way to recognition of important individual differences in the social-emotional development of affected people and a more precise understanding of the possible role social motivation has in their early development.

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