Behavior can be described and measured in many ways. One approach in particular provides a potential for making precise and valid cross-cultural comparisons of behavior not equaled by other techniques. This approach is one in which low-inference observation instruments called "category systems" are used to measure behaviors observed.…

Responds to Worobey and Brazelton's commentary on the author's assessment of a Brazelton-based newborn intervention by addressing two issues: (1) what the literature indicates with respect to this intervention technique, and (2) the significance of the process by which interventions are implemented. (HOD)

The article describes and critiques two scales (the Vineland Social Maturity Scale and the American Association of Mental Deficiency's Adaptive Behavior Scale - Public School Version) for assessing the adaptive behavior of mentally retarded children. (PHR)

The development of behaviorally-anchored rating scales (BARS) will permit researchers measuring the effectiveness of school administrators to utilize sound, ethnographic methods instead of relying on traditional, theory-based rating systems. In this document the author describes his own modified process for developing BARS and explains the…

Though rating scales represent a cost-effective way of obtaining data on child behavior, there are numerous unresolved issues pertaining to their use. This article focuses upon a few considerations regarding the instruments themselves and the informants who provide the ratings. Recommendation for future work on scale development are made.…

Responds to Belsky's critique of the Neonatal Behavioral Assessment Scale and suggests explanations for the disparity in results when using the Scale as an intervention device with new families. (HOD)

School psychologists engaged in ecological assessment need to measure the degree to which children's behaviors fit the demands of the school environment. Although no standardized instruments serve that purpose, rating scales and simulation/role plays can be adapted to measure the person-environment (PE) fit. Although most behavior rating scales…

This monograph reviews studies which have measured and compared classroom and other human behaviors occurring in different cultures and nations, points out problems related to the comparisons made, and describes procedures which can be used to help standardize measurements of behavior made using systematic observation instruments. Standardization…

Responds to Lustig's (1987) critique of Bales and Cohen's (1979) interpersonal rating forms. Results are reported from a test of the Bales and Cohen rating forms administered to 145 subjects from a variety of organizations, and revisions are proposed based on methodological and theoretical considerations. (TE)

Addresses the controversy regarding the conceptual overlap between difficult child temperament and behavior problems using treatment outcome study data. Forty mothers of preschool children were randomly assigned to either a temperament-focused parent-training program or a wait-list control group. Results suggest that the observed associations…

This review of instruments for assessing psychopathology and behavior problems in people with mental retardation characterizes evaluation tools in such terms as age groups encompassed, levels of mental retardation, number of domains, and types of raters used. The structure of maladaptive behavior is described, and several instruments are…

Responds to previous article by McConaughy by discussing key issues and assumptions which underlie use of behavior rating scales for assessing children's emotional problems. Advances three arguments supporting use of structured informant reports in social-emotional assessment: informant reports initiate intervention efforts; reliable instruments…

Reacts to previous article by McConaughy by reviewing many uses of rating scales in delivery of school psychological services, provides guidelines for selecting and using rating scales, examines Achenbach scales in some detail as way to illustrate points about usage and development, and concludes with discussion about advancements in development…

Responds to previous article by McConaughy on use of behavior rating scales to assess children's behavioral and emotional problems. Analyzes advances in syndromal assessment described by McConaughy with respect to two related themes: what can be said with confidence and what can be said that might be helpful. (Author/NB)

Author of article (this issue) describing research program to advance assessment of children's behavioral and emotional problems; presenting conceptual framework for multiaxial empirically based assessment; and summarizing research efforts to develop cross-informant scales for scoring parent, teacher, and self-reports responds to commentaries on…