Social Labeling, Precision of Measurement, and Problem Solving: Key Issues in the Assessment of Children's Emotional Problems

Abstract

This article discusses key issues and assumptions which underlie the use of behavior rating scales for assessing children's emotional problems. Three arguments are advanced supporting the use of structured informant reports in social-emotional assessment: (a) informant reports initiate intervention efforts by mental health professionals in general; (b) reliable instruments reduce competing explanations for what is observed; and (c) differences across informants have implications for the design of treatment. Recent revisions to the Child Behavior Checklist, Teacher's Report Form, and Youth Self-Report are evaluated in light of the issues discussed.

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Brian K. Martens

Brian K. Martens, PhD, received his doctorate from the University of Nebraska-Lincoln in 1985. He is currently Associate Professor of Psychology at Syracuse University. His research interests include applied behavior analysis and behavioral consultation.