Handbook of Psychological and Educational Assessment of Children
Second Edition
Personality, Behavior, and Context
Edited by Cecil R. Reynolds and Randy W. Kamphaus
Request a free digital professor copy on VitalSource ?“This two-volume handbook is absolutely the most current, comprehensive, and authoritative volume available today on psychological and educational assessment of children. The Handbook is a thoroughly revised and updated version of the highly acclaimed first edition, published more than a decade ago. Kamphaus and Reynolds are, of course, two of the best-known scholars in the area of child assessment and have attracted a list of contributors that reads like a 'who's who' in the field. The contributors have all managed to write informative yet engaging chapters where theory is nicely integrated into critical discussions of research. Perhaps most important, the information presented in this volume easily translates into a 'take-home' message in that the chapters present clear implications for daily practice. The Handbook should be on the reading list of anyone, whether in the field of psychology or education, who works with children. If I were to add one set of works to my professional library this year, this would be the one.”
—George W. Hynd, EdD, College of Education, University of Georgia
“This handbook is a truly remarkable scholarly contribution to the fields of psychology and education. Reynolds and Kamphaus are leaders in the field who between them have a developed a number of the most frequently used psychological and educational tests, and the noted chapter authors all have impressive publication records as well. While the first edition was a stellar contribution, the volumes in the second edition have been improved with extensive updating and revising. A decade of exciting new research findings are carefully reviewed, and the latest professional developments incorporated. Encyclopedic in scope, these well-edited volumes cover virtually every type of psychological test that can be individually administered to a child. Additional material on the history of testing, research design, and ethical and diversity issues, among many other important topics, is also included. All handbooks strive to be comprehensive, but this one truly succeeds! All professionals involved in child assessment should have these volumes at their fingertips.”
—Arthur MacNeill Horton, Jr., EdD, ABPP, ABPN, private practice, Columbia and Towson, Maryland; Past President, American Board of Professional Neuropsychology
Table of Contents
I. General Issues1. Personality Assessment Research: Applying Criteria of Confidence and Helpfulness
David W. Barnett, Gregg Macmann, and Francis E. Lentz, Jr.
2. Procedural Issues Associated with the Behavioral Assessment of Children
Christopher H. Skinner, Jennifer T. Freeland, and Edward S. Shapiro
II. Projective Methods
3. The Projective Hypothesis and Development of Projective Techniques for Children
Louis A. Chandler
4. Projective Storytelling Techniques
James L. Dupree and Frances Prevatt
5. Evaluation of Projective Drawings
Howard M. Knoff
6. The Sentence Completion as a Tool for Assessing Emotional Disturbance
Ruth Adlof Haak
7. Using the Rorschach with Children and Adolescents: The Exner Comprehensive System
Jerry C. Allen and Jillayne Hollifield
8. Use of the Holtzman Inkblot Technique (HIT) with Children
Wayne H. Holtzman and Jon Swartz
III. Interviewing and Observations
9. Using the Clinical Interview to Assess Children's Interpersonal Reasoning and Emotional Understanding
Janet A. Welsh and Karen Lin Bierman
10. Structured Diagnostic Interviewing
Bryan R. Loney and Paul J. Frick
11. Direct Behavioral Observation for Classrooms
Anne Pierce Winsor
IV. Specific Syndromes and Symptoms
12. Assessment of Childhood Depression
Semrud-Clikeman, Laura Bennett, and Laura Guli
13. The Assessment of Attention via Continuous Performance Tests
Cynthia A. Riccio and Cecil R. Reynolds
14. Assessment of Attention-Deficit/Hyperactivity Disorder
Shari Neul, Heather Applegate, and Ron Drabman
V. Objective Methods
15. Multisource and Multidimensional Object Assessment of Adjustment: The Personality Inventory for Children, Second Edition; Personality Inventory for Youth; and Student Behavior Survey
David Lachar and Christian P. Gruber
16. The Minnesota Multiphasic Personality Inventory—Adolescent
Ellen W. Rowe
17. The Behavior Assessment System for Children
Jennifer Thorpe, Randy W. Kamphaus, and Cecil R. Reynolds
18. The Achenbach System of Empirically Based Assessment
Thomas M. Achenbach and Stephanie McConaughy
VI. Assessment of Adaptive Skills/Behavior
19. Assessing Social Competence in Children and Adolescents
Timothy A. Cavell, Barbara T. Meehan, and Samuel E. Fiala
20. Adaptive Behavior Scales
Randy W. Kamphaus
VII. Advanced Topics
21. Assessing the Family Context
Cindy I. Carlson
22. Issues in Child Custody Evaluation and Testimony
Patrice H. Butterfield
23. Assessment of Childhood Anxiety
Kelly RobinsonI. General Issues
1. Personality Assessment Research: Applying Criteria of Confidence and Helpfulness
David W. Barnett, Gregg Macmann, and Francis E. Lentz, Jr.
