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“The editors have done a terrific job of producing a fifth edition that is current and cohesive, and that provides strong coverage of both theory and practice. The chapters are all guided by evidence-based practices in child and adolescent assessment, but not to the point of mindlessly adhering to the newest paper in the field—rather, they are conceptually strong at every turn. Instructors will find this work to be a tremendous foundation for lectures as well as an aid to extending students’ knowledge into practice. Practitioners who have been away from the classroom for more than a few years will find it an excellent update and conceptual base for current diagnostic work in the clinic and school.”

—Cecil R. Reynolds, PhD, Emeritus Professor of Educational Psychology and Neuroscience, Texas A&M University; Editor-in-Chief, Archives of Scientific Psychology


“A comprehensive update of a seminal work. Leading experts provide concise, wide-ranging recommendations on assessment of a broad array of disorders in children and adolescents. Using a principles-based approach, each chapter carefully walks the reader through specific steps in the assessment process, with abundant case examples and suggestions for constructing a wisely selected assessment battery. The fifth edition will be a wonderful text for a graduate course on child psychopathology and assessment, an indispensable resource for researchers, and a valuable reference for practicing clinicians. I highly recommend this book!”

—J. Gayle Beck, PhD, Lillian and Morrie Moss Chair of Excellence, Department of Psychology, The University of Memphis


“Having taught psychopathology and assessment to child and adolescent clinicians, I appreciate having a well-written, user-friendly text to scaffold and simplify my task. Chapters describe each condition and the basic measures the clinician needs, giving attention to necessary psychometrics while remaining readable and engaging. There is also a concerted effort to explain how the various assessment components fit together. The result is a text that is accessible and very informative.”

—Gabrielle A. Carlson, MD, Professor of Psychiatry and Pediatrics, Renaissance School of Medicine, Stony Brook University


“The fifth edition of this classic text, with an expanded editorial team, is destined to become the reference for the clinical assessment of children and adolescents. The outstanding chapter authors are all top researchers in their fields. Graduate students, clinical researchers, and clinicians will benefit from the book's extensive information and implementation guidance. Consistent with the direction taken in numerous evidence-based assessment initiatives, the contributors have been tasked with presenting instruments and practices that can be used, at minimal cost, in almost any clinical setting. This volume is certain to influence the psychological services provided to children and adolescents; it also sets a new standard against which all subsequent books on evidence-based psychological assessment will be judged.”

—John Hunsley, PhD, CPsych, School of Psychology, University of Ottawa, Ontario, Canada

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Table of Contents

I. General Principles and Skills

1. Introduction to Evidence-Based Assessment: A Recipe for Success, Eric A. Youngstrom & Mitchell J. Prinstein

2. The Prediction Phase of Evidence-Based Assessment, Anna Van Meter

3. The Prescription Phase of Evidence-Based Assessment, Amanda Jensen-Doss, Zabin Patel, Elizabeth Casline, & Bryce D. McLeod

