The Oxford Handbook of Child Psychological AssessmentDonald H. Saklofske, Cecil R. Reynolds, Vicki L. Schwean 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. |
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The Oxford Handbook of Child Psychological Assessment Donald H. Saklofske,Vicki L. Schwean,Cecil R. Reynolds No preview available - 2013 |
Common terms and phrases
abilities academic achievement adaptation addition administration adolescents American analysis applied approach assessment Association attention battery behavior broad chapter child classification clinical cognitive cognitive abilities components comprehensive considered consistent construct cultural described designed disabilities discussed disorders Edition effects evaluation evidence examiner example factor Figure findings Flanagan functioning groups important Index indicated individual intelligence International interpretation intervention interview involved issues Journal Kaufman knowledge language learning McGrew mean measures memory ment mental methods neuropsychological noted observed parents performance personality practice predictive presented Press problems psychological questions range reading reasoning referred reliability reported requires responses Reynolds sample scales scores screening session skills social specific standard structure studies subtests Table tasks theory tion understanding University validity variables Verbal visual Wechsler York