Clinician's Handbook of Child Behavioral AssessmentEdited by
- Michel Hersen
Given the vast amount of research related to behavioral assessment, it is difficult for clinicians to keep abreast of new developments. In recent years, there have been advances in assessment, case conceptualization, treatment planning, treatment strategies for specific disorders, and considerations of new ethical and legal issues. Keeping track of advances requires monitoring diverse resources limited to specific disorders, many of which give short shrift to child assessment, overlooking developmental considerations. Much of the existing literature is either theoretical/research in focus or clinical in nature. Nowhere are the various aspects of child behavioral assessment placed in a comprehensive research/clinical context, nor is there much integration as to conceptualization and treatment planning. The Clinicianâs Handbook of Child Behavioral Assessment was created to fill this gap, summarizing critical information for child behavioral assessment in a single source. The Clinicianâs Handbook of Child Behavioral Assessment provides a single source for understanding new developments in this field, cutting across strategies, techniques, and disorders. Assessment strategies are presented in context with the research behind those strategies, along with discussions of clinical utility, and how assessment and conceptualization fit in with treatment planning. The volume is organized in three sections, beginning with general issues, followed by evaluations of specific disorders and problems, and closing with special issues. To ensure cross chapter consistency in the coverage of disorders, these chapters are formatted to contain an introduction, assessment strategies, research basis, clinical utility, conceptualization and treatment planning, a case study, and summary. Special issue coverage includes child abuse assessment, classroom assessment, behavioral neuropsychology, academic skills problems, and ethical-legal issues. Suitable for beginning and established clinicians in practice, this handbook will provide a ready reference toward effective child behavioral assessment.
Clinician's in private and group practice, researchers in Behavioral Assessment and libraries with a clinical and counseling psychology focus.
Paperback, 704 Pages
Published: November 2005
Imprint: Academic Press
"In the present work...anyone who has followed clinical child assessment will immediately recognize such stellar authors as Mark Durant, Sheila Eyberg, Alan Gross, Scott Mizes, Mark Rapport, Laura Schreibman, and Edward Shapiro. Twinkling among these notables are a number of up-and-coming scholars...This mix creates an authoritative, up-to-date, and technically sound constellation of chapters...Getting their hands on a convenient measuring instrument brings joy to trainees and graduate student clinicians, and as I have a kind heart, I will be happy to refer them to this handbook. It can be useful to have ready access to suitable instruments, and the 147 described throughout this book could no doubt come in handy to many clinicians at one time or another...The rich array of new possibilities described in this handbook might be a bit overwhelming to the practicing clinicians for whom it is designed, but if they have a conceptual be many useful benefits to their practice and to their child clients." --Reviewed by Ian M. Evans for PsycCRITIQUES October 18, 2006 Vol. 51 (42), Article 12
- Clinician's Handbook of Child Behavioral AssessmentEdited by Michel HersenPart IGeneral IssuesChapter 1 - Overview of Behavioral Assessment with ChildrenDavid ReitmanChapter 2 - Developmental ConsiderationsSusan Tinsley-Li, Sandra RogersChapter 3 - Psychometric ConsiderationsDaniel M. Bagner, Michelle Harwood, Sheila M. EybergChapter 4 - Analogue and Virtual Reality Assessment Sari Gold, Brian P. MarxChapter 5 - Behavioral Interviewing of ParentsWilliam G. Sharp, Cara B. Reeves, Alan M. GrossChapter 6 - Activity MeasurementMark D. Rapport, Michael J. Kofler, Carmen HimmerichChapter 7 - Structured and Semi-Structured InterviewsHelen OrvaschelChapter 8 - Child Self-RegulationMartin Agran, Michael L. WehmeyerChapter 9 - Psychophysiological AssessmentFrank H. Wilhelm, Silvia Schneider, Bruce H. FriedmanChapter 10 - Peer Sociometric EvaluationElias Mpofu, JoLynn Carney, Michael C. LambertPart II: Evaluation of Specific Disorders and ProblemsChapter 11 - Anxiety and FearJanet Woodruff-Borden, Ovsanna T. Leyfer Chapter 12 â DepressionWilliam M. ReynoldsChapter 13 - Social Skill DeficitsMegan M. McClelland, Cori ScalzoChapter 14 - Alcohol and Drug AbuseBrad C. Donohue, Jennifer Karmely, Marilyn StradaChapter 15 - Peer Relationship ProblemsLinda A. LeBlanc, Rachael Sautter,Dawn DoreChapter 16 - Attention-Deficit/Hyperactivity Disorder (ADHD) Mark D. Rapport, Thomas M. Timko, Jr., Rachel WolfeChapter 17 - Eating DisordersMichelle Heffner Macera, J. Scott MizesChapter 18 - Mental RetardationV. Mark DurandChapter 18 - Mental RetardationKristin V. ChristoduluChapter 19 - Conduct DisordersKurt A. Freeman, Jennifer HogansenChapter 20 - Pervasive Development DisorderLaura Schreibman. Aubyn C. Stahmer, Natacha AkshoomoffChapter 21 - Habit Disorders Michael B. Himle, Christopher A. Flessner, Jordon T. Bonow, Douglas W. WoodsPart III: Special Issues Chapter 22 - Child Abuse AssessmentDeborah WiseChapter 23 - Classroom AssessmentJanine Stichter, Tim LewisChapter 24 - Pediatric Behavioral NeuropsychologyEileen B. FennellChapter 25 - Academic Skills ProblemsEdward S. Shapiro, Milena KellerChapter 26 - Ethical/Legal IssuesCatherine Miller