Overview

Psychological assessment has always paralleled the growth of psychology and its specialties, and it is not an overstatement to say that measurement and assessment are the cornerstones of psychology, providing the tools and techniques for gathering information to inform our understanding of human behavior. However, the continued growth and new developments in the assessment literature requires an ongoing examination of the principles and practices of central importance to psychological assessment. The Oxford Handbook of Child Psychological Assessment covers all areas of child and adolescent assessment. Leaders in the field summarize and synthesize state-of-the-science assessment theories, techniques, and applications. Placing an emphasis on clinical and psychoeducational assessment issues, chapters explore issues related to the foundations, models, special topics, and practice of psychological assessment. Appropriate as a desk reference or a cover-to-cover read, this comprehensive volume surveys fundamental principles of child assessment, including ability, achievement, behavior, and personality; covers the role of theory and measurement in psychological assessment; and presents new methods and data.

Full Product Details

Author:   Donald H. Saklofske, Ph.D. ,  Vicki L. Schwean ,  Cecil R. Reynolds
Publisher:   Oxford University Press Inc
Imprint:   Oxford University Press Inc
Dimensions:   Width: 18.80cm , Height: 4.50cm , Length: 25.60cm
Weight:   1.674kg
ISBN:  

9780199796304

ISBN 10:   0199796300
Pages:   884
Publication Date:   17 April 2013
Audience:   College/higher education ,  Professional and scholarly ,  Postgraduate, Research & Scholarly ,  Professional & Vocational
Format:   Hardback
Publisher's Status:   Active
Availability:   Manufactured on demand  
We will order this item for you from a manufactured on demand supplier.

