Practitioner's Guide to Empirically Based Measures of Social Skills

1. Auflage 2009
ISBN: 978-1-4419-0609-0
Verlag: Springer-Verlag
Format: PDF
Kopierschutz: Wasserzeichen (»Systemvoraussetzungen)

E-Book, Englisch, 538 Seiten

Social skills are at the core of mental health, so much so that deficits in this area are a criterion of clinical disorders, across both the developmental spectrum and the DSM. The Practitioner's Guide to Empirically-Based Measures of Social Skills gives clinicians and researchers an authoritative resource reflecting the ever growing interest in social skills assessment and its clinical applications. This one-of-a-kind reference approaches social skills from a social learning perspective, combining conceptual background with practical considerations, and organized for easy access to material relevant to assessment of children, adolescents, and adults. The contributors' expert guidance covers developmental and diversity issues, and includes suggestions for the full range of assessment methods, so readers can be confident of reliable, valid testing leading to appropriate interventions. Key features of the Guide: An official publication of the Association for Behavioral and Cognitive Therapies Describes empirically-based assessment across the lifespan. Provides in-depth reviews of nearly 100 measures, their administration and scoring, psychometric properties, and references. Highlights specific clinical problems, including substance abuse, aggression, schizophrenia, intellectual disabilities, autism spectrum disorders, and social anxiety. Includes at-a-glance summaries of all reviewed measures. Offers full reproduction of more than a dozen measures for children, adolescents, and adults, e.g. the Interpersonal Competence Questionnaire and the Teenage Inventory of Social Skills. As social skills assessment and training becomes more crucial to current practice and research, the Practitioner's Guide to Empirically-Based Measures of Social Skills is a steady resource that clinicians, researchers, and graduate students will want close at hand.

Autoren/Hrsg.

Inhaltsverzeichnis

1;Preface;5
2;Contents;7
3;Contributors;13
4;INTRODUCTION;17
4.1; Background;17
4.2; Structure of the Book;18
4.3; Selection of Measures for Inclusion;19
4.4; Format of Instrument Descriptions;19
4.4.1; Title;20
4.4.1.1; Original citation;20
4.4.1.2; Purpose;20
4.4.1.3; Population;20
4.4.1.4; Description;20
4.4.1.5; Administration and scoring;20
4.4.1.6; Psychometric properties;21
4.4.1.7; Source;21
4.4.1.8; Cost;21
4.4.2; Alternative forms;21
4.5;References;21
5;Part I. Conceptual Foundations;23
5.1;Chapter 1 Defining Competence and Identifying Target Skills;24
5.1.1; Defining Competence and Identifying Target skills;24
5.1.2; Global Definitions of Competence;25
5.1.3; Models of Social Competence;27
5.1.4; From Theory to Practice: Skills Targeted in Interventions;35
5.1.5; Summary and Conclusions;38
5.1.6;References;38
5.2;Chapter 2 Social-Cognitive Models and Skills;41
5.2.1; Social-Cognitive Models and Skills;41
5.2.2; Theoretical Models of Social Information Processing;42
5.2.3; Assessment of Attributions of Intent;44
5.2.4; Assessment of Attributions for Social Success and Failure;46
5.2.5; Assessment of Social Goals;47
5.2.6; Assessment of Social Strategies;48
5.2.7; Assessment of Self-Efficacy Perceptions;50
5.2.8; Assessment of Outcome Expectations;51
5.2.9; Assessment of Legitimacy of Aggression Beliefs;51
5.2.10; Concluding Comments;52
5.2.11;References;53
5.3;Chapter 3 A CONCEPTUAL BASIS IN SOCIAL LEARNING THEORY;56
5.3.1; A Conceptual Basis in Social Learning Theory;56
5.3.2; Historical Overview;57
5.3.3; Core Concepts and Social Skill Implications;60
5.3.3.1; Role of Learning and the Environment;60
5.3.3.2; Cognitive Mediation;62
5.3.3.3; Reciprocal Determinism;63
5.3.4; Brief Overview of SLT Interventions;64
5.3.5; Summary and Conclusions;65
5.3.6;References;66
6;Part II. Applied Issues and Considerations;68
6.1;Chapter 4 Social Skills and Psychological Adjustment;69
6.1.1; Social Skills and Psychological Adjustment;69
6.1.2; Impact on Normative Functioning and Well-Being;70
6.1.2.1; Developmental Overview;71
6.1.3; Relationship of Social Skills and Clinical Disorders;73
6.1.3.1; Disorders Diagnosed in Childhood and Adolescence;73
6.1.3.2; Disorders Diagnosed in Adulthood;77
6.1.4;References;80
6.1.5; Summary and Conclusion;79
6.2;Chapter 5 Assessing Children and Adolescents;86
6.2.1; Assessing Children and Adolescents;86
6.2.2; Various Informants for Assessing Social Skills: Advantages and Disadvantages;87
6.2.2.1; Peers;87
6.2.2.2; Teachers;87
6.2.2.3; Parents;88
6.2.2.4; Trained Observers;88
6.2.2.5; Self-Reports;89
6.2.2.6; Use of Multiple Informants;89
6.2.3; Techniques Used to Assess Social Competence;90
6.2.3.1; Rating Scales;90
6.2.3.2; Observation in the Natural Environment;91
6.2.3.3; Structured Observations and Analogue Approaches;92
6.2.3.4; Interviews;93
6.2.3.5; Self-Report Measures;94
6.2.3.6; Sociometric Assessments;96
6.2.4; Special Considerations;98
6.2.5; Concluding Comments;99
6.2.6;References;99
6.3;Chapter 6 Assessing Adults;103
6.3.1; Assessing Adults;103
6.3.2; Clinical Interview;104
6.3.3; Self-Report Questionnaires;105
6.3.4; Behavioral Observation;106
6.3.4.1; In Vivo Observation;106
6.3.4.2; Analogue Observation;107
6.3.5; Conclusions;112
6.3.6;References;112
6.4;Chapter 7 Social Skills Interventions;115
6.4.1; Social Skills Interventions;115
6.4.2; Overview of Interventions;116
6.4.2.1; Core Skills Training Components;116
6.4.2.2; Service Delivery Issues;118
