Assessment and Treatment
Assessment always has been the hallmark of clinical psychology From its earliest days, measurement and testing provided the foundation for examining abnormal behavior and have been the catalyst for the subsequent development of treatments. Assessment of intelligence, in particular, has been in the forefront of modern, empirically based approaches to measurement. More recently, as our definitions of what constitutes intelligence have broadened and our understanding of the antecedents of intelligence has deepened, measures of intellectual functioning have diversified to tap multiple cognitive domains and processes. Whereas the assessment of intelligence emanates from traditional psychometric approaches to test development, behavioral assessment focuses on measurement of overt, observable behaviors. Moreover, behavioral assessment is intricately linked with treatment, in that the behaviors measured become the direct focus of intervention.
Research on the treatment of abnormal behavior in children primarily has involved behavioral interventions in the last few decades. Such approaches emphasize assessment of target behaviors and manipulation of environmental contingencies in an effort to increase or decrease behavior. Behavioral interventions have become increasingly more sophisticated in the past decade, incorporating cognitive treatments and strategies that affect systems (e.g., family, classroom) where the child resides, plays, or works. As it has become increasingly evident that the etiologies of many child psychiatric disorders involve biological and environmental factors, pharmacological treatments also have emerged as important adjuncts to psychological interventions. Empirical research on the effectiveness of pharmacotherapy in children, however, is not as advanced as in adults. A third intervention approach that has gained considerable support in recent years in community prevention. In contrast to models of acute treatment, community preventions consists of identifying at-risk children and providing them with programs designed to forestall the future development of behavioral and emotional disorders. Such approaches are appealing given the ultimate savings in time and resources associated with successful early intervention.
The chapters in Part II cover assessment and treatment. In chapter 9, Kaufman, Kaufman, Lincoln, and Kaufman discuss intellectual and cognitive assessment. With a particular emphasis on traditional intelligence tests, the authors provide in-depth coverage of test development, administration, and interpretation of results. In addi
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Publication information: Book title: Advanced Abnormal Child Psychology. Edition: 2nd. Contributors: Michel Hersen - Editor, Robert T. Ammerman - Editor. Publisher: Lawrence Erlbaum Associates. Place of publication: Mahwah, NJ. Publication year: 2000. Page number: 151.
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