Handbook of Psychological and Educational Assessment of Children: Personality, Behavior, and Context

ISBN-13: 9781572308848 / Angielski / Twarda / 2003 / 539 str.

Randy W. Kamphaus; Cecil R. Reynolds

Opis

< div> This copy covers both volumes< br> Now in an extensively revised and updated second edition, these essential volumes cover all aspects of child and adolescent assessment. Leading clinical scientists summarize the state of the science of assessment paradigms, instruments, and methods. With an emphasis on practical clinical considerations, chapters also delve into issues related to test development, psychometrics, and bias. Conveniently designed for reference or text use, this vast knowledge base has been synthesized into two volumes which may be purchased separately or together. INTELLIGENCE, APTITUDE, AND ACHIEVEMENT surveys assessment of intelligence, learning styles, and academic achievement; covers historical issues and psychometric methods; and addresses diversity issues, ethical concerns, and special topics in mental testing. PERSONALITY, BEHAVIOR, AND CONTEXT reviews the use of projective methods, interviewing and observation, and objective methods of assessing personality and behavior; discusses the assessment of specific syndromes and symptoms; and presents tools for assessing adaptive skills and the family context. < br> < br> New in the Second Edition< br> Both volumes in the second edition have been substantially rewritten to include over a decade's worth of conceptual and empirical advances; numerous new and emerging applications; and the latest professional standards. Highlights of INTELLIGENCE, APTITUDE, AND ACHIEVEMENT include new chapters on applications of the KAIT and DAS, the value of multifactored and cross-battery ability assessments, assessment of memory and of writing skills, preschool intellectual assessment, and assessment of childrenwith language impairments or traumatic brain injury. PERSONALITY, BEHAVIOR, AND CONTEXT features new chapters on classroom observations, structured diagnostic interviewing, ADHD assessment, uses of the BASC and the ASEBA, assessment of childhood anxiety, and more. < br> < /div>

Recenzje

This two-volume handbook is absolutely the most current, comprehensive, and authoritative volume available today on psychological and educational assessment of children. The Handbook is a thoroughly revised and updated version of the highly acclaimed first edition, published more than a decade ago. Kamphaus and Reynolds are, of course, two of the best-known scholars in the area of child assessment and have attracted a list of contributors that reads like a 'who's who' in the field. The contributors have all managed to write informative yet engaging chapters where theory is nicely integrated into critical discussions of research. Perhaps most important, the information presented in this volume easily translates into a 'take-home' message in that the chapters present clear implications for daily practice. The Handbook should be on the reading list of anyone, whether in the field of psychology or education, who works with children. If I were to add one set of works to my professional library this year, this would be the one.--George W. Hynd, EdD, College of Education, University of Georgia

This handbook is a truly remarkable scholarly contribution to the fields of psychology and education. Reynolds and Kamphaus are leaders in the field who between them have a developed a number of the most frequently used psychological and educational tests, and the noted chapter authors all have impressive publication records as well. While the first edition was a stellar contribution, the volumes in the second edition have been improved with extensive updating and revising. A decade of exciting new research findings are carefully reviewed, and the latest professional developments incorporated. Encyclopedic in scope, these well-edited volumes cover virtually every type of psychological test that can be individually administered to a child. Additional material on the history of testing, research design, and ethical and diversity issues, among many other important topics, is also included. All handbooks strive to be comprehensive, but this one truly succeeds! All professionals involved in child assessment should have these volumes at their fingertips.--Arthur MacNeill Horton, Jr., EdD, ABPP, ABPN, private practice, Columbia and Towson, Maryland; Past President, American Board of Professional Neuropsychology

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Spis treści

I. General Issues
1. Personality Assessment Research: Applying Criteria of Confidence and Helpfulness
David W. Barnett, Gregg Macmann, and Francis E. Lentz, Jr.
2. Procedural Issues Associated with the Behavioral Assessment of Children
Christopher H. Skinner, Jennifer T. Freeland, and Edward S. Shapiro

II. Projective Methods
3. The Projective Hypothesis and Development of Projective Techniques for Children
Louis A. Chandler
4. Projective Storytelling Techniques
James L. Dupree and Frances Prevatt
5. Evaluation of Projective Drawings
Howard M. Knoff
6. The Sentence Completion as a Tool for Assessing Emotional Disturbance
Ruth Adlof Haak
7. Using the Rorschach with Children and Adolescents: The Exner Comprehensive System
Jerry C. Allen and Jillayne Hollifield
8. Use of the Holtzman Inkblot Technique (HIT) with Children
Wayne H. Holtzman and Jon Swartz

III. Interviewing and Observations
9. Using the Clinical Interview to Assess Children's Interpersonal Reasoning and Emotional Understanding
Janet A. Welsh and Karen Lin Bierman
10. Structured Diagnostic Interviewing
Bryan R. Loney and Paul J. Frick
11. Direct Behavioral Observation for Classrooms
Anne Pierce Winsor

IV. Specific Syndromes and Symptoms
12. Assessment of Childhood Depression
Semrud-Clikeman, Laura Bennett, and Laura Guli
13. The Assessment of Attention via Continuous Performance Tests
Cynthia A. Riccio and Cecil R. Reynolds
14. Assessment of Attention-Deficit/Hyperactivity Disorder
Shari Neul, Heather Applegate, and Ron Drabman