6.4.2.3; Commonly Targeted Skills for Intervention;120
6.4.3; Generalization;121
6.4.4; Social Validity;122
6.4.5; Developmental Considerations and Special Populations;123
6.4.5.1; Children and Adolescents;124
6.4.5.2; Developmental Disabilities;126
6.4.5.3; Social Anxiety;127
6.4.5.4; Severe Mental Illness (SMI);127
6.4.6; Conclusion;128
6.4.7;References;128
7;Part III. Special Topics and Populations;132
7.1;Chapter 8 DEVELOPMENTAL FACTORS RELATED TO THE ASSESSMENTOF SOCIAL SKILLS;133
7.1.1; Developmental Overview;134
7.1.2; The Preschool Years;135
7.1.2.1; Behavioral Correlates of Social Competence;135
7.1.2.2; Social Cognitions and Emotional Functioning;136
7.1.2.3; Peer Group Organization ;138
7.1.3; The Grade-School Years;138
7.1.3.1; Behavioral Correlates of Social Competence;139
7.1.3.2; Social Cognitions and Emotional Functioning;139
7.1.3.3; Peer Group Organization;141
7.1.4; Adolescence;141
7.1.4.1; Behavioral Correlates of Social Competence;141
7.1.4.2; Social Cognitions and Emotional Functioning;143
7.1.4.3; Peer Group Organization;144
7.1.5; Implications for Social Skill Assessment;144
7.1.6;References;147
7.2;Chapter 9 DIVERSITY CONSIDERATIONS IN ASSESSING SOCIAL SKILLS;149
7.2.1; Diversity Considerations in Assessing Social skills;149
7.2.1.1; Context of the Social Actor;150
7.2.1.2; Context around the Social Actor;151
7.2.2; Assessment of Social Skills Across Diverse Populations;151
7.2.2.1; Clinical Interview;151
7.2.2.2; Behavioral Observation;152
7.2.2.3; Self-Report and Others' Report;154
7.2.3; Social Behavior Common Among Diverse Populations;154
7.2.3.1; African American;156
7.2.3.2; Asian-American;156
7.2.3.3; Hispanic/Latino(a);161
7.2.3.4; Middle-Eastern;162
7.2.3.5; Native American;162
7.2.3.6; Gay/Lesbian/Bisexual/Transgendered;163
7.2.4; Conclusions and Clinical Recommendations;164
7.2.5;References;165
7.3;Chapter 10 Anger and Aggression;168
7.3.1; Anger and Aggression;168
7.3.1.1; Anger;169
7.3.1.2; Aggression;170
7.3.2; Social Skills and Social-Cognitive Deficits in Aggressive Individuals;171
7.3.3; Social Skills Assessment and Treatment for Angry and Aggressive Individuals;172
7.3.3.1; Special Considerations in Assessment;172
7.3.3.2; Assessment of Social-Cognitive Functioning;173
7.3.3.3; Behavioral Social Skills;173
7.3.3.4; Special Considerations in Intervention;175
7.3.3.5; Social Skills Intervention;175
7.3.4; Conclusion;176
7.3.5;References;177
7.4;Chapter 11 SOCIAL ANXIETY AND WITHDRAWAL;180
7.4.1; Social Anxiety and Withdrawal;180
7.4.1.1; Social Anxiety, Withdrawal, and Social Skills;181
7.4.1.2; Social Anxiety and Perceived Social Competence;182
7.4.1.3; The Relation of Social Anxiety to Different Social Competencies;183
7.4.1.4; Direction of Influence Between Social Anxiety and Social Performance;185
7.4.1.5; Assessment of Social Anxiety;185
7.4.1.6; Social Anxiety Disorder Treatment and Social Skills;188
7.4.1.7; Summary and Recommendations;188
7.4.2;References;189
7.5;Chapter 12 Assessment of Social Skills and Intellectual Disability;192
7.5.1; Introduction;192
7.5.2; Intellectual Disability: Definition, Diagnostic Criteria, and Classification;193
7.5.2.1; Definition;193
7.5.2.2; Diagnostic Criteria;193
7.5.2.3; Classification;194
7.5.3; Intellectual Disability and Social Skills;194
7.5.3.1; Social Skills, Social Competence, and Social Intelligence;194
7.5.3.2; Psychiatric and Behavior Problems;195
7.5.3.3; Genetic Syndromes;196
7.5.4; Assessment Considerations;196
7.5.4.1; Purposes of Assessment;196
7.5.4.2; Modalities of Assessment;197
7.5.4.3; Observations in Naturalistic Settings;197
7.5.4.4; Analogue Assessments;197
7.5.4.5; Rating Scales;198
7.5.4.6; Interviews;198
7.5.5; Overview of Selected Instruments;198
7.5.5.1; Adaptive Behavior Scales;198
7.5.5.1.1; Vineland adaptive behavior scales -- second edition (VABS-II);198
7.5.5.1.2; Adaptive behavior assessment system --second edition (ABAS-II);199
7.5.5.1.3; Assessment of basic language and learning skills (ABLLS);200
7.5.5.2; Social Skills Rating Scales;200
7.5.5.2.1; Matson evaluation of social skills for individuals with severe mental retardation (MESSIER);200
7.5.5.2.2; Assessment of social competence (ASC);201
7.5.5.2.3; Social performance survey schedule -- revised (SPSS-R);201
7.5.5.2.4; Matson evaluation of social skills in youngsters (MESSY);202
7.5.5.2.5; Social skills rating system (SSRS);202
7.5.6; Conclusion;203
7.5.7;References;203
7.6;Chapter 13 Assessment of Social Skills and Social Competence in Learners with Autism Spectrum Disorders;206
7.6.1; General Considerations;207
7.6.1.1; Joint Attention and Reciprocal Social Interaction;207
7.6.1.2; Social Competence, Skill, and Survival;207
7.6.1.3; The Role of Context;208
7.6.1.4; The Functional Role of Social Responding;209
7.6.2; The Assessment of Social Competence in Learners with ASD;210
7.6.2.1; The Importance of Multimodal Methodology;210
7.6.2.2; Rating Scale Assessment;210
7.6.2.3; Social-Communication and Pragmatic Language Measures for Children;211
7.6.2.4; Adaptive behavior measures;213
7.6.2.5; Social skills measures for children;214
7.6.3; Behavioral Observation;215
7.6.4; Summary;216
7.6.5;References;216
7.7;Chapter 14 Schizophrenia;219
7.7.1; Social Skills Deficits in Serious Mental Illness;219
7.7.2; The Impact of Social Skills Deficits in Serious Mental Illness;221
7.7.3; Serious Mental Illness and Behavioral Research;221
7.7.4; Clinical Assessment and Formulation of Social Skills in Serious Mental Illness;222
7.7.5; Measures of Social Skill and Competence;224
