Clinical Psychology

not a one-shot evaluation performed before treat-
ment is initiated. Rather, it is an ongoing process
that occurs before, during, and after treatment.
Behavioral assessment is important because it
informs the initial selection of treatment strategies,
provides a means of feedback regarding the efficacy
of the treatment strategies employed as they are
enacted in the treatment process, allows evaluation
of the overall effectiveness of treatment once

completed, and highlights situational factors that

may lead to recurrence of the problematic

behavior(s).

Figure 9-1 illustrates behavioral assessment at

various stages of treatment (Peterson & Sobell,

1994). First, diagnostic formulations provide

descriptions of maladaptive behaviors, or potential

targets for intervention. Second, the patient’s con-

text or environment (social support system, physical

T A B L E 9-1 Differences Between Behavioral and Traditional Approaches to Assessment

Behavioral Psychodynamic

I. Assumptions

1. Conception of
   personality

Personality constructs mainly employed to

summarize specific behavior patterns, if at all.

Personality as a reflection of enduring

underlying states or traits.

2. Causes of behavior Maintaining conditions sought in current
   environment.

Intrapsychic (within the individual).

II. Implications

1. Role of behavior Important as a sample of person’s repertoire
   in specific situation.

Behavior assumes importance only

insofar as it indexes underlying causes.

2. Role of history Relatively unimportant, except, for example,
   to provide a retrospective baseline.

Crucial in that present conditions seen as

a product of the past.

3. Consistency of
   behavior

Behavior thought to be specific to the

situation.

Behavior expected to be consistent

across time and settings.

III. Uses of data To describe target behaviors and maintaining

conditions.

To describe personality functioning and

etiology.

To select the appropriate treatment. To diagnose or classify.

To evaluate and revise treatment. To make prognosis; to predict.

IV. Other characteristics

1. Level of inferences Low. Medium to high.


2. Comparisons More emphasis on intraindividual or
   idiographic.

More emphasis on interindividual or

nomothetic.

3. Methods of assessment More emphasis on direct methods (e.g.,
   observations of behavior in natural
   environment).

More emphasis on indirect methods

(e.g., interviews and self-report).

4. Timing of assessment More ongoing; prior, during, and after
   treatment.

Pre- and perhaps posttreatment, or

strictly to diagnose.

5. Scope of assessment Specific measures and of more variables (e.g.,
   of target behaviors in various situations, of
   side effects, context, strengths as well as
   deficiencies).

More global measures (e.g., of cure or

improvement) but only of the individual.

SOURCE: Adapted from“Some Relationships Between Behavioral and Traditional Assessment,”by D. P. Hartmann, B. L. Roper, and D. C. Bradford,Journal of
Behavioral Assessment, 1979, 1 , 4. Copyright © 1979 by Plenum Publishers. Reprinted by permission.

258 CHAPTER 9