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.
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. Responsible Use of Psychological Tests: Ethical and Professional Practice Concerns
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
Edited by Donald H. Saklofske, Professor, Deparment of Psychology, University of Western Ontario,, Vicki L. Schwean, Vice Dean, Faculty of Education, University of Western Ontario, and Cecil R. Reynolds, Emeritus, Professor of Educational Psychology, Professor of Neuroscience, and Distinguished Research Scholar, Department of Psychology, Texas A & M University
Donald H. Saklofske,, is Professor, Division of Applied Psychology, University of Calgary. Vicki L. Schwean,, is Vice Dean, Faculty of Education, University of Calgary. Cecil R. Reynolds, Ph.D., is Professor Emeritus of Educational Psychology and Neuroscience, and Distinguished Research Scholar, Texas A & M University.