7.7.5.1; Self-Report Measures of Social Comfort, Coping, and Functioning;224
7.7.5.1.1; Ways of Coping Questionnaire (Revised) (Folkman 0 Lazarus, 1985 );224
7.7.5.1.2; Coping Strategies Task (Mindt 0 Spaulding, 2002 );225
7.7.5.2; Questionnaire Measures of Attitudes and Perceptions;226
7.7.5.2.1; Inventory for the Measurement of Self-Efficacy and Externality (Krampen, 1991 );226
7.7.5.2.2; Internal, Personal, and Situational Attributions Questionnaire (Kinderman 0 Bentall, 1996 );226
7.7.5.3; Performance Measures of Social Perception and Cognition;227
7.7.5.3.1; The Hinting Task (Corcoran, Mercer, & Frith, 1995);227
7.7.5.3.2; Means-Ends Problem-Solving Procedure (MEPS) (Platt & Spivack, 1975a);228
7.7.5.4; In Vivo Observational Measures of Social Behavior;228
7.7.5.4.1; The Nurses0 Observation Scale for Inpatient Evaluation (NOSIE-30) (Honigfeld, Gillis, 0 Klett, 1965 );228
7.7.5.4.2; The Time-Sample Behavioral Checklist (TSBC) (Paul, 1987) and the Staff-Resident Interaction Chronograph (SRIC) (Paul, 1988);229
7.7.5.5; Role-Play-Based Laboratory Measures of Social Competence;230
7.7.5.5.1; Assessment of Interpersonal Problem Solving Skills (AIPSS) (Donahoe et al., 1990 );230
7.7.5.5.2; The Maryland Assessment of Social Competence (MASC) (Bellack 0 Thomas-Lohrman, 2003 );231
7.7.6; Concluding Remarks;231
7.7.7;References;232
7.8;Chapter 15 Assessment of Social Skills in Substance Use Disorders;236
7.8.1; Assessment of Social Skills in Substance Use Disorders;236
7.8.2; Substance Use Disorders;237
7.8.2.1; Overview of Substances Commonly Abused;237
7.8.3; Relations between Substance Use Disorders (SUD s ) and Social Skills;239
7.8.4; Assessment Considerations;241
7.8.4.1; Temporary vs. Permanent;242
7.8.4.2; Global vs. Specific;243
7.8.5; Overview of Selected Measures;243
7.8.5.1; Global Social Skills;243
7.8.5.2; Addiction Severity Index-Fifth Edition (ASI);244
7.8.5.3; Teen Addiction Severity Index (T-ASI);245
7.8.5.4; Drug Use Screening Inventory (DUSI);246
7.8.5.5; Adolescent Drug Abuse Diagnosis (ADAD);248
7.8.5.6; Conclusions;249
7.8.6; Social Skills Specific to Substance Use/Maintaining Abstinence;249
7.8.6.1; Situation Competency Test (SCT);250
7.8.6.2; Alcohol Specific Role Play Test (ASRPT);251
7.8.6.3; The Cocaine-Related Assessment of Coping Skills (CRACS);252
7.8.6.4; Cocaine Risk Response Test (CRRT);253
7.8.6.5; Problem Situation Inventory (PSI);253
7.8.6.6; Adolescent Relapse Coping Questionnaire (ARCQ);254
7.8.6.7; Conclusions;255
7.8.7; Conclusions;256
7.8.8;References;257
8;Part IV. Measure Reviews;261
8.1;Chapter 16 Child Measures;262
8.1.1; Direct Observation;263
8.1.2; Sociometric Procedures;264
8.1.3; Child Interview;265
8.1.3.1; Berkeley Puppet Interview;265
8.1.3.1.1; Original citation;265
8.1.3.1.2; Purpose;265
8.1.3.1.3; Population;265
8.1.3.1.4; Description;265
8.1.3.1.5; Administration and scoring;265
8.1.3.1.6; Psychometric properties;266
8.1.3.1.7; Source;266
8.1.3.1.8; Cost;266
8.1.3.1.9; Alternative forms;266
8.1.3.2; Enactive Social Knowledge Interview (ESKI);266
8.1.3.2.1; Original citation;266
8.1.3.2.2; Purpose;267
8.1.3.2.3; Population;267
8.1.3.2.4; Description;267
8.1.3.2.5; Administration and scoring;267
8.1.3.2.6; Source;267
8.1.3.2.7; Cost;268
8.1.3.2.8; Alternative forms;268
8.1.3.3; Home Interview with Child (HIWC);268
8.1.3.3.1; Original citation;268
8.1.3.3.2; Purpose;268
8.1.3.3.3; Population;268
8.1.3.3.4; Description;268
8.1.3.3.5; Administration and scoring;268
8.1.3.3.6; Psychometric properties;269
8.1.3.3.7; Source;269
8.1.3.3.8; Cost;269
8.1.3.4; The Interpersonal Negotiation Strategies Interview;269
8.1.3.4.1; Original citation;269
8.1.3.4.2; Purpose;269
8.1.3.4.3; Population;269
8.1.3.4.4; Description;269
8.1.3.4.5; Administration and scoring;270
8.1.3.4.6; Psychometric properties;270
8.1.3.4.7; Source;270
8.1.3.4.8; Cost;270
8.1.3.5; The Pictorial Scale of Perceived Competence and Social Acceptance for Young Children;270
8.1.3.5.1; Original citation;270
8.1.3.5.2; Purpose;270
8.1.3.5.3; Population;271
8.1.3.5.4; Description;271
8.1.3.5.5; Administration and scoring;271
8.1.3.5.6; Psychometric properties;271
8.1.3.5.7; Source;272
8.1.3.5.8; Cost;272
8.1.3.5.9; Alternative forms;272
8.1.3.6; The Preschool Interpersonal Problem-Solving Test (PIPS);273
8.1.3.6.1; Original citation;273
8.1.3.7; Purpose;273
8.1.3.8; Population;273
8.1.3.9; Description;273
8.1.3.9.1; Administration and scoring;273
8.1.3.9.2; Psychometric properties;274
8.1.3.9.3; Source;274
8.1.3.9.4; Cost;274
8.1.3.9.5; Alternative forms;275
8.1.3.10; The Social Cognitive Skills Test;275
8.1.3.10.1; Original citation;275
8.1.3.10.2; Purpose;275
8.1.3.10.3; Population;275
8.1.3.10.4; Description;275
8.1.3.10.5; Administration and scoring;275
8.1.3.10.6; Psychometric Properties;275
8.1.3.10.7; Source;276
8.1.3.10.8; Cost;276
8.1.3.10.9; Alternative forms;276
8.1.3.11; Social Problem Solving Scale;276
8.1.3.11.1; Original citation;276
8.1.3.11.2; Purpose;276
8.1.3.11.3; Population;276
8.1.3.11.4; Description;276
8.1.3.11.5; Administration and scoring;277
8.1.3.11.6; Psychometric properties;277
8.1.3.11.7; Source;277
8.1.3.11.8; Cost;278
8.1.4; Child Self-Report;278
8.1.4.1; The Matson Evaluation of Social Skills with Youngsters (MESSY);278
8.1.4.1.1; Original citation;278
8.1.4.1.2; Purpose;278
8.1.4.1.3; Population;278
8.1.4.1.4; Description;278
8.1.4.1.5; Administration and scoring;278
8.1.4.1.6; Psychometric properties;278
8.1.4.1.7; Source;279
8.1.4.1.8; Cost;279
8.1.4.1.9; Alternative forms;279
8.1.4.2; Piers-Harris Children's Self-Concept Scale, Second Edition (PIERS-HARRIS 2);279