4. Assessing Process: Are We There Yet?, Andrew Freeman & John Young

II. Behavior Disorders

5. Attention-Deficit/Hyperactivity Disorder, Julie Sarno Owens, Steven W. Evans, & Samantha M. Margherio

6. Conduct and Oppositional Disorders, Toni M. Walker, Paul J. Frick, & Robert J. McMahon

III. Internalizing Problems and Self-Harm

7. Depression, Benjamin L. Hankin & Joseph R. Cohen

8. Bipolar Spectrum Disorders, Eric A. Youngstrom, Emma E. Morton, & Greg Murray

9. Self-Injurious Thoughts and Behaviors, Alexander J. Millner & Matthew K. Nock

IV. Anxiety Disorders and Obsessive-Compulsive Disorder

10. Anxiety Disorders, Nicole Fleischer, Margaret E. Crane, & Philip C. Kendall

11. Obsessive–Compulsive Disorder, Jonathan S. Abramowitz & Jennifer L. Buchholz

V. Developmental and Cognitive Disorders

12. Autism Spectrum Disorder, Elisabeth Sheridan & Catherine Lord

13. Intellectual Disability, Randy J. Kamphaus & Emily Walden

14. Learning Disabilities, Ryan J. McGill, Kara M. Styck, & Stefan C. Dombrowski

VI. Stressful Events, Maltreatment, Trauma, and Loss

15. Posttraumatic Stress Disorder, Annette M. La Greca and BreAnne A. Danzi

16. Life Events, Kathryn Grant, Jocelyn Smith Carter, Emma Adam, & Yo Jackson

17. Assessing Bereavement and Grief Disorders, Christopher M. Layne & Julie B. Kaplow

18. Child Maltreatment, Helen M. Milojevich & Vicky Veitch Wolfe

VII. Problems of Adolescence and Emerging Adulthood

19. Substance Use Problems, Tammy A. Chung & Frances L. Wang

20. Early-Onset Schizophrenia, Aditi Sharma & Jon M. McClellan

21. Eating and Feeding Disorders, Anna M. Bardone-Cone & Kristin M. von Ranson

22. Adolescent Body Dysmorphic Disorder, Berta J. Summers, Ilana E. Ladis, Hilary Weingarden, & Sabine Wilhelm

VIII. Health-Related Issues

23. Pediatric Sleep, Lisa J. Meltzer

24. Risky and Impulsive Behaviors, Kevin M. King, Madison C. Feil, Katherine Seldin, Michele R. Smith, Max A. Halvorson, & Kevin S. Kuehn

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About the Editors

Eric A. Youngstrom, PhD, is Professor of Psychology and Neuroscience and Professor of Psychiatry at the University of North Carolina at Chapel Hill, where he is also Acting Director of the Center for Excellence in Research and Treatment of Bipolar Disorder. He was the inaugural recipient of the Early Career Award from the Society of Clinical Child and Adolescent Psychology of the American Psychological Association (APA), and is an elected full member of the American College of Neuropsychopharmacology. Dr. Youngstrom has consulted on DSM-5 and ICD-11. He is past president of the Society for Clinical Child and Adolescent Psychology and currently chairs the Work Group on Child Diagnosis for the International Society for Bipolar Disorders and serves as President (2020) of APA Division 5, Quantitative and Qualitative Methods.

• All titles by Eric A. Youngstrom

Mitchell J. Prinstein, PhD, ABPP, is the John Van Seters Distinguished Professor of Psychology and Neuroscience at the University of North Carolina at Chapel Hill. His research examines interpersonal models of internalizing symptoms and health-risk behaviors among adolescents, with a focus on the unique role of peer relationships in the developmental psychopathology of depression, self-injury, and suicidality. An Associate Editor of the Journal of Consulting and Clinical Psychology and a member of the National Institutes of Health’s Study Section on Psychosocial Development, Risk, and Prevention, Dr. Prinstein is a recipient of the Theodore Blau Early Career Award from the Society of Clinical Psychology of the American Psychological Association (APA), among other honors. He is a Fellow of the APA Society of Clinical Child and Adolescent Psychology.

• All titles by Mitchell J. Prinstein

Eric J. Mash, PhD, is Professor Emeritus of Psychology at the University of Calgary and Affiliate Professor in the Department of Psychiatry at Oregon Health and Science University. He is a Fellow of the Canadian Psychological Association and of the Society of Clinical Psychology, the Society for Child and Family Policy and Practice, the Society of Clinical Child and Adolescent Psychology, and the Society of Pediatric Psychology of the American Psychological Association. Dr. Mash is also a Fellow and Charter Member of the Association for Psychological Science. He has served as an editor, editorial board member, and editorial consultant for numerous journals and has published widely on child and adolescent psychopathology, assessment, and treatment.

• All titles by Eric J. Mash

Russell A. Barkley, PhD, ABPP, ABCN, before retiring in 2021, served on the faculties of the University of Massachusetts Medical Center, the Medical University of South Carolina, and Virginia Commonwealth University. Dr. Barkley has worked with children, adolescents, and families since the 1970s and is the author of numerous bestselling books for both professionals and the public, including Taking Charge of ADHD and Your Defiant Child. He has also published six assessment scales and more than 280 scientific articles and book chapters on ADHD, executive functioning, and childhood defiance. A frequent conference presenter and speaker who is widely cited in the national media, Dr. Barkley is past president of the Section on Clinical Child Psychology (the former Division 12) of the American Psychological Association (APA), and of the International Society for Research in Child and Adolescent Psychopathology. He is a recipient of awards from the American Academy of Pediatrics and the APA, among other honors. His website is www.russellbarkley.org.