Table of Contents

Preface Donald H. Saklofske, Cecil R. Reynolds, and Vicki L. Schwean Part One: Foundations of Psychological Assessment 1. The Role of Theory in Psychological Assessment Darielle Greenberg, Elizabeth O. Lichtenberger, and Alan S. Kaufman 2. Testing: The Measurement and Assessment Link Scott L. Decker 3. Measurement and Statistical Issues in Child Assessment Research Matthew R. Reynolds and Timothy Z. Keith 4. Psychometric Versus Actuarial Interpretation of Intelligence and Related Aptitude Batteries Gary L. Canivez 5. The Status of Projective Assessment in Psychological Science and in Practice Hedwig Teglasi 6. Large-Scale Group Score Assessments: Past, Present, and Future Bobby Naemi, Eugene Gonzalez, Jonas Bertling, Anthony Betancourt, Jeremy Burrus, Patrick C. Kyllonen, Jennifer Minsky, Petra Lietz, Eckhard Klieme, Svenja Vieluf, Jihyun Lee, and Richard D. Roberts 7. Testing, Assessment, and Cultural Variation: Challenges in Evaluating Knowledge Claims Craig L. Frisby 8. Methods for Translating and Adapting Tests to Increase Cross-Language Validity Ronald K. Hambleton and Minji Kang Lee 9. Diagnosis, Classification, and Screening Systems R. W. Kamphaus, Erin Dowdy, Sangwon Kim, and Jenna Chin 10. The ICF-CY: A Universal Taxonomy for Psychological Assessment Rune J. Simeonsson and Andrea Lee 11. The APA Ethics Code and the Case Against Projective Techniques in the Assessment of Children and Youths Jonathan W. Gould, David A. Martindale, and James R. Flens Part Two: Models of Assessment 12. Cognitive Assessment: Progress in Psychometric Theories of Intelligence, the Structure of Cognitive Ability Tests, and Interpretive Approaches to Cognitive Test Performance Dawn P. Flanagan, Vincent C. Alfonso, Samuel O. Ortiz, and Agnieszka M. Dynda 13. Principles of Assessment of Aptitude and Achievement W.J. Schneider 14. Principles of Neuropsychological Assessment in Children and Adolescents Cynthia A. Riccio and Cecil R. Reynolds 15. Models for the Personality Assessment of Children and Adolescents Donald H. Saklofske, Diana K. Joyce, Michael L. Sulkowski, and Emma A. Climie 16. Principles of Behavioral Assessment Tanya L. Eckert and Benjamin J. Lovett 17. Therapeutic Assessment with Adolescents and Their Parents: A Comprehensive Model Deborah J. Tharinger, Lauren B. Gentry, and Stephen E. Finn Part Three: The Practice of Psychological Assessment 18. History-taking, Clinical Interviewing, and the Mental Status Examination in Child Assessment Mauricio A. Garcia-Barrera and William R. Moore 19. Psychological Testing by Models of Cognitive Ability A. Lynne Beal, John O. Willis, and Ron Dumont 20. Methods of Neuropsychological Assessment Susan Homack 21. Memory Assessment Wayne Adams 22. Formal Methods in Assessing Child and Adolescent Personality and Affect Patricia A. Lowe, Erik L. Fister, Susan M. Unruh, Jennifer M. Raad, Justin P. Allen, Tiffany L. Arrington, Skylar A. Bellinger, Liesl J. Edwards, Belinda N. Kathurima, Jeaveen M. Neaderhiser, Christopher R. Niileksela, Jessica Oeth Schuttler, Matthew J. Grumbein, and Stephen W. Loke 23. Methods of Assessing Academic Achievement Michelle A. Drefs, Tanya Beran, and Meghann Fior 24. Methods of Assessing Learning and Study Strategies Kathy C. Stroud 25. Models and Methods of Assessing Creativity James C. Kaufman, Christina M. Russell, and Jonathan A. Plucker 26. Methods of Assessing Behavior I: Observations and Rating Scales Erin Dowdy, Jennifer Twyford, and Jill D. Sharkey 27. Models and Methods of Assessing Adaptive Behavior Jason Hangauer, Jonathan Worcester, and Kathleen Hague Armstrong Part Four: Special and Emergent Topics in Child and Adolescent Assessment 28. The Authentic Alternative for Assessment in Early Childhood Intervention Marisa Macy and Stephen J. Bagnato 29. Assessing Mild Intellectual Disability: Issues and Best Practices Daniel J. Reschly 30. Toward a Synthesis of Cognitive-Psychological, Medical/Neurobiological, and Educational Models for the Diagnosis and Management of Dyslexia Nancy Mather, Bennett A. Shaywitz, and Sally E. Shaywitz 31. Testing Accommodations for Children with Disabilities Brian C. McKevitt, Stephen N. Elliott, and Ryan J. Kettler 32. Special Issues in Forensic Assessment of Children and Adolescents Kathryn Kuehnle, Steven N. Sparta, H.D. Kirkpatrick, and Monica Epstein 33. Assessing Noncognitive Constructs in Education: A Review of Traditional and Innovative Approaches Anastasiya A. Lipnevich, Carolyn MacCann, and Richard D. Roberts 34. Assessment of Subjective Well-being in Children and Adolescents E. Scott Huebner and Kimberly J. Hills 35. Assessment of Parenting Style, Parenting Relationships, and Other Parent Variables in Child Assessment Laura G. McKee, Deborah J. Jones, Rex Forehand, and Jessica Cuellar 36. Linking Children and Adolescent Assessment to Effective Instruction: An Evidence-based Perspective from the Experimental Literature H. Lee Swanson

Reviews

Professionals beginning, at mid-career, and with life-long assessment experiences will gain valuable knowledge and insights through this book, thus further promoting their assessment services to children and adolescents. -- Thomas Oakland, Ph.D., ABPP, ABPN, Emeritus Professor, University of Florida This book covers a vast area of child assessment, touching on 36 topics over 860 pages. It is written by numerous experts in the field who address theories, models, and practice. It should be in the libraries of clinicians and researchers alike. -- DOODY'S

This book covers a vast area of child assessment, touching on 36 topics over 860 pages. It is written by numerous experts in the field who address theories, models, and practice. It should be in the libraries of clinicians and researchers alike. Doody's Notes, July 2013

<br> Professionals beginning, at mid-career, and with life-long assessment experiences will gain valuable knowledge and insights through this book, thus further promoting their assessment services to children and adolescents. <br>-- Thomas Oakland, Ph.D., ABPP, ABPN, Emeritus Professor, University of Florida <br><p><br>

This book covers a vast area of child assessment, touching on 36 topics over 860 pages. It is written by numerous experts in the field who address theories, models, and practice. It should be in the libraries of clinicians and researchers alike. * Doody's Notes, July 2013 *

Author Information

Donald H. Saklofske, Ph.D., is Professor, Department Psychology, University of Western Ontario. Cecil R. Reynolds, Ph.D., is Emeritus Professor of Educational Psychology, Professor of Neuroscience, and Distinguished Research Scholar, Texas A & M University. Vicki L. Schwean, Ph.D., is Dean, Faculty of Education, University of Western Ontario.

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