School psychologists' acceptability of behavioral and traditional assessment procedures for externalizing problem behaviors

Tanya L. Eckert, John M. Hintze, Edward S. Shapiro

Research output: Contribution to journalArticle

13 Scopus citations

Abstract

A national survey of school psychologists' acceptability of psychological assessment techniques in the area of externalizing problem behaviors was examined. School psychologists' ratings of two procedures, Behavioral Assessment (BA) and Traditional Assessment (TA), were compared using an analogue case study methodology. Using a random sample of 500 National Association of School Psychologists (NASP) members from the 1991-1992 membership directory, a total of 339 (68%) participants completed the Assessment Rating Profile (ARP) after reading a hypothetical case summary describing a student with suspected externalizing problem behaviors. Results indicated statistically significant differences between assessment methods and ratings of acceptability. Behavioral assessment (BA) procedures were found to be more acceptable than traditional assessment (TA) procedures. Implications related to the acceptability of psychological assessment techniques, as well as implications for school psychology practitioners are discussed.

Original languageEnglish (US)
Pages (from-to)150-169
Number of pages20
JournalSchool Psychology Quarterly
Volume12
Issue number2
DOIs
StatePublished - Jan 1 1997

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology

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