Tools to Objectively Assess Behavior

Individual Assessment Instruments

While nothing replaces the power of objective observations, sometimes the use of Behavioral Rating Scales, Check Lists, and Standardized Questionnaires can be useful, especially when assessing progress across standard curricular areas. The following are tools completed (often by teachers or caregivers) to rate the frequency or severity of certain behaviors or skills. They are more “standardized” in that items, instructions, and norms or benchmarks may exist.

Achenbach System of Empirically Based Assessment (ASEBA), including Child Behavior Checklist (CBCL) / Teacher Report Form (TRF)

ASEBA is a well-known set of behavior assessment tools across age groups. The CBCL is completed by caregivers and the TRF by teachers to assess adaptive and maladaptive behaviors (Achenbach & Rescorla, 2001). Its strengths include a wide research base, normative data, and the capacity to compare across settings. Ratings are subjective, however, and may be influenced by rater bias, and represent snapshots rather than process measures.

Conners Comprehensive Behavior Rating Scale (CBRS)

Commonly used in the context of attention, hyperactivity, and behavioral challenges (e.g., ADHD). The tool includes versions for teachers, parents, and (in some cases) self-report (older children). The teacher version asks about behaviors in academic settings; the scale enables identification of behavioral concerns and monitoring over time (Conners, 2008). As with all rating scales, validity depends on the rater’s consistency and training, and they may be less sensitive to short-term changes or subtle growth.

Vanderbilt ADHD Diagnostic Rating Scale

Though more specialized, this scale includes versions for teachers and parents to measure symptoms of ADHD, and is sometimes used in early primary years (though less typical in preschool). (Pillow et al., 1998)

These behavior rating scales are especially helpful when the goal is screening, referral, or monitoring of behavior over time. Because they produce numeric ratings, they lend themselves to quantitative comparison (useful before vs. after intervention), but they must be interpreted in concert with observational and contextual data.

References

1. Achenbach, T. M., & Rescorla, L. A. (2001). Manual for the ASEBA school-age forms & profiles. Burlington, VT: University of Vermont, Research Center for Children, Youth, & Families.
2. Conners, C. K. (2008). Conners Comprehensive Behavior Rating Scales (Conners CBRS) manual. Toronto, ON: Multi-Health Systems.
3. Pillow, D. R., Pelham, W. E., Hoza, B., Molina, B. S., & Stultz, C. H. (1998). Confirmatory factor analyses examining attention deficit hyperactivity disorder symptoms in children. Journal of Abnormal Child Psychology, 26(4), 293–305.