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.

Saklofske, Donald H; Reynolds, Cecil R., 1952-; Schwean, Vicki L

Donald H. Saklofske, Cecil R. Reynolds, Vicki L. Schwean

Oxford ; New York: Oxford University Press

IRL Press at Oxford University Press

Oxford Institute for Energy Studies

German Historical Institute London

Oxford library of psychology, Oxford, cop. 2013

Oxford library of psychology, New York, 2013

United Kingdom and Ireland, United Kingdom

1, 2013

xxiv, 860 p. : 26 cm
Includes bibliographical references and index
Machine generated contents note: pt. One Foundations of Psychological Assessment -- 1.The Role of Theory in Psychological Assessment / Danielle 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 Scientific Status of Projective Techniques as Performance Measures of Personality / Hedwig Teglasi -- 6.Large-Scale Group Score Assessments: Past, Present, and Future / Bobby Naemi ...[et al.] -- 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 ...[et al.] -- 10.The ICF-CY: A Universal Taxonomy for Psychological Assessment / Rune J. Simeonsson and Andrea Lee -- 11.Responsible Use of Psychological Tests: Ethical and Professional Practice Concerns / Jonathan W. Gould, David A. Martindale, and James R. Flens -- pt. 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...[et al.] -- 13.Principles of Assessment of Aptitude and Achievement / W. Joel 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...[et al.] -- 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 -- pt. 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...[et al.] -- 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: 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 -- pt. 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...[et al.] -- 33.Assessing Non-Cognitive 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 Behaviors and Style, Parenting Relationships, and Other Parent Variables in Child Assessment / Laura G. McKee...[et al.] -- 36.Linking Children and Adolescent Assessment to Effective Instruction: An Evidence-based Perspective from the Experimental Literature / H. Lee Swanson

2024-07-01