Handbook of Psychological and Educational Assessment of Children, Second Edition

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 Emeritus at the University of Oregon, where he previously served as Acting Executive Director of the Ballmer Institute for Children’s Behavioral Health and Dean of the College of Education. His prior positions include Dean of the College of Education and Human Development at Georgia State University and Distinguished Research Professor at the University of Georgia. Dr. Kamphaus’s research has focused on improving the measurement of psychological and educational constructs and advancing assessment practice. He has authored or coauthored books, scientific journal articles, and book chapters on these topics and has created psychological and educational tests. With Cecil R. Reynolds, Dr. Kamphaus developed the Behavior Assessment System for Children (BASC). A Fellow of the American Psychological Association (APA), he has served as editor of School Psychology, as a member of the APA’s Council of Representatives and Board of Professional Affairs, and as President of the APA Division of School Psychology.

• I. General Issues1. Personality Assessment Research: Applying Criteria of Confidence and HelpfulnessDavid W. Barnett, Gregg Macmann, and Francis E. Lentz, Jr.2. Procedural Issues Associated with the Behavioral Assessment of ChildrenChristopher H. Skinner, Jennifer T. Freeland, and Edward S. ShapiroII. Projective Methods3. The Projective Hypothesis and Development of Projective Techniques for ChildrenLouis A. Chandler4. Projective Storytelling TechniquesJames L. Dupree and Frances Prevatt5. Evaluation of Projective DrawingsHoward M. Knoff6. The Sentence Completion as a Tool for Assessing Emotional DisturbanceRuth Adlof Haak7. Using the Rorschach with Children and Adolescents: The Exner Comprehensive SystemJerry C. Allen and Jillayne Hollifield8. Use of the Holtzman Inkblot Technique (HIT) with ChildrenWayne H. Holtzman and Jon SwartzIII. Interviewing and Observations9. Using the Clinical Interview to Assess Children's Interpersonal Reasoning and Emotional UnderstandingJanet A. Welsh and Karen Lin Bierman10. Structured Diagnostic InterviewingBryan R. Loney and Paul J. Frick11. Direct Behavioral Observation for ClassroomsAnne Pierce WinsorIV. Specific Syndromes and Symptoms12. Assessment of Childhood DepressionSemrud-Clikeman, Laura Bennett, and Laura Guli13. The Assessment of Attention via Continuous Performance TestsCynthia A. Riccio and Cecil R. Reynolds14. Assessment of Attention-Deficit/Hyperactivity DisorderShari Neul, Heather Applegate, and Ron DrabmanV. Objective Methods15. Multisource and Multidimensional Object Assessment of Adjustment: The Personality Inventory for Children, Second Edition; Personality Inventory for Youth; and Student Behavior SurveyDavid Lachar and Christian P. Gruber16. The Minnesota Multiphasic Personality Inventory--AdolescentEllen W. Rowe17. The Behavior Assessment System for ChildrenJennifer Thorpe, Randy W. Kamphaus, and Cecil R. Reynolds18. The Achenbach System of Empirically Based AssessmentThomas M. Achenbach and Stephanie McConaughyVI. Assessment of Adaptive Skills/Behavior19. Assessing Social Competence in Children and AdolescentsTimothy A. Cavell, Barbara T. Meehan, and Samuel E. Fiala20. Adaptive Behavior ScalesRandy W. KamphausVII. Advanced Topics21. Assessing the Family ContextCindy I. Carlson22. Issues in Child Custody Evaluation and TestimonyPatrice H. Butterfield23. Assessment of Childhood AnxietyKelly RobinsonI. General Issues1. Personality Assessment Research: Applying Criteria of Confidence and HelpfulnessDavid W. Barnett, Gregg Macmann, and Francis E. Lentz, Jr.2. Procedural Issues Associated with the Behavioral Assessment of ChildrenChristopher H. Skinner, Jennifer T. Freeland, and Edward S. ShapiroII. Projective Methods3. The Projective Hypothesis and Development of Projective Techniques for ChildrenLouis A. Chandler4. Projective Storytelling TechniquesJames L. Dupree and Frances Prevatt5. Evaluation of Projective DrawingsHoward M. Knoff6. The Sentence Completion as a Tool for Assessing Emotional DisturbanceRuth Adlof Haak7. Using the Rorschach with Children and Adolescents: The Exner Comprehensive SystemJerry C. Allen and Jillayne Hollifield8. Use of the Holtzman Inkblot Technique (HIT) with ChildrenWayne H. Holtzman and Jon SwartzIII. Interviewing and Observations9. Using the Clinical Interview to Assess Children's Interpersonal Reasoning and Emotional UnderstandingJanet A. Welsh and Karen Lin Bierman10. Structured Diagnostic InterviewingBryan R. Loney and Paul J. Frick11. Direct Behavioral Observation for ClassroomsAnne Pierce WinsorIV. Specific Syndromes and Symptoms12. Assessment of Childhood DepressionSemrud-Clikeman, Laura Bennett, and Laura Guli13. The Assessment of Attention via Continuous Performance TestsCynthia A. Riccio and Cecil R. Reynolds14. Assessment of Attention-Deficit/Hyperactivity DisorderShari Neul, Heather Applegate, and Ron DrabmanV. Objective Methods15. Multisource and Multidimensional Object Assessment of Adjustment: The Personality Inventory for Children, Second Edition; Personality Inventory for Youth; and Student Behavior SurveyDavid Lachar and Christian P. Gruber16. The Minnesota Multiphasic Personality Inventory--AdolescentEllen W. Rowe17. The Behavior Assessment System for ChildrenJennifer Thorpe, Randy W. Kamphaus, and Cecil R. Reynolds18. The Achenbach System of Empirically Based AssessmentThomas M. Achenbach and Stephanie McConaughyVI. Assessment of Adaptive Skills/Behavior19. Assessing Social Competence in Children and AdolescentsTimothy A. Cavell, Barbara T. Meehan, and Samuel E. Fiala20. Adaptive Behavior ScalesRandy W. KamphausVII. Advanced Topics21. Assessing the Family ContextCindy I. Carlson22. Issues in Child Custody Evaluation and TestimonyPatrice H. Butterfield23. Assessment of Childhood AnxietyKelly Robinson

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 GeorgiaThis 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-