8.1.4.2.1; Original citation;279
8.1.4.2.2; Purpose;279
8.1.4.2.3; Population;279
8.1.4.2.4; Description;280
8.1.4.2.5; Administration and scoring;280
8.1.4.2.6; Psychometric properties;280
8.1.4.2.7; Source;281
8.1.4.2.8; Cost;281
8.1.4.2.9; Alternative forms;281
8.1.4.3; The Self-Perception Profile for Children;281
8.1.4.3.1; Original citation;281
8.1.4.3.2; Purpose;281
8.1.4.3.3; Population;281
8.1.4.3.4; Description;281
8.1.4.3.5; Administration and scoring;281
8.1.4.3.6; Psychometric properties;282
8.1.4.3.7; Source;282
8.1.4.3.8; Cost;282
8.1.4.3.9; Alternative forms;282
8.1.4.4; Self Report of Personality-Child (SRP-C) in the Behavior Assessment System for Children, 2nd Edition (BASC-2);283
8.1.4.4.1; Original citation;283
8.1.4.4.2; Purpose;283
8.1.4.4.3; Population;283
8.1.4.4.4; Description;283
8.1.4.4.5; Administration and scoring;283
8.1.4.4.6; Psychometric properties;284
8.1.4.4.7; Source;284
8.1.4.4.8; Cost;284
8.1.4.4.9; Alternative forms;284
8.1.4.5; Social Skills Rating System (SSRS) -- Student Elementary Form;284
8.1.4.5.1; Original citation;284
8.1.4.5.2; Purpose;285
8.1.4.5.3; Population;285
8.1.4.5.4; Description;285
8.1.4.5.5; Administration and scoring;285
8.1.4.5.6; Psychometric properties;285
8.1.4.5.7; Source;286
8.1.4.5.8; Cost;286
8.1.4.5.9; Alternative forms;286
8.1.5; Child Peer Report;286
8.1.5.1; Preschool Social Behavior Scale---Peer Report Form (PSBS-P);286
8.1.5.1.1; Original citation;286
8.1.5.1.2; Purpose;286
8.1.5.1.3; Population;287
8.1.5.1.4; Description;287
8.1.5.1.5; Administration and scoring;287
8.1.5.1.6; Psychometric properties;287
8.1.5.1.7; Source;287
8.1.5.1.8; Cost;287
8.1.5.1.9; Alternative forms;287
8.1.5.2; Pupil Evaluation Inventory (PEI);288
8.1.5.2.1; Original citation;288
8.1.5.2.2; Purpose;288
8.1.5.2.3; Population;288
8.1.5.2.4; Description;288
8.1.5.2.5; Administration and scoring;288
8.1.5.2.6; Psychometric properties;288
8.1.5.2.7; Source;289
8.1.5.2.8; Cost;289
8.1.5.2.9; Alternative forms;289
8.1.6; Child Ratings by Other;289
8.1.6.1; Achenbach System of Empirically Based Assessment -- Child Behavior Checklist for Ages 6--18 (CBCL/6--18);289
8.1.6.1.1; Original citation;289
8.1.6.1.2; Purpose;290
8.1.6.1.3; Population;290
8.1.6.1.4; Description;290
8.1.6.1.5; Administration and scoring;290
8.1.6.1.6; Psychometric properties;290
8.1.6.1.7; Source;291
8.1.6.1.8; Cost;291
8.1.6.1.9; Alternative forms;291
8.1.6.2; Achenbach System of Empirically Based Assessment--Teacher--s Report Form Ages 6--18 (TRF/6--18);291
8.1.6.2.1; Original citation;291
8.1.6.2.2; Purpose;291
8.1.6.2.3; Population;291
8.1.6.2.4; Description;291
8.1.6.2.5; Administration and scoring;292
8.1.6.2.6; Psychometric properties;292
8.1.6.2.7; Source;292
8.1.6.2.8; Cost;292
8.1.6.2.9; Alternative forms;293
8.1.6.3; Behavior Assessment System For Children -- Second Edition (BASC-2) Social Skills Subscale: Parent Rating Scales;293
8.1.6.3.1; Original citation;293
8.1.6.3.2; Purpose;293
8.1.6.3.3; Population;293
8.1.6.3.4; Description;293
8.1.6.3.5; Administration and scoring;293
8.1.6.3.6; Psychometric properties;294
8.1.6.3.7; Source;294
8.1.6.3.8; Cost;294
8.1.6.3.9; Alternative forms;294
8.1.6.4; Behavior Assessment System for Children -- Second Edition (BASC-2) Social Skills Subscale: Teacher Rating Scales;295
8.1.6.4.1; Original citation;295
8.1.6.4.2; Purpose;295
8.1.6.4.3; Population;295
8.1.6.4.4; Description;295
8.1.6.4.5; Administration and scoring;295
8.1.6.4.6; Psychometric properties;296
8.1.6.4.7; Source;296
8.1.6.4.8; Cost;296
8.1.6.4.9; Alternative forms;296
8.1.6.5; Child Behavior Scale (CBS);296
8.1.6.5.1; Original citation;296
8.1.6.5.2; Purpose;297
8.1.6.5.3; Population;297
8.1.6.5.4; Description;297
8.1.6.5.5; Administration and scoring;297
8.1.6.5.6; Psychometric properties;297
8.1.6.5.7; Source;298
8.1.6.5.8; Cost;298
8.1.6.6; Children--s Social Behavior Scale -- Teacher Form (CSBS-T);298
8.1.6.6.1; Original citation;298
8.1.6.6.2; Purpose;298
8.1.6.6.3; Population;299
8.1.6.6.4; Description;299
8.1.6.6.5; Administration and scoring;299
8.1.6.6.6; Psychometric properties;299
8.1.6.6.7; Source;299
8.1.6.6.8; Cost;299
8.1.6.6.9; Alternative forms;300
8.1.6.7; Early Screening Project;300
8.1.6.7.1; Original citation;300
8.1.6.7.2; Purpose;300
8.1.6.7.3; Population;300
8.1.6.7.4; Description;300
8.1.6.7.5; Administration and scoring;301
8.1.6.7.6; Psychometric properties;301
8.1.6.7.7; Source;301
8.1.6.7.8; Cost;301
8.1.6.8; Matson Evaluation of Social Skills with Youngsters (MESSY) -- Teacher Report form;301
8.1.6.8.1; Original citation;301
8.1.6.8.2; Purpose;301
8.1.6.8.3; Population;301
8.1.6.8.4; Description;302
8.1.6.8.5; Administration and scoring;302
8.1.6.8.6; Psychometric properties;302
8.1.6.8.7; Source;302
8.1.6.8.8; Cost;303
8.1.6.8.9; Alternative forms;303
8.1.6.9; Personality Inventory for Children (PIC) -- Second Edition;303
8.1.6.9.1; Original citation;303
8.1.6.9.2; Purpose;303
8.1.6.9.3; Population;303
8.1.6.9.4; Description;303
8.1.6.9.5; Administration and scoring;303
8.1.6.9.6; Psychometric properties;304
8.1.6.9.7; Source;304
8.1.6.9.8; Cost;304
8.1.6.9.9; Alternative forms;304
8.1.6.10; Preschool Behavior Questionnaire (PBQ);305
8.1.6.10.1; Original citation;305
8.1.6.10.2; Purpose;305
8.1.6.10.3; Population;305
8.1.6.10.4; Description;305
8.1.6.10.5; Administration and scoring;305
8.1.6.10.6; Psychometric properties;305
8.1.6.10.7; Source;306
8.1.6.10.8; Cost;306
8.1.6.11; Preschool and Kindergarten Behavior Scales (PKBS) -- Second Edition;306
8.1.6.11.1; Original citation;306
8.1.6.11.2; Purpose;306
8.1.6.11.3; Population;306
