Examples of Naturalistic Observation
Over the years, many forms of naturalistic observation
have been used for specific settings. These settings
have included classrooms, playgrounds, general and
psychiatric hospitals, home environments, institutions
for those with mental retardation, and therapy sessions
in outpatient clinics. Again, it is important to note that
many of the systems employed in these settings have
been most widely used for research purposes. But
most of them are adaptable for clinical use.
Home Observation. Because experiences in the
family or home have such pervasive effects on adjust-
ment, it is not surprising that a number of assessment
procedures have been developed for behaviors
occurring in this setting. One of the most well-
regarded systems forhome observationis theMealtime
Family Interaction Coding System(MICS; Dickstein,
Hayden, Schiller, Seifer, & San Antonio, 1994),
which is based on the McMaster Model of Family
Functioning (Epstein, Bishop, & Levin, 1978). This
observational system involves the use of a videotaped
interaction of the entire family eating at mealtime,
without the presence of a clinician or researcher.
Trained coders watch the videotape and rate the
family on several domains, including:
Task Accomplishment(meeting and balancing
of family members’needs in the con-
text of the meal)
Affect Management(expression and
management of feelings expressed by
family members)
Interpersonal Involvement(the degree to
which family members show concern
for one anothers’needs)
Behavior Control(use of discipline and
consistency)
Communication(appropriateness and
directness of verbal and non-verbal
communication
Roles(how family members divide tasks
and responsibilities) (Hayden et al., 1998)
In one study, Moens, Braet, and Soetens (2007)
collected observational data from home interactions
in 28 families with a normal-weight child and 28
families with a child who was overweight (all chil-
dren aged 7–13 years). Moens and colleagues
(2007) asked parents to report the degree of support
and control they provided to their children. They
also collected observational data using the MICS on
these same dimensions. Results revealed that
although parents of overweight children reported
that they provided similar levels of support to
their children, as compared to parents of normal-
weight children, observational data indicated that
they provided significantly less support. Moreover,
observational data indicated that as compared to
other children, parents of overweight children
exhibited significantly higher levels of maladaptive
control, such as an overly permissive approach.
Thus, in this study, the predictive value of natural-
istic observation (over more traditional ratings by
parents) was demonstrated.School Observation. Clinical child psychologists
must often deal with behavior problems that take
place in the school setting; some children are dis-
ruptive in class, overly aggressive on the play-
ground, generally fearful, cling to the teacher, will
not concentrate, and so on. Although the verbal
reports of parents and teachers are useful, the most
direct assessment procedure is to observe the prob-
lem behavior in its natural habitat. Several coding
systems have been developed over the years for use
inschool observation.
An example of a behavioral observation system
used in school settings is Achenbach’s revisedDirect
Observation Form(DOF; McConaughy & Achen-
bach, 2009) of the Child Behavior checklist. The
DOF is used to assess problem behaviors that may
be observed in school classrooms or other settings
(McConaughy & Achenbach, 2009). It consists of
88 problem items as well as an open-ended item
that allows assessors to indicate problem behaviors
not covered by these items. Assessors are instructed
to rate each item according to its frequency, dura-
tion, and intensity within a 10-minute observation
period. It is recommended that three to six
10-minute observation periods be completed over
at least two days, prefereably in both the morningBEHAVIORAL ASSESSMENT 263