Assessing and Intervening with Children with Externalizing Disorders

Jiron, C. Colleen

doi:10.1002/9781118269855.ch15

Cited by 2 publications

(4 citation statements)

References 79 publications

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“…School neuropsychological evaluations of externalizing disorders often include assessment of mood and personality. These tools vary by age, but formal, standardized measures can be very useful with adolescent populations (Jiron, 2010). Crespi and Politikos (2008) argue that personality assessment is essential for a comprehensive psychological evaluation of an adolescent; however, school psychologists underutilize these tools.…”

Section: Use Of Adolescent Personality Measuresmentioning

confidence: 99%

Profile analysis of the Personality Assessment Inventory‐Adolescent (PAI‐A) for individuals with autism spectrum disorder

Hooks¹,

Dale

Finch

2020

Psychology in the Schools

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The purpose of the present study was to determine if individuals with autism spectrum disorder (ASD) display a unique pattern of responses on the Personality Assessment Inventory-Adolescent (PAI-A). Twenty adolescents between ages 12 and 18 completed the PAI-A, and their scores were compared to matched community and clinical samples from the standardization sample of the PAI-A. Results of a profile analysis indicated the ASD group displayed unique scale elevations, which may help clarify the interpretive quality of the PAI-A with individuals with autism. Clinicians and school psychologists should be aware of this research when selecting tools to evaluate adolescents with ASD. K E Y W O R D S adolescents, autism spectrum disorder, PAI-A Autism spectrum disorder (ASD) is a pervasive developmental disorder with deficits in verbal and nonverbal communication, social interactions, and restricted, repetitive patterns of behavior, interests, or activities (American Psychiatric Association [APA], 2013). The Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition (APA, 2013) provides two core symptoms: deficits in social communication and social interactions, such as nonverbal communication, metaphorical language, emotional regulation, understanding other's mental states, and understanding the rules of various social environments (Peterson et al., 2012), and restricted and repetitive behaviors and interests, such as selfstimulation or highly restricted interests. These symptoms vary across the lifespan (Hedges et al., 2018; Shattuck et al., 2007) requiring clinicians to be aware of appropriate assessment practices for various developmental stages.

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Section: Use Of Adolescent Personality Measuresmentioning

confidence: 99%

Profile analysis of the Personality Assessment Inventory‐Adolescent (PAI‐A) for individuals with autism spectrum disorder

Hooks¹,

Dale

Finch

2020

Psychology in the Schools

View full text Add to dashboard Cite

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“…Adolescents with ODD are also at a greater risk of developing anxiety, depression, or substance use disorders. Furthermore, children with externalizing disorders such as ODD, ADHD, and CD often exhibit impairments in neuropsychological functioning (Raine et al, 2005), including working memory, executive function, and self-control (Jiron, 2010), which reminds us that attention to these processes is important for both assessment and intervention.…”

Section: Disorder Characteristicsmentioning

confidence: 99%

“…Cody also completed an inventory describing his traits and states (Minnesota Multiphasic Personality Inventory–Adolescent [MMPI-A]; Graham, Archer, Tellegen, Ben-Porath, & Kaemmer, 2006) because adolescents often underreport on rating scales that are easy to determine what they are measuring (Jiron, 2010). His response pattern suggested elevated levels of defiant, impulsive behaviours as well as egocentrism and antipathy toward authority figures, common in youth with ODD.…”

Section: Assessment Findings and Interpretationmentioning

confidence: 99%

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Clinical Reasoning in the Assessment and Planning for Intervention for Oppositional Defiant Disorder

Wilcox

Heudes

2016

Canadian Journal of School Psychology

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Clinical reasoning requires thoughtful consideration of a variety of factors that contribute to the conceptualization of a case such as the reason for referral, school information, home environment, assessment outcomes, and behavioural observations made during assessments. The purpose of this article is to provide the reader with insight into the clinical reasoning involved in the assessment and intervention planning for an adolescent with oppositional defiant disorder. The reader will be guided through the authors' conceptualization of this case and suggestions for intervention.

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Assessing and Intervening with Children with Externalizing Disorders

Cited by 2 publications

References 79 publications

Profile analysis of the Personality Assessment Inventory‐Adolescent (PAI‐A) for individuals with autism spectrum disorder

Profile analysis of the Personality Assessment Inventory‐Adolescent (PAI‐A) for individuals with autism spectrum disorder

Clinical Reasoning in the Assessment and Planning for Intervention for Oppositional Defiant Disorder

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