8.1.6.11.4; Description;306
8.1.6.11.5; Administration and scoring;307
8.1.6.11.6; Psychometric properties;307
8.1.6.11.7; Source;307
8.1.6.11.8; Cost;307
8.1.6.11.9; Alternative forms;307
8.1.6.12; Preschool Social Behavior Scale -- Teacher form (PSBS-T);308
8.1.6.12.1; Original citation;308
8.1.6.12.2; Purpose;308
8.1.6.12.3; Population;308
8.1.6.12.4; Description;308
8.1.6.12.5; Administration and scoring;308
8.1.6.12.6; Psychometric properties;308
8.1.6.12.7; Source;309
8.1.6.12.8; Cost;309
8.1.6.12.9; Alternative forms;309
8.1.6.13; Pupil Evaluation Inventory (PEI);309
8.1.6.13.1; Original citation;309
8.1.6.13.2; Purpose;309
8.1.6.13.3; Population;309
8.1.6.13.4; Description;309
8.1.6.13.5; Administration and scoring;309
8.1.6.13.6; Psychometric properties;310
8.1.6.13.7; Source;310
8.1.6.13.8; Cost;310
8.1.6.14; School Social Behavior Scale (SSBS-2);310
8.1.6.14.1; Original citation;310
8.1.6.14.2; Purpose;310
8.1.6.14.3; Population;310
8.1.6.14.4; Description;311
8.1.6.14.5; Administration and scoring;311
8.1.6.14.6; Psychometric properties;311
8.1.6.14.7; Source;312
8.1.6.14.8; Cost;312
8.1.6.15; Social Competence and Behavior Evaluation-Preschool Edition (SCBE);312
8.1.6.15.1; Original citation;312
8.1.6.15.2; Purpose;312
8.1.6.15.3; Population;312
8.1.6.15.4; Description;312
8.1.6.15.5; Administration and scoring;313
8.1.6.15.6; Psychometric properties;313
8.1.6.15.7; Source;313
8.1.6.15.8; Cost;313
8.1.6.16; Social Skills Rating System for Parents (SSRS-P);314
8.1.6.16.1; Original citation;314
8.1.6.16.2; Purpose;314
8.1.6.16.3; Population;314
8.1.6.16.4; Description;314
8.1.6.16.5; Administration and scoring;314
8.1.6.16.6; Psychometric properties;315
8.1.6.16.7; Source;315
8.1.6.16.8; Cost;315
8.1.6.16.9; Alternative forms;315
8.1.6.17; Social Skills Rating System for Teachers (SSRS-T);315
8.1.6.17.1; Original citation;315
8.1.6.17.2; Purpose;315
8.1.6.17.3; Population;316
8.1.6.17.4; Description;316
8.1.6.17.5; Administration and scoring;316
8.1.6.17.6; Psychometric properties;316
8.1.6.17.7; Source;317
8.1.6.17.8; Cost;317
8.1.6.17.9; Alternative forms;317
8.1.6.18; Student Behavior Survey (SBS);317
8.1.6.18.1; Original citation;317
8.1.6.18.2; Purpose;317
8.1.6.18.3; Population;317
8.1.6.18.4; Description;318
8.1.6.18.5; Administration and scoring;318
8.1.6.18.6; Psychometric properties;318
8.1.6.18.7; Source;319
8.1.6.18.8; Cost;319
8.1.6.19; Taxonomy of Problematic Social Situations (TOPS);319
8.1.6.19.1; Original citation;319
8.1.6.19.2; Purpose;319
8.1.6.19.3; Population;319
8.1.6.19.4; Description;319
8.1.6.19.5; Administration and scoring;320
8.1.6.19.6; Psychometric properties;320
8.1.6.19.7; Source;320
8.1.6.19.8; Cost;320
8.1.6.20; Teacher Assessment of Social Behavior;320
8.1.6.20.1; Original citation;320
8.1.6.20.2; Purpose;321
8.1.6.20.3; Population;321
8.1.6.20.4; Description;321
8.1.6.20.5; Administration and scoring;321
8.1.6.20.6; Psychometric properties;321
8.1.6.20.7; Source;321
8.1.6.20.8; Cost;322
8.1.6.21; Teacher-Child Rating Scale (T-CRS);322
8.1.6.21.1; Original citation;322
8.1.6.21.2; Purpose;322
8.1.6.21.3; Population;322
8.1.6.21.4; Description;322
8.1.6.21.5; Administration and scoring;322
8.1.6.21.6; Psychometric properties;322
8.1.6.21.7; Source;323
8.1.6.21.8; Cost;323
8.1.6.22; Vineland-II Adaptive Behavior Scales: Parent/Caregiver Rating Form;323
8.1.6.22.1; Original citation;323
8.1.6.22.2; Purpose;323
8.1.6.22.3; Population;323
8.1.6.22.4; Description;324
8.1.6.22.5; Administration and scoring;324
8.1.6.22.6; Psychometric properties;324
8.1.6.22.7; Source;325
8.1.6.22.8; Cost;325
8.1.6.22.9; Alternative forms;325
8.1.6.23; Vineland-II Adaptive Behavior Scales: Teacher Rating Form;325
8.1.6.23.1; Original citation;325
8.1.6.23.2; Purpose;325
8.1.6.23.3; Population;326
8.1.6.23.4; Description;326
8.1.6.23.5; Administration and scoring;326
8.1.6.23.6; Psychometric properties;326
8.1.6.23.7; Source;327
8.1.6.23.8; Cost;327
8.1.6.23.9; Alternative forms;327
8.1.7; Child Analog;327
8.1.7.1; Entry Situation;327
8.1.7.1.1; Original citation;327
8.1.7.1.2; Purpose;328
8.1.7.1.3; Population;328
8.1.7.1.4; Description;328
8.1.7.1.5; Administration and scoring;328
8.1.7.1.6; Psychometric properties;328
8.1.7.1.7; Source;329
8.1.7.1.8; Cost;329
8.1.7.2; Revised Behavioral Assertiveness Test for Children (BAT-CR);329
8.1.7.2.1; Original citation;329
8.1.7.2.2; Purpose;329
8.1.7.2.3; Population;329
8.1.7.2.4; Description;329
8.1.7.2.5; Administration and scoring;330
8.1.7.2.6; Psychometric properties;330
8.1.7.2.7; Source;331
8.1.7.2.8; Cost;331
8.2;References;331
8.3;Chapter 17 Adolescent Measures;335
8.3.1; Direct Observation;336
8.3.1.1; Peer report;337
8.3.2; Adolescent Interview;339
8.3.2.1; Interpersonal Negotiation Strategy Interview (INS);339
8.3.2.1.1; Original citation;339
8.3.2.1.2; Purpose;339
8.3.2.1.3; Population;339
8.3.2.1.4; Description;339
8.3.2.1.5; Administration and scoring;339
8.3.2.1.6; Psychometric properties;340
8.3.2.1.7; Source;340
8.3.2.2; Social Competence Interview (SCI);340
8.3.2.2.1; Original citation;340
8.3.2.2.2; Purpose;340
8.3.2.2.3; Population;341
8.3.2.2.4; Description;341
8.3.2.2.5; Administration and scoring;341
8.3.2.2.6; Psychometric properties;342
8.3.2.2.7; Source;342
8.3.2.3; Vineland Adaptive Behavior Scales, Second Edition: Survey Interview Form;342
8.3.2.3.1; Original citation;342
8.3.2.3.2; Purpose;342
8.3.2.3.3; Population;342
8.3.2.3.4; Description;342
8.3.2.3.5; Administration and scoring;343
8.3.2.3.6; Psychometric properties;344
8.3.2.3.7; Source;344
8.3.2.3.8; Cost;345