• Author's website
• All titles by Russell A. Barkley
• Sign up for emails on upcoming titles by Russell A. Barkley (with special discounts)!

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Contributors

Jonathan S. Abramowitz, PhD, Department of Psychology and Neuroscience, University of North Carolina at Chapel Hill, Chapel Hill, NC

Emma Adam, PhD, School of Education and Social Policy, Northwestern University, Evanston, IL

Anna M. Bardone-Cone, PhD, Department of Psychology and Neuroscience, University of North Carolina at Chapel Hill, Chapel Hill, NC

Jennifer L. Buchholz, MA, Department of Psychology and Neuroscience, University of North Carolina at Chapel Hill, Chapel Hill, NC

Jocelyn Smith Carter, PhD, Department of Psychology, DePaul University, Chicago, IL

Elizabeth Casline, MS, Department of Psychology, University of Miami, Coral Gables, FL

Tammy A. Chung, PhD, Department of Psychiatry, Rutgers, The State University of New Jersey, New Brunswick, NJ

Joseph R. Cohen, PhD, Department of Psychology, University of Illinois at Urbana-Champaign, Champaign, IL

Margaret E. Crane, BA, Department of Psychology, Temple University, Philadelphia, Pennsylvania BreAnne A. Danzi, PhD, Department of Psychology, University of South Dakota, Vermillion, SD

Stefan C. Dombrowski, PhD, School Psychology Program, Rider University, Lawrenceville, NJ

Steven W. Evans, PhD, Center for Intervention Research in Schools, Ohio University, Athens, OH

Madison C. Feil, BS, Department of Psychology, University of Washington, Seattle, WA

Nicole Fleischer, PsyD, Department of Psychology, Philadelphia College of Osteopathic Medicine, Philadelphia, PA

Andrew J. Freeman, PhD, Department of Psychology, University of Nevada, Las Vegas, Las Vegas, NV

Paul J. Frick, PhD, Department of Psychology, Louisiana State University, Baton Rouge, Louisiana; Institute for Learning Science and Teacher Education, Australian Catholic University, Brisbane, Australia

Kathryn Grant, PhD, Department of Psychology, DePaul University, Chicago, IL

Max A. Halvorson, MA, Department of Psychology, University of Washington, Seattle, WA

Benjamin L. Hankin, PhD, Department of Psychology, University of Illinois at Urbana–Champaign, Champaign, IL

Yo Jackson, PhD, ABPP, Department of Psychology, Penn State University, University Park, PA

Amanda Jensen-Doss, PhD, Department of Psychology, University of Miami, Coral Gables, FL

Randy W. Kamphaus, PhD, College of Education, University of Oregon, Eugene, OR

Julie B. Kaplow, PhD, ABPP, Trauma and Grief Center, Texas Children’s Hospital, Baylor College of Medicine, Houston, TX

Philip C. Kendall, PhD, ABPP, Department of Psychology, Temple University, Philadelphia, PA

Kevin M. King, PhD, Department of Psychology, University of Washington, Seattle, WA

Kevin S. Kuehn, MS, Department of Psychology, University of Washington, Seattle, WA

Annette M. La Greca, PhD, ABPP, Department of Psychology, University of Miami, Coral Gables, FL

Ilana E. Ladis, BA, Department of Psychology, Wesleyan University, Middletown, Connecticut; Department of Psychiatry, Massachusetts General Hospital, Boston, MA

Christopher M. Layne, PhD, National Center for Child Traumatic Stress and Department of Psychiatry and Biobehavioral Sciences, David Geffen School of Medicine, University of California, Los Angeles, Los Angeles, CA

Catherine Lord, PhD, Department of Psychiatry and Biobehavioral Sciences, David Geffen School of Medicine, University of California, Los Angeles, Los Angeles, CA

Samantha M. Margherio, MA, Department of Psychology, Ohio University, Athens, OH

Jon M. McClellan, MD, Division of Child and Adolescent Psychiatry, Department of Psychiatry and Behavioral Sciences, University of Washington, Seattle, WA

Ryan J. McGill, PhD, Department of School Psychology and Counselor Education, William & Mary School of Education, College of William & Mary, Williamsburg, VA

Bryce D. McLeod, PhD, Department of Psychology, Virginia Commonwealth University, Richmond, VA