2. Procedural Issues Associated with the Behavioral Assessment of Children
Christopher H. Skinner, Jennifer T. Freeland, and Edward S. Shapiro
II. Projective Methods
3. The Projective Hypothesis and Development of Projective Techniques for Children
Louis A. Chandler
4. Projective Storytelling Techniques
James L. Dupree and Frances Prevatt
5. Evaluation of Projective Drawings
Howard M. Knoff
6. The Sentence Completion as a Tool for Assessing Emotional Disturbance
Ruth Adlof Haak
7. Using the Rorschach with Children and Adolescents: The Exner Comprehensive System
Jerry C. Allen and Jillayne Hollifield
8. Use of the Holtzman Inkblot Technique (HIT) with Children
Wayne H. Holtzman and Jon Swartz
III. Interviewing and Observations
9. Using the Clinical Interview to Assess Children's Interpersonal Reasoning and Emotional Understanding
Janet A. Welsh and Karen Lin Bierman
10. Structured Diagnostic Interviewing
Bryan R. Loney and Paul J. Frick
11. Direct Behavioral Observation for Classrooms
Anne Pierce Winsor
IV. Specific Syndromes and Symptoms
12. Assessment of Childhood Depression
Semrud-Clikeman, Laura Bennett, and Laura Guli
13. The Assessment of Attention via Continuous Performance Tests
Cynthia A. Riccio and Cecil R. Reynolds
14. Assessment of Attention-Deficit/Hyperactivity Disorder
Shari Neul, Heather Applegate, and Ron Drabman
V. Objective Methods
15. Multisource and Multidimensional Object Assessment of Adjustment: The Personality Inventory for Children, Second Edition; Personality Inventory for Youth; and Student Behavior Survey
David Lachar and Christian P. Gruber
16. The Minnesota Multiphasic Personality Inventory—Adolescent
Ellen W. Rowe
17. The Behavior Assessment System for Children
Jennifer Thorpe, Randy W. Kamphaus, and Cecil R. Reynolds
18. The Achenbach System of Empirically Based Assessment
Thomas M. Achenbach and Stephanie McConaughy
VI. Assessment of Adaptive Skills/Behavior
19. Assessing Social Competence in Children and Adolescents
Timothy A. Cavell, Barbara T. Meehan, and Samuel E. Fiala
20. Adaptive Behavior Scales
Randy W. Kamphaus
VII. Advanced Topics
21. Assessing the Family Context
Cindy I. Carlson
22. Issues in Child Custody Evaluation and Testimony
Patrice H. Butterfield
23. Assessment of Childhood Anxiety
Kelly Robinson
About the Editors
Cecil R. Reynolds, PhD, is Emeritus Professor of Educational Psychology, Professor of Neuroscience, and Distinguished Research Scholar at Texas A&M University. He is an author of over 300 scholarly publications; an author or editor of over 50 books; and a creator of numerous widely used psychological tests of behavior, cognition, and personality. Dr. Reynolds maintained a clinical practice treating trauma victims and individuals with traumatic brain injury for 25 years before retiring from clinical work. He is past president of the National Academy of Neuropsychology (NAN) and the American Psychological Association (APA) Divisions of Evaluation, Measurement, and Statistics; Clinical Neuropsychology; and School Psychology. He serves on the editorial boards of 11 journals. Dr. Reynolds has been an editor or associate editor of several journals, and is currently editor-in-chief of Psychological Assessment. Dr. Reynolds has received numerous awards from NAN, APA, and other organizations.Randy W. Kamphaus, PhD, is Professor and Head of the Department of Educational Psychology at the University of Georgia. A focus on issues related to clinical assessment has led him to pursue research in classification methods, differential diagnosis, test development, and learning disability and attention-deficit/hyperactivity disorder (ADHD) assessment. Dr. Kamphaus has served as principal investigator, coinvestigator, or consultant on federally funded research projects dealing with early intervention and prevention, child classification methods, prevalence of ADHD and conduct disorder in Latin America, and aggression reduction in schools. As a licensed psychologist and a Fellow of the American Psychological Association (APA), he has contributed extensively to his profession, and he is past president of the APA’s Division of School Psychology. Dr. Kamphaus has also authored or coauthored five books, three psychological tests, more than 40 scientific journal articles, and more than 20 book chapters. He also participates in scholarship in the field through work as an editorial board member, associate editor, test reviewer, and newsletter editor.
Audience
Anyone involved in child psychological assessment, including neuropsychologists; clinical, educational, and school psychologists; child psychiatrists; and pediatricians; researchers and students in these fields.Ideal for text use in graduate-level courses and in psychology practica and internships.
Course Use
Ideal for text use in graduate-level courses and in psychology practica and internships.Previous editions published by Guilford:
First Edition, © 1990
ISBN: 9780898623918