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Respond to classmates in a minimum of 175 words each person, post must be substantive responses:
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The Eyberg Child Behavior Inventory (ECBI) is described as a “brief, 36-item, parent-rated scale is designed to measure the frequency and severity of behaviors associated with conduct, aggression, and attention problems in children and adolescents from ages 2 through 17.”
Beidel, D. C., Frueh, B. C., & Hersen, M. (2018).
I found this assessment interesting because of the parental involvement. For children presenting with any form of behavioral issue I would seek as much parental support as possible because in some cases, (not all) a child’s behavior may be a result of some level of stress in the home environment and or parental relationship. Neece, C. L., Green, S. A., & Baker, B. L. (2012).
The ECBI was developed in the late 70’s, published in 1999 and is considered highly reliable. The test rates both the intensity of the child’s behavior and the disruption that it causes, according to the parent. Studies have affirmed the effectiveness of the ECBI consistently for its exceptional internal consistency and concurrent validity. The instrument utilizes a Likert scale in which items are rated 1=never and 7=always. Higher scores reflect the need for intervention and treatment. The test can also differentiate between children with and without mood disorder in addition to measuring the effects of treatment. Beidel, D. C., Frueh, B. C., & Hersen, M. (2018).
The process of developing highly effective assessment tools is arduous. Clinicians might choose standardized testing because it provides a general norm, or psychometric starting point that is valid, reliable and consistent.
References:
Beidel, D. C., Frueh, B. C., & Hersen, M. (2018). Adult psychopathology and diagnosis (8th ed.). Hoboken, NJ: John Wiley & Sons.
Neece, C. L., Green, S. A., & Baker, B. L. (2012). Parenting stress and child behavior problems: a transactional relationship across time. American journal on intellectual and developmental disabilities, 117(1), 48–66. https://doi.org/10.1352/1944-7558-117.1.48
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Present a description of an assessment used for diagnosis a disruptive, impulse, or conduct disorder. Please include information related to: Appropriate ages for the assessment; Qualification required to conduct the assessment; Number of test items; and time required to complete assessment (if available).
The Delinquent Activities Scale (DAS) is one assessment used to measure Conduct Disorder (CD). The DAS is pretty brief and offers empirically validated scales that are relevant to CD. It is a 37-item instrument, and this assessment is used with incarcerated youth. The DAS examines a number of antisocial behaviors in youth and provides the diagnosis related to the SDM-IV. It examines delinquent activities, and the age of onset is replaced by asking the age of first occurrence. It examines whether the negative behavior was displayed while under substance. This scale does not require intensive training to administer (Reavy, Stein, Quina, Paiva, 2014).
Reavy, R., Stein, L. A., Quina, K., & Paiva, A. L. (2014). Assessing conduct disorder: a new measurement approach. Journal of correctional health care: the official journal of the National Commission on Correctional Health Care, 20(1), 4–17. https://doi.org/10.1177/1078345813505448
The Conduct Disorder Scale (CDS) is used to assess behaviors associated with the Conduct Disorder (CD) diagnostic category in the revised DSM-IV. The scaled has two main sections. This scale is designed to be used with people ages 5-22. The sections are norm-based subscales and linked to the categories in the DSM-IV-TR. Those categories are Aggressive, Deceitfulness and Theft, Hostility and Rule Violation.
There are 40 items on the scale in section one and it can be completed by anyone with direct contact with the youth such as a parent, teacher or sibling. It takes about 15 minutes to complete. The second section has 13 items. The rater has the opportunity to provide examples of when they witnessed the behavior and what behavior they saw. The observer is asked to rate the child’s behavior over a 6-hour period (Gilliam, 2002).
Gilliam, J. E. (2002). Conduct Disorder Scale.
One reason a clinician would choose to use a standardized assessment for diagnosis in conduct disorder is to eliminate the risk of gathering pertinent information. Another reason is they would be able to compare or norm responses from participants. In both of the CD assessments, there are limitations. A standardized assessment would eliminate or improve some of those limitations. That would decrease the possibility for ethical violations, biases due to subjective interpretation and also based on relationship to the client.