Abstract
Brief Introduction
The objective of this book is to provide professionals with a comprehensive overview of the main components of child psychological assessment. Foundations of assessment, models of assessment, practical applications, and special and emergent topics in child and adolescent assessment are discussed in detail to equip professionals with a 36-chapter handbook of evidence-based practices.
This volume is intended for both practitioners and researchers who specialize in child psychological assessment. A variety of assessment methods and techniques particularly beneficial for practitioners in clinical or school settings are provided throughout the text. For example, Drefs, Beran, and Fior discuss current methods used in academic achievement assessment (Chapter 23) and McKevitt, Elliott, and Kettler explore issues related to the provision of test accommodations for students with disabilities on standardized tests (Chapter 31).
Researchers will find the chapters on the foundations of psychological assessment (Part I) and the models of psychological assessment (Part II) particularly informative. For example, in Chapter 3, Reynolds and Keith discuss the use of advanced quantitative methods to empirically evaluate theoretical hypotheses. In contrast, practitioners may find chapters related to ethics and record keeping (Chapter 11), the use and interpretations of test scores for children who have culturally and linguistically diverse experiences (Chapter 7), and the interpretation of cognitive test scores to assess individual differences (Chapter 13) especially instructive.
Content and Structure
The editors (Saklofske, Reynolds, & Schwean) have divided their coverage of childhood psychological assessment into four main sections. The four sections consist of the foundations of psychological assessment (Part I), models of psychological assessment (Part II), applied practice of psychological assessment (Part III), and special and emergent topics in child and adolescent assessment (Part IV).
Part I presents an overview of the theories guiding psychological assessment with an emphasis on how psychological theory informs practice. Greenberg, Lichtenberger, and Kaufman demonstrate how theory has been a key element in guiding test development, measurement, and interpretation in the opening of this section. Succeeding chapters incorporate views that challenge existing opinions on particular issues. For example, Frisby contests ideas generated from political agendas, advocacy groups, and popular myths regarding the purported influences of race and ethnicity on the validity of IQ test scores (Chapter 7). As another example, Canivez stresses the importance of considering the diagnostic utility of tests used to make high-stakes decisions such as in the diagnosis of individuals as having a disability (i.e., students with Specific Learning Disabilities vs. students without Specific Learning Disabilities). The primary purpose of Part I is to provide a comprehensive review of the foundations of psychological assessment.
Models of psychological assessment are concentrated in Part II. This part of the book offers an overview of different models for diagnosing students with cognitive disabilities, academic difficulties, personality disorders, and emotional and behavioral problems. The authors of each chapter provide readers with a comprehensive review of contemporary processes involving the organization of assessments, interpretation and communication of test scores, and suggestions for recommending interventions based on assessment results. For example, Riccio and Reynolds (Chapter 14) present guidelines for neuropsychological assessment models underscoring the importance of ethical and legal considerations. At the end of this section, Eckert and Lovett discuss historical developments and theories behind behavioral assessment in addition to a variety of assessment methods and specific applications for the assessment of behavioral problems (Chapter 16). These chapters also include directions for future research.
Practical applications of the models of psychological assessment previously discussed are presented in Part III. Guidance on applying the models covered in Part II are provided for professional edification. For example, Homack (Chapter 20) offers suggestions regarding the selection and use of neuropsychological tests for the assessment of different psychological domains such as cognitive functioning, academic achievement, attention, and learning and memory. Homack discusses the strengths and weaknesses of different tests including, but not limited to, the Comprehensive Trail Making Test (CTMT), the Delis–Kaplan Executive Functions System (D-KEFS), and the Developmental Neuropsychological Assessment–Second edition (NEPSY-II). An in-depth discussion of the applications of various assessment instruments gives psychologists practical information to reference while selecting or conducting assessments for specific purposes. More importantly, empirical evidence is provided for the assessment methods covered in this section. Examples of the assessment strategies discussed include clinical interviewing, specific models of cognitive assessment, and methods and procedures for assessing neurological, personality, academic achievement, learning and study strategies, and behavioral difficulties.
