The Oxford Handbook of Child Psychological Assessment by Donald H. SaklofskeThe Oxford Handbook of Child Psychological Assessment by Donald H. Saklofske

The Oxford Handbook of Child Psychological Assessment

EditorDonald H. Saklofske, Vicki L. Schwean, Cecil R. Reynolds

Hardcover | April 17, 2013

Pricing and Purchase Info

$242.54 online 
$250.00 list price
Earn 1213 plum® points

Ships within 1-3 weeks

Ships free on orders over $25

Not available in stores


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 ofhuman 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, andpersonality; covers the role of theory and measurement in psychological assessment; and presents new methods and data.
Donald H. Saklofske, Ph.D., is Professor in the Division of Applied Psychology at the University of Calgary. Vicki L. Schwean, Ph.D., is Vice Dean, Faculty of Education at the University of Calgary. Cecil R. Reynolds, Ph.D., is Professor Emeritus of Educational Psychology and Neuroscience, and Distinguished Research Scholar at Texas A ...
Title:The Oxford Handbook of Child Psychological AssessmentFormat:HardcoverDimensions:880 pages, 10 × 7 × 0.98 inPublished:April 17, 2013Publisher:Oxford University PressLanguage:English

The following ISBNs are associated with this title:

ISBN - 10:0199796300

ISBN - 13:9780199796304


Table of Contents

Donald H. Saklofske, Cecil R. Reynolds, and Vicki L. Schwean: PrefacePart One: Foundations of Psychological Assessment1. Darielle Greenberg, Elizabeth O. Lichtenberger, and Alan S. Kaufman: The Role of Theory in Psychological Assessment2. Scott L. Decker: Testing: The Measurement and Assessment Link3. Matthew R. Reynolds and Timothy Z. Keith: Measurement and Statistical Issues in Child Assessment Research4. Gary L. Canivez: Psychometric Versus Actuarial Interpretation of Intelligence and Related Aptitude Batteries5. Hedwig Teglasi: The Status of Projective Assessment in Psychological Science and in Practice6. 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: Large-Scale Group Score Assessments: Past, Present, and Future7. Craig L. Frisby: Testing, Assessment, and Cultural Variation: Challenges in Evaluating Knowledge Claims8. Ronald K. Hambleton and Minji Kang Lee: Methods for Translating and Adapting Tests to Increase Cross-Language Validity9. R. W. Kamphaus, Erin Dowdy, Sangwon Kim, and Jenna Chin: Diagnosis, Classification, and Screening Systems10. Rune J. Simeonsson and Andrea Lee: The ICF-CY: A Universal Taxonomy for Psychological Assessment11. Jonathan W. Gould, David A. Martindale, and James R. Flens: The APA Ethics Code and the Case Against Projective Techniques in the Assessment of Children and YouthsPart Two: Models of Assessment12. Dawn P. Flanagan, Vincent C. Alfonso, Samuel O. Ortiz, and Agnieszka M. Dynda: Cognitive Assessment: Progress in Psychometric Theories of Intelligence, the Structure of Cognitive Ability Tests, and Interpretive Approaches to Cognitive Test Performance13. W.J. Schneider: Principles of Assessment of Aptitude and Achievement14. Cynthia A. Riccio and Cecil R. Reynolds: Principles of Neuropsychological Assessment in Children and Adolescents15. Donald H. Saklofske, Diana K. Joyce, Michael L. Sulkowski, and Emma A. Climie: Models for the Personality Assessment of Children and Adolescents16. Tanya L. Eckert and Benjamin J. Lovett: Principles of Behavioral Assessment17. Deborah J. Tharinger, Lauren B. Gentry, and Stephen E. Finn: Therapeutic Assessment with Adolescents and Their Parents: A Comprehensive ModelPart Three: The Practice of Psychological Assessment18. Mauricio A. Garcia-Barrera and William R. Moore: History-taking, Clinical Interviewing, and the Mental Status Examination in Child Assessment19. A. Lynne Beal, John O. Willis, and Ron Dumont: Psychological Testing by Models of Cognitive Ability20. Susan Homack: Methods of Neuropsychological Assessment21. Wayne Adams: Memory Assessment22. 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: FormalMethods in Assessing Child and Adolescent Personality and Affect23. Methods of Assessing Academic Achievement: Methods of Assessing Academic Achievement24. Kathy C. Stroud: Methods of Assessing Learning and Study Strategies25. James C. Kaufman, Christina M. Russell, and Jonathan A. Plucker: Models and Methods of Assessing Creativity26. Erin Dowdy, Jennifer Twyford, and Jill D. Sharkey: Methods of Assessing Behavior I: Observations and Rating Scales27. Jason Hangauer, Jonathan Worcester, and Kathleen Hague Armstrong: Models and Methods of Assessing Adaptive BehaviorPart Four: Special and Emergent Topics in Child and Adolescent Assessment28. Marisa Macy and Stephen J. Bagnato: The Authentic Alternative for Assessment in Early Childhood Intervention29. Daniel J. Reschly: Assessing Mild Intellectual Disability: Issues and Best Practices30. Nancy Mather, Bennett A. Shaywitz, and Sally E. Shaywitz: Toward a Synthesis of Cognitive-Psychological, Medical/Neurobiological, and Educational Models for the Diagnosis and Management of Dyslexia31. Brian C. McKevitt, Stephen N. Elliott, and Ryan J. Kettler: Testing Accommodations for Children with Disabilities32. Kathryn Kuehnle, Steven N. Sparta, H.D. Kirkpatrick, and Monica Epstein: Special Issues in Forensic Assessment of Children and Adolescents33. Anastasiya A. Lipnevich, Carolyn MacCann, and Richard D. Roberts: Assessing Noncognitive Constructs in Education: A Review of Traditional and Innovative Approaches34. E. Scott Huebner and Kimberly J. Hills: Assessment of Subjective Well-being in Children and Adolescents35. Laura G. McKee, Deborah J. Jones, Rex Forehand, and Jessica Cuellar: Assessment of Parenting Style, Parenting Relationships, and Other Parent Variables in Child Assessment36. H. Lee Swanson: Linking Children and Adolescent Assessment to Effective Instruction: An Evidence-based Perspective from the Experimental Literature