The Oxford Handbook of Child Psychological Assessment

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

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.