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

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

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

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

Synopsis

This copy covers both volumesNow 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. New in the Second EditionBoth 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 children with language impairments or traumaticbrain 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

Excerpt

The general area of psychological testing and assessment continues to be, as it has been for decades, the most prolific of research areas in psychology, as is evident by its representation in psychological journals. Although always controversial, psychological testing has nevertheless grown in its application to include evaluation and treatment of children's disorders of development, learning, and behavior. Tests continue to be published at an increasing rate. The scholarly literature on psychological testing of children has grown significantly over the past three decades and is rapidly becoming unmanageable. More than 40 different scholarly, refereed journals exist in North America alone that publish articles on psychological and educational assessment of children, making the task of the professor, the student, and the practitioner seem an impossible one. Hence, periodic comprehensive reviews of this massive literature seem necessary, albeit onerous. Such tasks require the work and the thoughts of many esteemed authors. In undertaking this task in the first edition, we endeavored to devise a work suitable for the professor as a reference, the student as a text, and the practitioner as a sourcebook and guide. In order to do this effectively, it seemed reasonable to separate the two major areas of assessment—intelligence and personality—into their own volumes. We have continued with this practice based upon the success in the first editions. This approach has allowed us the space for in-depth coverage, while retaining cohesion of topics in each book. The two volumes can thus be used in tandem or as separate units, depending on need.

Our hope for this two-volume handbook was to develop a broad-based resource for those individuals who are charged with the assessment of children and adolescents. We also wanted to develop a comprehensive resource for researchers who are studying various aspects of children's assessment and psychodiagnostics, and to provide breadth and depth of coverage of the major domains of children's assessment in a single source. These volumes include such diverse areas as academic achievement, intelligence, adaptive behavior, personality, and creativity assessment. Individual tests, such as the Wechsler Intelligence Scale for Children—Third Edition, the Kaufman Assessment Battery for Children, and the Rorschach, are given their own treatments, in addition to some general methods such as projective storytelling techniques. In each volume, the theoretical foundations and the measurement limitations of current approaches to the assessment of these latent constructs are addressed.

In order to ensure the volumes are authoritative, we sought out eminent scholars with a general command of assessment and a special expertise in research or practice in the area of their respective contributions. We have also sought new scholars, perhaps less well established, but whose thinking is clear, strong, and challenging on several fronts in formulating the second edition of each work. The chapters themselves purposely vary from an emphasis on specific applications in assessment to cutting-edge knowledge and critiques of research and statistical procedures. We hope that this scholarly emphasis will enhance the possibility of using the second edition of this two-volume handbook as a graduate-level text as it was so . . .

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