Robert J. McMahon, PhD, Department of Psychology, Simon Fraser University, Burnaby, British Columbia, Canada; Brain, Behaviour, & Development, BC Children’s Hospital Research Institute, Vancouver, British Columbia, Canada

Lisa J. Meltzer, PhD, Department of Pediatrics, National Jewish Health, Denver, CO

Alexander J. Millner, PhD, Department of Psychology, Harvard University, Cambridge, MA

Helen M. Milojevich, PhD, Department of Psychology and Neuroscience, University of North Carolina at Chapel Hill, Chapel Hill, NC

Emma E. Morton, PhD, Department of Psychiatry, Faculty of Medicine, University of British Columbia, Vancouver, British Columbia, Canada

Greg Murray, PhD, Centre for Mental Health, Swinburne University of Technology, Hawthorne, Victoria, Australia

Matthew K. Nock, PhD, Department of Psychology, Harvard University, Cambridge, MA

Julie Sarno Owens, PhD, Center for Intervention Research in Schools, Ohio University, Athens, OH

Zabin Patel, MPH, MS, Department of Psychology, University of Miami, Coral Gables, FL

Mitchell J. Prinstein, PhD, Department of Psychology and Neuroscience, University of North Carolina at Chapel Hill, Chapel Hill, NC

Katherine Seldin, BA, Department of Psychology, University of Washington, Seattle, WA

Aditi Sharma, MD, Division of Child and Adolescent Psychiatry, Department of Psychiatry and Behavioral Sciences, University of Washington, Seattle, WA

Elisabeth Sheridan, PhD, Department of Psychiatry, Weill Cornell Medicine, White Plains, NY

Michele R. Smith, EdM, Department of Psychology, University of Washington, Seattle, WA

Kara M. Styck, PhD, Department of Psychology, Northern Illinois University, DeKalb, IL

Berta J. Summers, PhD, Department of Psychiatry, Massachusetts General Hospital, Boston, MA

Anna Van Meter, PhD, Institute of Behavioral Science, The Feinstein Institutes for Medical Research, Northwell Health, Manhasset, NY; Donald and Barbara Zucker School of Medicine at Hofstra/Northwell, Hempstead, NY

Kristin M. von Ranson, PhD, Department of Psychology, University of Calgary, Calgary, Alberta, Canada

Emily Walden, MA, College of Education, University of Oregon, Eugene, OR

Toni M. Walker, MS, Department of Psychology, Louisiana State University, Baton Rouge, LA

Frances L. Wang, PhD, Department of Psychiatry, University of Pittsburgh, Pittsburgh, PA

Hilary Weingarden, PhD, OCD and Related Disorders Program, Massachusetts General Hospital, Boston, Ma; Department of Psychology, Harvard University, Cambridge, MA

Sabine Wilhelm, PhD, OCD and Related Disorders Program, Massachusetts General Hospital, Boston, MA; Department of Psychology, Harvard University, Cambridge, MA

Vicky Veitch Wolfe, PhD, IWK Health Centre, Halifax, Nova Scotia, Canada

John Young, PhD, Department of Psychology, University of Mississippi, University, MI

Eric A. Youngstrom, PhD, Department of Psychology, University of North Carolina at Chapel Hill, Chapel Hill, NC

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Audience

Graduate students and clinicians in child/adolescent psychology, counseling, social work, psychiatry, and psychiatric nursing.

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Course Use

Serves as a text in graduate-level courses on assessment and treatment of children and adolescents.

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Special package offer: Assessment of Disorders in Childhood and Adolescence, Fifth Edition, shows how to use assessment to plan and monitor effective interventions. Treatment of Disorders in Childhood and Adolescence, Fourth Edition, presents evidence-based treatments step by step.

Order both items for $102.95, instead of $138.00 if bought separately!

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New to this edition:

• Many new authors and topics, reflecting over a decade of research and clinical advances.
• Updated for DSM-5 and ICD-11.
• Chapters on additional disorders: obsessive–compulsive disorder, persistent complex bereavement, and body dysmorphic disorder.
• Chapters on transdiagnostic concerns: sleep problems, risky behaviors, and life stressors.
• Four chapters on the "whys" and "hows" of using assessment in each phase of treatment.
• Disorder-specific "starter kits"—lists of essential checklists, rating scales, interviews, and progress measures, including links to exemplary free measures online.