V. Objective Methods
15. Multisource and Multidimensional Object Assessment of Adjustment: The Personality Inventory for Children, Second Edition; Personality Inventory for Youth; and Student Behavior Survey
David Lachar and Christian P. Gruber
16. The Minnesota Multiphasic Personality Inventory--Adolescent
Ellen W. Rowe
17. The Behavior Assessment System for Children
Jennifer Thorpe, Randy W. Kamphaus, and Cecil R. Reynolds
18. The Achenbach System of Empirically Based Assessment
Thomas M. Achenbach and Stephanie McConaughy

VI. Assessment of Adaptive Skills/Behavior
19. Assessing Social Competence in Children and Adolescents
Timothy A. Cavell, Barbara T. Meehan, and Samuel E. Fiala
20. Adaptive Behavior Scales
Randy W. Kamphaus

VII. Advanced Topics
21. Assessing the Family Context
Cindy I. Carlson
22. Issues in Child Custody Evaluation and Testimony
Patrice H. Butterfield
23. Assessment of Childhood Anxiety
Kelly RobinsonI. General Issues
1. Personality Assessment Research: Applying Criteria of Confidence and Helpfulness
David W. Barnett, Gregg Macmann, and Francis E. Lentz, Jr.
2. Procedural Issues Associated with the Behavioral Assessment of Children
Christopher H. Skinner, Jennifer T. Freeland, and Edward S. Shapiro

II. Projective Methods
3. The Projective Hypothesis and Development of Projective Techniques for Children
Louis A. Chandler
4. Projective Storytelling Techniques
James L. Dupree and Frances Prevatt
5. Evaluation of Projective Drawings
Howard M. Knoff
6. The Sentence Completion as a Tool for Assessing Emotional Disturbance
Ruth Adlof Haak
7. Using the Rorschach with Children and Adolescents: The Exner Comprehensive System
Jerry C. Allen and Jillayne Hollifield
8. Use of the Holtzman Inkblot Technique (HIT) with Children
Wayne H. Holtzman and Jon Swartz

III. Interviewing and Observations
9. Using the Clinical Interview to Assess Children's Interpersonal Reasoning and Emotional Understanding
Janet A. Welsh and Karen Lin Bierman
10. Structured Diagnostic Interviewing
Bryan R. Loney and Paul J. Frick
11. Direct Behavioral Observation for Classrooms
Anne Pierce Winsor

IV. Specific Syndromes and Symptoms
12. Assessment of Childhood Depression
Semrud-Clikeman, Laura Bennett, and Laura Guli
13. The Assessment of Attention via Continuous Performance Tests
Cynthia A. Riccio and Cecil R. Reynolds
14. Assessment of Attention-Deficit/Hyperactivity Disorder
Shari Neul, Heather Applegate, and Ron Drabman

V. Objective Methods
15. Multisource and Multidimensional Object Assessment of Adjustment: The Personality Inventory for Children, Second Edition; Personality Inventory for Youth; and Student Behavior Survey
David Lachar and Christian P. Gruber
16. The Minnesota Multiphasic Personality Inventory--Adolescent
Ellen W. Rowe
17. The Behavior Assessment System for Children
Jennifer Thorpe, Randy W. Kamphaus, and Cecil R. Reynolds
18. The Achenbach System of Empirically Based Assessment
Thomas M. Achenbach and Stephanie McConaughy

VI. Assessment of Adaptive Skills/Behavior
19. Assessing Social Competence in Children and Adolescents
Timothy A. Cavell, Barbara T. Meehan, and Samuel E. Fiala
20. Adaptive Behavior Scales
Randy W. Kamphaus

VII. Advanced Topics
21. Assessing the Family Context
Cindy I. Carlson
22. Issues in Child Custody Evaluation and Testimony
Patrice H. Butterfield
23. Assessment of Childhood Anxiety
Kelly Robinson

O autorze

Cecil R. Reynolds, PhD, is Emeritus Professor of Educational Psychology, Professor of Neuroscience, and Distinguished Research Scholar at Texas A&M University. He is an author of over 300 scholarly publications; an author or editor of over 50 books; and a creator of numerous widely used psychological tests of behavior, cognition, and personality. Dr. Reynolds maintained a clinical practice treating trauma victims and individuals with traumatic brain injury for 25 years before retiring from clinical work. He is past president of the National Academy of Neuropsychology (NAN) and the American Psychological Association (APA) Divisions of Evaluation, Measurement, and Statistics; Clinical Neuropsychology; and School Psychology. He serves on the editorial boards of 11 journals. Dr. Reynolds has been an editor or associate editor of several journals, and is currently editor-in-chief of Psychological Assessment. Dr. Reynolds has received numerous awards from NAN, APA, and other organizations.

Randy W. Kamphaus, PhD, is Professor and Head of the Department of Educational Psychology at the University of Georgia. A focus on issues related to clinical assessment has led him to pursue research in classification methods, differential diagnosis, test development, and learning disability and attention-deficit/hyperactivity disorder (ADHD) assessment. Dr. Kamphaus has served as principal investigator, coinvestigator, or consultant on federally funded research projects dealing with early intervention and prevention, child classification methods, prevalence of ADHD and conduct disorder in Latin America, and aggression reduction in schools. As a licensed psychologist and a Fellow of the American Psychological Association (APA), he has contributed extensively to his profession, and he is past president of the APA’s Division of School Psychology. Dr. Kamphaus has also authored or coauthored five books, three psychological tests, more than 40 scientific journal articles, and more than 20 book chapters. He also participates in scholarship in the field through work as an editorial board member, associate editor, test reviewer, and newsletter editor.