Selecting Assessment Instruments for Problem Behavior Outcome Research With Youth

ABSTRACT

Using effect sizes from Erford, Paul, Oncken, Kress, & Erford (2014) meta-analysis for treatments of oppositional defiant disorder and Erford, Bardhoshi, Ross, Gunther, & Duncan (2017) meta-analysis of conduct problems in school-aged youth, the 6 most commonly used disruptive behavior instruments were analyzed for practical and technical strengths and weaknesses, and best use recommendations for screening and counseling outcome research were provided. The instruments included the Achenbach System of Empirically-Based Assessment (ASEBA), Revised Behavior Problem Checklist, Self-Report Delinquency Checklist, Eyberg Child Behavior Inventory/Sutter-Eyberg School Behavior Inventory, Conners–3 Rating Scale, and Parent Daily Report.

KEYWORDS:

• Behavioral assessment
• conduct disorder
• oppositional

Additional information

Notes on contributors

Bradley T. Erford

Bradley T. Erford, PhD, is a professor in the Human Development Counseling Program of the Department of Human and Organizational Development at Peabody College at Vanderbilt University.

Gerta Bardhoshi

Gerta Bardhoshi, PhD, is an assistant professor in the Department of Counseling and Rehabilitation in the School of Education at the University of Iowa.

Paige Haecker

Paige Haecker is a graduate of the school counseling program of the Education Specialties Department in the School of Education at Loyola University Maryland.

Binish Shingari

Binish Shingari is a graduate of the school counseling program of the Education Specialties Department in the School of Education at Loyola University Maryland.

Jennifer Schleichter

Jennifer Schleichter is a graduate of the school counseling program of the Education Specialties Department in the School of Education at Loyola University Maryland.

Zümra Atalay

Zümra Atalay, PhD, is an associate professor and Chair of the counseling program in the School of Education at MEF University, Istanbul, Turkey.