Finally, special and emergent topics in child and adolescent assessment are debated in Part IV. This section includes a discussion of new developments in child psychological assessment that professionals will invariably encounter in practice. Such topics include alternative assessment methods for identifying students in need of additional supports (including early childhood delays and mild intellectual disabilities [IDs]), medical/neurological issues, dyslexia, testing accommodations, and forensic assessments. Reschly (Chapter 29) discusses the major issues regarding the diagnosis and classification of individuals with mild IDs, such as the use of cut-scores and norm groups for diagnosing individuals as having a disability. Reschly provides an overview of the implications of identifying children with ID over the last 50 years. For example, lowering the cut-score from one standard deviation below the mean to two standard deviations below the mean has significantly changed the percentage of individuals diagnosed with ID. The book concludes with Swanson’s chapter dedicated to bridging the gap between assessment and effective instruction (Chapter 36). Swanson offers empirical research to provide practitioners with assessment techniques for predicting learning and treatment outcomes and describes how this information can be used to develop appropriate pedagogical strategies.
Critique
The information contained within this handbook is comprehensive and easily accessible to the reader who has some basic familiarity with psychological assessment. The authors of each chapter are experts in the psychological assessment of children; they write with a clear and consistent flow providing a template of first discussing the historical and background information of each topic, followed by a detailed compilation of research findings, and closing with suggestions of possible directions for future research. Kamphaus, Dowdy, Kim, and Chin illustrate this format with a description of historical classification and diagnostic systems of psychological disorders, followed by a discussion of recent trends, ending with directions for future research. Overall, the text contains sufficient detail for readers to gain an in-depth understanding of contemporary psychological assessment.
This book offers an interesting compilation of a wide range of important topics within child psychological assessment. For example, Frisby’s chapter introduces a different perspective regarding multicultural assessment. Some researchers suggest that testing is biased against culturally, ethically, and linguistically diverse individuals. However, Frisby defends the use of psychological tests with minority youth by referencing empirical evidence, or lack thereof, for each claim made by critics of standardized testing. As another example, Canivez’s chapter on diagnostic utility provides a thorough discussion of a very important topic in child psychological assessment. Tests are often used by practitioners to classify individuals into groups (i.e., with a disability versus without a disability) and Canivez reminds readers that the “accuracy” of test scores is an important factor to consider when tests are used to make high-stakes decisions. Another contemporary point of view with insightful detail is offered by Hambleton and Lee (Chapter 8), who describe the five most common myths and misconceptions of translating assessments for multiple languages and cultures. This chapter also specifies steps to adapt psychological tests for diverse cultures that will yield test score interpretations with increased reliability and validity.
The editors met their goal of covering a breadth of information about topics related to child psychological assessment in 884 pages. One of their primary objectives was to present a well-rounded perspective on the recent developments in child psychological assessment. They provided an overview of research related to the reliability and validity of test score interpretations while showcasing many of the unique issues professionals encounter in applied practice. The applications of various assessment methods and techniques covered in this book will be of relevance to professionals as they expand their knowledge of this psychological service domain.
A major strength of this book is that the tone remains unbiased toward any particular psychological perspective. Ample research is provided throughout the book that offers readers an equitable view of the content. Each chapter presents the reader with a discussion of the pros and cons related to specific topics and assessment procedures. The editors boldly incorporated topic discussions that may differ from mainstream thinking, such as Frisby’s chapter. Many of the chapters also discuss potential misuses of tests, which will help professionals reflect upon their own research and practices. Another asset of this book is the extensive treatment of topics within child psychological assessment. From beginning to end, the reader is exposed to the foundations of psychological assessment, the importance of using evidence-based practice, and the future direction of the profession. The authors represent pioneers in the field of child psychological assessment and lend both credibility and a contemporary view of each issue.
A possible limitation includes the complexity of the concepts presented in a few of the chapters. For example, Chapter four may be challenging to the reader without knowledge of advanced psychometric and statistical interpretation of aptitude test scores. Diagnostic utility statistics and structural equation modeling are additional examples of concepts discussed in other chapters that may be difficult for some readers to fully comprehend. However, these topics represent important concepts in child psychological assessment, and readers of the book are encouraged to seek additional resources as necessary to further their professional development in these areas.
This book is a great addition to the field. It delivers a thorough evaluation of information related to best practices in psychological assessment for practitioners and researchers interested in the assessment of children and adolescents. It provides a tremendous amount of information to help foster professional development in an important area of psychological service. The authors include detailed overviews of the theories and foundations supporting psychological assessments, and the assessment models contained in this handbook are a good resource for psychologists working within this domain. Readers are also provided with a comprehensive review of assessment applications, which are intended to help improve clinical practices. New and emerging concepts and concerns regarding child psychological assessment are also discussed to provide readers with directions for future research to ensure that professionals are aware of the most empirically sound assessment models and practices. Overall, this is a complete resource for psychologists who wish to both build and augment their knowledge and skills in child psychological assessment.