ABSTRACT
In the previous four chapters we have been discussing the nature of assessment and the psychological assessment in particular. We have discussed the assessment of intelligence, learning and information processing, and achievement, all of which have involved the psychologist working one on one with the individual child using a variety of psychological tests. In this chapter we will cover a number of topics related to assessment that have not yet been covered, including:
How psychologists investigate concerns about a child’s possible attention problems, emotional difficulties, or behavioral problems;
The use of parent and teacher rating scales to assess a variety of child problems;
Techniques psychologists use to observe children in the classroom.
Did You Know?According to a Surgeon General’s report issued in 1999, 20 percent of all children (one in five children) have a diagnosable mental disorder.
108In Chapter 5 we discussed a number of common problems that children experience that often come to the attention of the school psychologist. We also briefly mentioned that children who act out or whose behavior is disruptive often stand out. These are the first types of children that the school psychologist usually hears about. However, there are many reasons why children can behave poorly. Sometimes, there are things going on in the child’s life, at home, or at school that the child does not understand. Children can act out when they are frustrated, either emotionally, mentally, or academically. Children who act out (disruptive behaviors, aggression) are said to demonstrate externalizing behaviors.