8.3.2.3.9; Alternative forms;345
8.3.3; Adolescent Self Report;345
8.3.3.1; Adolescent Assertion Expression Scale (AAES);345
8.3.3.1.1; Original citation;345
8.3.3.1.2; Purpose;345
8.3.3.1.3; Population;345
8.3.3.1.4; Description;345
8.3.3.1.5; Administration and scoring;346
8.3.3.1.6; Psychometric properties;346
8.3.3.1.7; Source;346
8.3.3.2; Adolescent Social Self-Efficacy Scale (S-EFF);346
8.3.3.2.1; Original citation;346
8.3.3.2.2; Purpose;346
8.3.3.2.3; Population;346
8.3.3.2.4; Description;346
8.3.3.2.5; Administration and scoring;346
8.3.3.2.6; Psychometric properties;347
8.3.3.2.7; Source;347
8.3.3.3; Behavior Assessment System for Children -- Second Edition (BASC-2) Social Stress and Interpersonal Relations Subscales: Self-Report of Personality -- Adolescent;347
8.3.3.3.1; Original citation;347
8.3.3.3.2; Purpose;347
8.3.3.3.3; Population;347
8.3.3.3.4; Description;347
8.3.3.3.5; Administration and scoring;348
8.3.3.3.6; Psychometric properties;348
8.3.3.3.7; Source;348
8.3.3.3.8; Cost;348
8.3.3.3.9; Alternative forms;349
8.3.3.4; Children and Adolescent Social and Adaptive Functioning Scale (CASAFS);349
8.3.3.4.1; Original citation;349
8.3.3.4.2; Purpose;349
8.3.3.4.3; Population;349
8.3.3.4.4; Description;349
8.3.3.4.5; Administration and scoring;349
8.3.3.4.6; Psychometric properties;349
8.3.3.4.7; Source;350
8.3.3.5; Loneliness and Social Dissatisfaction Questionnaire;350
8.3.3.5.1; Original citation;350
8.3.3.5.2; Purpose;350
8.3.3.5.3; Population;350
8.3.3.5.4; Administration and scoring;350
8.3.3.5.5; Psychometric properties;351
8.3.3.5.6; Source;351
8.3.3.5.7; Alternative forms;351
8.3.3.6; Measure of Adolescent Heterosocial Competence (MAHC);351
8.3.3.6.1; Original citation;351
8.3.3.6.2; Purpose;351
8.3.3.6.3; Population;351
8.3.3.6.4; Description;351
8.3.3.6.5; Administration and scoring;352
8.3.3.6.6; Psychometric properties;352
8.3.3.6.7; Source;352
8.3.3.6.8; Alternative forms;352
8.3.3.7; Problem-Oriented Screening Instrument for Teenagers (POSIT);352
8.3.3.7.1; Peer relations and social skills subscales;352
8.3.3.7.2; Original citation;352
8.3.3.7.3; Purpose;352
8.3.3.7.4; Population;352
8.3.3.7.5; Description;352
8.3.3.7.6; Administration and scoring;353
8.3.3.7.7; Psychometric properties;353
8.3.3.7.8; Source;353
8.3.3.7.9; Alternative forms;353
8.3.3.8; Social Competence Questionnaire (SCQ) -- Pupil Form;353
8.3.3.8.1; Original citation;353
8.3.3.8.2; Purpose;354
8.3.3.8.3; Population;354
8.3.3.8.4; Description;354
8.3.3.8.5; Administration and scoring;354
8.3.3.8.6; Psychometric properties;354
8.3.3.8.7; Source;354
8.3.3.8.8; Alternative forms;354
8.3.3.9; Social Problem-Solving Inventory for Adolescents (SPSI-A);355
8.3.3.9.1; Original citation;355
8.3.3.9.2; Purpose;355
8.3.3.9.3; Population;355
8.3.3.9.4; Description;355
8.3.3.9.5; Administration and scoring;355
8.3.3.9.6; Psychometric properties;355
8.3.3.9.7; Source;356
8.3.3.9.8; Cost;356
8.3.3.9.9; Alternative forms;356
8.3.3.10; Social Skills Rating System (SSRS) -- Student Questionnaire (Secondary Level);356
8.3.3.10.1; Original citation;356
8.3.3.10.2; Purpose;356
8.3.3.10.3; Population;356
8.3.3.10.4; Description;356
8.3.3.10.5; Administration and scoring;357
8.3.3.10.6; Psychometric properties;357
8.3.3.10.7; Source;357
8.3.3.10.8; Cost;357
8.3.3.10.9; Alternative forms;357
8.3.3.11; Teenage Inventory of Social Skills (TISS);358
8.3.3.11.1; Original citation;358
8.3.3.11.2; Purpose;358
8.3.3.11.3; Population;358
8.3.3.11.4; Description;358
8.3.3.11.5; Administration and scoring;358
8.3.3.11.6; Psychometric properties;358
8.3.3.11.7; Source;359
8.3.3.12; Transition Competence Battery for Deaf Adolescents and Young Adults (TCB) Job-Related Social and Interpersonal Skills Subscale;359
8.3.3.12.1; Original citation;359
8.3.3.12.2; Purpose;359
8.3.3.12.3; Population;359
8.3.3.12.4; Description;359
8.3.3.12.5; Administration and scoring;359
8.3.3.12.6; Psychometric properties;360
8.3.3.12.7; Source;360
8.3.3.12.8; Cost;360
8.3.3.12.9; Alternative forms;360
8.3.3.13; Youth Self-Report (YSR) Social Competence and Social Problems Subscales;360
8.3.3.13.1; Original citation;360
8.3.3.13.2; Purpose;360
8.3.3.13.3; Population;360
8.3.3.13.4; Description;361
8.3.3.13.5; Administration and scoring;361
8.3.3.13.6; Psychometric properties;361
8.3.3.13.7; Source;361
8.3.3.13.8; Cost;361
8.3.3.13.9; Alternative forms;362
8.3.4; Adolescent Ratings by Other;362
8.3.4.1; Adaptive Behavior Inventory (ABI) Social Skills Subscale;362
8.3.4.1.1; Original citation;362
8.3.4.1.2; Purpose;362
8.3.4.1.3; Population;362
8.3.4.1.4; Description;362
8.3.4.1.5; Administration and scoring;362
8.3.4.1.6; Psychometric properties;363
8.3.4.1.7; Source;363
8.3.4.1.8; Cost;363
8.3.4.1.9; Alternative forms;363
8.3.4.2; Behavior Assessment System for Children -- Second Edition (BASC-2) Social Skills Subscale: Parent Rating Scales -- Adolescent;363
8.3.4.2.1; Original citation;363
8.3.4.2.2; Purpose;363
8.3.4.2.3; Population;363
8.3.4.2.4; Description;364
8.3.4.2.5; Administration and scoring;364
8.3.4.2.6; Psychometric properties;364
8.3.4.2.7; Source;365
8.3.4.2.8; Cost;365
8.3.4.2.9; Alternative forms;365
8.3.4.3; Child Behavior Checklist for Ages 6--18 (CBCL/6-18);365
8.3.4.3.1; Social competence and social problems subscales;365
8.3.4.4; Child Behavior Checklist -- Teacher--s Report form for Ages 6--18 (TRF/6-18);365
8.3.4.4.1; Social problems subscale;365
8.3.4.5; Home and Community Social Behavior Scales (HCSBS);365
8.3.4.5.1; Original citation;365
8.3.4.5.2; Purpose;365
8.3.4.5.3; Population;366
8.3.4.5.4; Description;366
