Assessment of Behavior and Personality in the Neuropsychological Diagnosis of Children

  • Margaret Semrud-Clikeman
  • Randy W. Kamphaus
  • Phyllis Anne Teeter
  • Melanie Vaughn
Part of the Critical Issues in Neuropsychology book series (CINP)


For many clinicians, behavior and personality have been traditionally evaluated by assessing behavior patterns and interpolating these behaviors as reflecting underlying personality variables (Martin, 1988). Behavior has been defined as the what a child does with personality defined as the why the child does what he or she does. Behaviors can be quantified and graphed fairly easily, whereas personality variables are more difficult to measure and are generally described qualitatively. Such differentiation is artificial and the boundaries between these concepts become blurred when observing a child. For the purposes of this chapter, behavior will be conceptualized as the outward expression of inner experience and personality will be viewed as the overarching principle encompassing behavior. Personality, therefore, is the constant principle across situations whereas behaviors may vary depending on situational characteristics (Martin, 1988). A discussion of distinctions between the concepts of behavior and personality is beyond thescope of this chapter. The interested reader is referred to further discussions by Martin (1988) and Lewis and Miller (1990).


Traumatic Brain Injury Frontal Lobe Disruptive Behavior Delinquent Behavior Teacher Rating 
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Copyright information

© Springer Science+Business Media New York 1997

Authors and Affiliations

  • Margaret Semrud-Clikeman
    • 1
  • Randy W. Kamphaus
    • 2
  • Phyllis Anne Teeter
    • 2
  • Melanie Vaughn
    • 3
  1. 1.Department of NeurologyUniversity of Minnesota Medical SchoolMinneapolisUSA
  2. 2.Department of Educational PsychologyUniversity of GeorgiaAthensUSA
  3. 3.Department of Educational PsychologyUniversity of Wisconsin-MilwaukeeMilwaukeeUSA

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