The assessment of social-emotional and adaptive behavior functioning is critical during the preschool years because many of these affective and skill-related areas form a foundation that guides and influences children's later functioning in home, school, and community domains. Ongoing assessment in these areas is able to identify children's age-appropriate development or their atypical development in one or a number of areas. From a social-emotional perspective, atypical development may involve anxiety disorders, attachment disorders, or pervasive developmental disorders. From a behavioral or functional perspective, atypical development may involve skill deficits, performance deficits, or deficits of self-control or self-management. In total, the assessment process attempts to integrate all of these perspectives while evaluating the child in an objective and ecological context. This context is discussed briefly first because of its importance to accurate, effective assessment. The chapter then provides specific information on direct observation, clinical interviews, behavior rating scales, behavioral observation approaches, projective techniques, and adaptive behavior scales.
Contribution to Book
Assessment of social-emotional functioning and adaptive behaviorFaculty Publications
Document TypeBook Chapter
Date IssuedJanuary 1999
Date AvailableSeptember 2011
PublisherAllyn & Bacon
Creative Commons LicenseCreative Commons Attribution-Noncommercial-No Derivative Works 4.0
Citation InformationHoward M Knoff, Stephanie A Stollar, Jennifer J Johnson, Tiffany A Chenneville, Ena Vazquez Nuttall, Ivonne Romero. (1999). Assessment of social-emotional functioning and adaptive behavior. In Assessing and Screening Preschoolers: Psychological and Educational Dimensions (2nd ed.). Ivonne Romero, Joanne Kalesnik, Ena Vazquez Nuttall. Allyn & Bacon: 126-160.