Assessment of Behavioral and Social-Emotional Functioning in Children
Abstract
In this presentation we provide a guide for assessors on assessing behavior and social-emotional functioning in children, with particular emphasis on addressing culturally diverse populations and people living in oppressive conditions or environments. We posit that central to valid assessment is the multisource, multimethod, and multisetting approach in assessing children’s behavior and social-emotional functioning. This approach emphasizes the significance of a comprehensive framework that ensures that assessments are not only thorough, but also sensitive to the needs and backgrounds of children who are culturally diverse. This tripartite method serves as a cornerstone for a culturally sensitive assessment process that integrates various sources of information, employs an array of assessment methods, and considers the child’s behavior across different environments to provide a holistic view of their behavioral and social-emotional functioning.
Presenters
Dr. Vincent C. Alfonso | Montclair State University
Miriam W. Carlson | Gonzaga University
Ridge Joseph Bynum | Gonzaga University
Learning Objectives
At the conclusion of the Webinar, attendees will be able to:
- Describe the multisource, multimethod, and multisetting approach to assessment.
- List and briefly describe three common child interviews.
- Summarize the four professional practice guidelines to promote equitable assessment practice.
Continuing Education Statement
The Society for Personality Assessment (SPA) is approved by the American Psychological Association to sponsor continuing education for psychologists. SPA maintains responsibility for this program and its content.
Society for Personality Assessment is recognized by the New York State Education Department's State Board for Psychology as an approved provider of continuing education for licensed psychologists #PSY-0218.
1. APA Task Force on Psychological Assessment and Evaluation Guidelines. (2020). APA guidelines for psychological assessment and evaluation. American Psychological Association. https://www.apa.org/about/policy/guidelines-psychological-assessment-evaluation.pdf
2. Council of National Psychological Associations for the Advancement of Ethnic Minority Interests. (2016). Testing and assessment with persons & communities of color. American Psychological Association. https://www.apa.org/pi/oema/resources/testing-assessment-monograph.pdf
3. Sattler, J. M. (2022). Foundations of behavioral, social and clinical assessment of children (7th ed.).
Vincent C. Alfonso, Ph.D., is serving as Interim Dean of the College for Education and Engaged Learning at Montclair State University. He is a former Professor in and Dean of the School of Education at Gonzaga University in Spokane, Washington. He also served as Interim Dean of the Ferkauf Graduate School of Psychology at Yeshiva University and Professor in and Associate Dean of the Graduate School of Education, Fordham University, New York City. He is past president of Division 16 of the American Psychological Association (APA) and past secretary of the Council of Directors of School Psychology Programs. This past August Dr. Alfonso began his term as president of the Trainers of School Psychologists.
Dr. Alfonso is Fellow of Divisions 16, 5, and 43 of the APA and Fellow of the Association for Psychological Science. In February 2014, he received the Outstanding Contributions to Training award from the Trainers of School Psychologists and in August 2017, he received the Jack Bardon Distinguished Service Award from Division 16 of the APA. In May 2021 Dr. Alfonso received the faculty award for Professional Contributions from Gonzaga University.
Dr. Alfonso has published scholarly work for more than 30 years. His major areas of scholarly work are developmental disabilities including specific learning disabilities, early childhood assessment and intervention, and applied psychometrics. Dr. Alfonso is co-author of the Cross-Battery Assessment Software System and most recently he co-edited Healthy Development in Young Children: Evidence-based Interventions for Early Education published by the APA and Psychoeducational Assessment of Preschool Children (5th Edition) published by Routledge. Two Wiley co-authored publications include the 2022 Essentials of Bayley-4 Assessment and soon-to-be published Essentials of Infant, Toddler, and Preschool Assessment.
Miriam is currently pursuing her doctoral degree in School Psychology (PsyD) at Gonzaga University, where she also earned an EdS in the same field. She holds dual bachelor’s degrees in Applied Developmental Psychology and Psychology, with a minor in Communication Studies, from Eastern Washington University, graduating summa cum laude. As a McNair Scholar, Miriam’s dedication to academic excellence and leadership has been recognized with prestigious awards, including the Jeanne Foster-Wardian Leadership in Education Award from Gonzaga University and the Frances B. Huston Medallion Award from Eastern Washington University.
Miriam has contributed to the field in her dual roles as a practicing school psychologist across PreK-12 settings and as a research assistant at Gonzaga University. In these roles, she has conducted psycho-educational evaluations, designed and implemented behavioral interventions, and collaborated with educators and families to foster inclusive and supportive learning environments. Miriam has also facilitated social-emotional learning groups, provided counseling to students, and supported data-driven decision-making within school systems. Her research integrates theory with practice, and she has shared her findings at prominent conferences, including those organized by the American Psychological Association, the European Association for Behavior Analysis, and the Washington State Association of School Psychologists.
At the heart of Miriam’s work lies a fundamental question: How can we create learning environments that not only embrace diversity but thrive because of it? This inquiry shapes her research on educational equity, early childhood assessment, and evidence-based interventions designed to empower every student to succeed. Through her co-authored presentations and published works, Miriam has advanced the understanding and implementation of inclusive practices in education, effectively connecting academic research with real-world applications.
Miriam’s professional affiliations reflect her mission to advance education and human flourishing. She is an active member of the National Association of School Psychologists, the American Psychological Association, and the Washington State Association of School Psychologists, where she contributes to advancing the field of school psychology through collective efforts. For Miriam, the goal is not merely to refine practices but to reimagine what is possible when education becomes a catalyst for human potential.
Ridge Bynum is an advanced doctoral candidate in the Doctor of Psychology (Psy.D.) program in School Psychology at Gonzaga University. His research centers on improving assessment practices for preschool-aged children, focusing on cognitive, language, social-emotional, and early academic abilities. Specifically, his dissertation explores the application of the Cattell Horn Carroll (CHC) theory of cognitive abilities to preschoolers, aiming to refine its use in early childhood contexts. Beyond his academic work, Ridge actively contributes to the field of school psychology as a leader and student representative in professional organizations, including the APA Division 16 Student Affiliates in School Psychology (SASP) and the Washington State Association of School Psychologists (WSASP). Through these roles, he advocates for advancing school psychology practices and fostering professional development among peers.