8.3.4.5.5; Administration and scoring;366
8.3.4.5.6; Psychometric properties;366
8.3.4.5.7; Source;367
8.3.4.5.8; Cost;367
8.3.4.5.9; Alternative forms;367
8.3.4.6; Informal Rating Matrix (IRM);367
8.3.4.6.1; Original citation;367
8.3.4.6.2; Purpose;367
8.3.4.6.3; Population;367
8.3.4.6.4; Description;367
8.3.4.6.5; Administration and scoring;368
8.3.4.6.6; Psychometric properties;368
8.3.4.6.7; Source;368
8.3.4.7; Interpersonal Competence Scale -- Teacher Form (ICS-T);368
8.3.4.7.1; Original citation;368
8.3.4.7.2; Purpose;368
8.3.4.7.3; Population;369
8.3.4.7.4; Description;369
8.3.4.7.5; Administration and scoring;369
8.3.4.7.6; Psychometric properties;369
8.3.4.7.7; Source;369
8.3.4.8; School Social Skills Rating Scale (S3);370
8.3.4.8.1; Original citation;370
8.3.4.8.2; Purpose;370
8.3.4.8.3; Population;370
8.3.4.8.4; Description;370
8.3.4.8.5; Administration and scoring;370
8.3.4.8.6; Psychometric properties;370
8.3.4.8.7; Source;371
8.3.4.8.8; Cost;371
8.3.4.9; Social Competence Questionnaire (SCQ) -- Parent and Teacher Forms;371
8.3.4.9.1; Original citation;371
8.3.4.9.2; Purpose;371
8.3.4.9.3; Population;371
8.3.4.9.4; Description;371
8.3.4.9.5; Administration and scoring;371
8.3.4.9.6; Psychometric properties;372
8.3.4.9.7; Source;372
8.3.4.9.8; Alternative form;372
8.3.4.10; Social Skills Rating System (SSRS) -- Parent and Teacher Questionnaires (Secondary Level);372
8.3.4.10.1; Original citation;372
8.3.4.10.2; Purpose;372
8.3.4.10.3; Population;372
8.3.4.10.4; Description;372
8.3.4.10.5; Administration and scoring;373
8.3.4.10.6; Psychometric properties;373
8.3.4.10.7; Source;374
8.3.4.10.8; Cost;374
8.3.4.10.9; Alternative forms;374
8.3.4.11; Student Behavior Survey (SBS) Social Skills and Social Problems Subscales;374
8.3.4.11.1; Original citation;374
8.3.4.11.2; Purpose;374
8.3.4.11.3; Population;374
8.3.4.11.4; Description;374
8.3.4.11.5; Administration and scoring;375
8.3.4.11.6; Psychometric properties;375
8.3.4.11.7; Source;375
8.3.4.11.8; Cost;375
8.3.4.12; Walker-McConnell Scale of Social Competence and School Adjustment (SSCSA) -- Adolescent Version;376
8.3.4.12.1; Original citation;376
8.3.4.12.2; Purpose;376
8.3.4.12.3; Population;376
8.3.4.12.4; Description;376
8.3.4.12.5; Administration and scoring;376
8.3.4.12.6; Psychometric properties;376
8.3.4.12.7; Source;377
8.3.4.12.8; Cost;377
8.3.4.12.9; Alternative forms;377
8.3.4.13; Waksman Social Skills Rating Scale (WSSRS);377
8.3.4.13.1; Original citation;377
8.3.4.13.2; Purpose;377
8.3.4.13.3; Population;377
8.3.4.13.4; Description;377
8.3.4.13.5; Administration and scoring;377
8.3.4.13.6; Psychometric properties;378
8.3.4.13.7; Source;378
8.3.4.13.8; Cost;378
8.3.4.14; Vineland Adaptive Behavior Scales, Second Edition --- Parent/Caregiver Rating Form;378
8.3.5; Adolescent Analog;378
8.3.5.1; Role-Play Test;379
8.3.5.1.1; Original citation;379
8.3.5.1.2; Purpose;379
8.3.5.1.3; Population;379
8.3.5.1.4; Description;379
8.3.5.1.5; Administration and scoring;379
8.3.5.1.6; Psychometric properties;379
8.3.5.1.7; Source;380
8.3.5.1.8; Alternative forms;380
8.3.5.2; Scale of Job-Related Social Skill Knowledge;380
8.3.5.2.1; Original citation;380
8.3.5.2.2; Purpose;380
8.3.5.2.3; Population;380
8.3.5.2.4; Description;380
8.3.5.2.5; Administration and scoring;381
8.3.5.2.6; Psychometric properties;381
8.3.5.2.7; Source;381
8.3.5.3; Test of Community-Based Social Skill Knowledge;381
8.3.5.3.1; Original citation;381
8.3.5.3.2; Purpose;382
8.3.5.3.3; Population;382
8.3.5.3.4; Description;382
8.3.5.3.5; Administration and scoring;382
8.3.5.3.6; Psychometric properties;382
8.3.5.3.7; Source;383
8.3.5.3.8; Alternative forms;383
8.3.6; Adolescent Observation;383
8.3.6.1; Family and Peer Process Code;383
8.3.6.1.1; Original citation;383
8.3.6.1.2; Purpose;383
8.3.6.1.3; Population;383
8.3.6.1.4; Description;383
8.3.6.1.5; Administration and scoring;384
8.3.6.1.6; Psychometric properties;384
8.3.6.1.7; Source;385
8.3.6.1.8; Cost;385
8.3.6.1.9; Alternative forms;385
8.3.6.2; Social Competence Scale;385
8.3.6.2.1; Original citation;385
8.3.6.2.2; Purpose;385
8.3.6.2.3; Population;385
8.3.6.2.4; Description;385
8.3.6.2.5; Administration and scoring;386
8.3.6.2.6; Psychometric properties;386
8.3.6.3; Source;387
8.3.6.4;References;387
8.4;Chapter 18 Adult Measures;390
8.4.1; Adult Self Report;390
8.4.1.1; Assertion Inventory (AI);391
8.4.1.1.1; Original citation;391
8.4.1.1.2; Purpose;391
8.4.1.1.3; Description;391
8.4.1.1.4; Administration and scoring;391
8.4.1.1.5; Psychometric properties;392
8.4.1.1.6; Source;392
8.4.1.1.7; Cost;392
8.4.1.2; Assertion Self-Statement Test (ASST) and Assertion Self-Statement Test-Revised (ASST-R);392
8.4.1.2.1; Original citations;392
8.4.1.2.2; Purpose;393
8.4.1.2.3; Description;393
8.4.1.2.4; Administration and scoring;393
8.4.1.2.5; Psychometric properties;393
8.4.1.2.6; Source;394
8.4.1.2.7; Cost;394
8.4.1.3; Dating and Assertion Questionnaire (DAQ);394
8.4.1.3.1; Original citation;394
8.4.1.3.2; Purpose;394
8.4.1.3.3; Description;394
8.4.1.3.4; Administration and scoring;394
8.4.1.3.5; Psychometric properties;395
8.4.1.3.6; Source;395
8.4.1.3.7; Cost;395
8.4.1.4; Interpersonal Competence Questionnaire (ICQ);396
8.4.1.4.1; Original citation;396
8.4.1.4.2; Purpose;396
8.4.1.4.3; Description;396
8.4.1.4.4; Administration and scoring;396
8.4.1.4.5; Psychometric properties;396
8.4.1.4.6; Alternative forms;397
8.4.1.4.7; Source;397
8.4.1.4.8; Cost;397
8.4.1.5; Inventory of Interpersonal Problems (IIP);398
8.4.1.5.1; Original citation;398
8.4.1.5.2; Purpose;398
8.4.1.5.3; Description;398
8.4.1.5.4; Administration and scoring;398
8.4.1.5.5; Psychometric properties;398
8.4.1.5.6; Alternative forms;399
8.4.1.5.7; Source;399
8.4.1.5.8; Cost;399
8.4.1.6; Rathus Assertiveness Schedule (RAS);399
8.4.1.6.1; Original citation;399
8.4.1.6.2; Purpose;399
8.4.1.6.3; Description;399
8.4.1.6.4; Administration and Scoring;399
8.4.1.6.5; Psychometric Properties;400
8.4.1.6.6; Alternative Forms;400
8.4.1.6.7; Source;400
8.4.1.6.8; Cost;400
8.4.1.7; Scale for Interpersonal Behavior (SIB);401
8.4.1.7.1; Original citations;401
8.4.1.7.2; Purpose;401
8.4.1.7.3; Description;401
8.4.1.7.4; Administration and scoring;401
8.4.1.7.5; Psychometric properties;401
8.4.1.7.6; Alternative forms;402
8.4.1.7.7; Source;402
8.4.1.7.8; Cost;402
8.4.1.8; Self-Monitoring Scale (SMS);403
8.4.1.8.1; Original citation;403
8.4.1.8.2; Purpose;403
8.4.1.8.3; Description;403
8.4.1.8.4; Administration and Scoring;403
8.4.1.8.5; Psychometric properties;403
8.4.1.8.6; Alternative forms;404
8.4.1.8.7; Source;404
8.4.1.8.8; Cost;404
8.4.1.9; Social Functioning Scale (SFS);404
8.4.1.9.1; Original citation;404
8.4.1.9.2; Purpose;404
8.4.1.9.3; Description;405
8.4.1.9.4; Administration and scoring;405
8.4.1.9.5; Psychometric properties;405
8.4.1.9.6; Alternative forms;406
8.4.1.9.7; Source;406
8.4.1.9.8; Cost;406
8.4.1.10; Social Skills Inventory (SSI);406
8.4.1.10.1; Original citation;406
8.4.1.10.2; Purpose;406
8.4.1.10.3; Description;407
8.4.1.10.4; Administration and scoring;407
8.4.1.10.5; Psychometric properties;407
8.4.1.10.6; Alternative forms;409
8.4.1.10.7; Source;409
8.4.1.10.8; Cost;409
8.4.1.11; Wolpe-Lazarus Assertiveness Schedule (WLAS);409
8.4.1.11.1; Original citation;409
8.4.1.11.2; Purpose;409
8.4.1.11.3; Description;409
8.4.1.11.4; Administration and scoring;409
8.4.1.11.5; Psychometric properties;409
8.4.1.11.6; Alternative forms;410
8.4.1.11.7; Source;410
8.4.1.11.8; Cost;410
8.4.2; Adult Observation;410
8.4.2.1; Assessment of Interpersonal Problem-Solving Skills (AIPSS);410
8.4.2.1.1; Original citations;410
8.4.2.1.2; Purpose;410
8.4.2.1.3; Description;411
8.4.2.1.4; Administration and scoring;411
8.4.2.1.5; Psychometric properties;411
8.4.2.1.6; Source;412
8.4.2.1.7; Cost;412
8.4.2.2; Behavioral Assertiveness Test -- Revised (BAT-R);412
8.4.2.2.1; Original citations;412
8.4.2.2.2; Purpose;412
8.4.2.2.3; Description;412
8.4.2.2.4; Administration and Scoring;412
8.4.2.2.5; Psychometric properties;413
8.4.2.2.6; Alternative forms;413
8.4.2.2.7; Source;414
8.4.2.2.8; Cost;414
8.4.2.3; Behavioral Role-Playing Assertion Test (BRAT);414
8.4.2.3.1; Original citation;414
8.4.2.3.2; Purpose;414
8.4.2.3.3; Description;414
8.4.2.3.4; Administration and scoring;414
8.4.2.3.5; Psychometric properties;414
8.4.2.3.6; Source;415
8.4.2.3.7; Cost;415
8.4.2.4; Ideographic Role-Play Test (IRP);415
8.4.2.4.1; Original citation;415
8.4.2.4.2; Purpose;415
8.4.2.4.3; Description;415
8.4.2.4.4; Administration and scoring;416
8.4.2.4.5; Psychometric properties;416
8.4.2.4.6; Source;416
8.4.2.4.7; Cost;417
8.4.2.5; Social Interaction Test (SIT);417
8.4.2.5.1; Original citation;417
8.4.2.5.2; Purpose;417
8.4.2.5.3; Description;417
8.4.2.5.4; Administration and scoring;417
8.4.2.5.5; Psychometric properties;418
8.4.2.5.6; Source;418
8.4.2.5.7; Cost;418
8.4.2.6; Simulated Social Interaction Test (SSIT);418
8.4.2.6.1; Original citation;418
8.4.2.6.2; Purpose;418
8.4.2.6.3; Description;419
8.4.2.6.4; Administration and scoring;419
8.4.2.6.5; Psychometric properties;419
8.4.2.6.6; Source;420
8.4.2.6.7; Cost;420
8.4.2.7; Social Skill Behavioral Assessment System (SSBAS);420
8.4.2.7.1; Original citation;420
8.4.2.7.2; Purpose;420
8.4.2.7.3; Description;420
8.4.2.7.4; Administration and scoring;420
8.4.2.7.5; Psychometric properties;421
8.4.2.7.6; Source;421
8.4.2.7.7; Cost;421
8.4.2.8;References;421
8.5;Appendix A Quick-View Guides*-8pt;426
8.6;Appendix B Reprints of Selected Measures*-8pt;438
8.6.1; Child Measures;438
8.6.1.1; The Relationship Questionnaire: The Assessment of Psychosocial Maturity in Children and Adolescents;438
8.6.1.2; Teacher Assessment of Social Behavior;448
8.6.1.3; Taxonomy of Problematic Social Situations for Children (TOPS);449
8.6.2; Adolescent Measures;455
8.6.2.1; Adolescent Social Self-Efficacy Scale;455
8.6.2.2; Child and Adolescent Social and Adaptive Functioning Scale (CASAFS);456
8.6.2.3; Loneliness and Social Dissatisfaction Questionnaire;458
8.6.2.4; The Measure of Adolescent Heterosocial Competence (Female Version);460
8.6.2.5; The Measure of Adolescent Heterosocial Competence (Male Version);467
8.6.2.6; The Measure of Adolescent Heterosocial Competence -- Key for Both Males and Females;475
8.6.2.7; Social Problem---Solving Inventory for Adolescents (SPSI-A): Sample Items;483
8.6.2.8; Teenage Inventory of Social Skills (Version for Boys);484
8.6.3; Adult Measures;488
8.6.3.1; Assertion Inventory (from Gambrill & Richey, 1975);488
8.6.3.2; Assertion Self-Statement Test (from Bruch, Haase, & Purcell, 1984);490
8.6.3.3; Dating and Assertion Questionnaire (from Levenson, & Gottman, 1978);491
8.6.3.4; Interpersonal Competence Questionnaire (from Buhrmeister et al., 1988);493
8.6.3.5; Inventory of Interpersonal Problems (from Barkham et al., 1996);496
8.6.3.6; Rathus Assertiveness Schedule (from Rathus, 1973);497
8.6.3.7; Scale for Interpersonal Behavior (from Arrindell & van der Ende, 1985; Arrindell et al., 1990);499
8.6.3.8; Revised Self-Monitoring Scale (from Cramer & Gruman, 2002);502
8.6.3.9; Wolpe-Lazarus Assertiveness Schedule (Wolpe & Lazarus, 1966);509
8.7;Appendix C Glossary;511
8.8;Index;513