Diagnostic and Behavioral Assessment in Children and Adolescents: A Clinical Guide

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This comprehensive volume shows how to use both diagnostic and behavioral assessment knowledgeably and effectively throughout the process of treatment. The two traditions have developed along separate paths-each with its own conceptual underpinnings and psychometric strengths. Used together, they can produce a complete picture of a 3- to 18-year-old's needs and strengths. The expert editors and contributors describe the full range of evidence-based assessment tools and illustrate their application with two intake- to-termination case examples. Reproducible tools include a behavioral recording form and a multipage case conceptualization worksheet that can be downloaded and printed in a convenient 8 1/2" x 11" size.

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Editorial Reviews

From the Publisher

"An important, exciting work. What sets this book apart is not just the stellar cast of contributors, but the clear vision and voice describing unifying principles that organize the assessment process. More than other books, this volume articulates a developmental psychopathology approach to assessment. It is exceptionally well suited for adoption as a  text in child clinical assessment courses. Practicing clinicians will find the book valuable for stimulating creative reflection about how they are performing assessment and what areas they might add or upgrade based on recent advances in the field. Assessment is a core activity of psychology, and now there is a volume that treats the topic with breadth and depth, in a balanced and engaging manner."--Eric Youngstrom, PhD, Department of Psychology, University of North Carolina at Chapel Hill

"For clinicians working with youth and their families, and those training to do so, this is an absolutely indispensable handbook. McLeod, Jensen-Doss, and Ollendick have assembled a superb group of authors, all of them leading experts in their respective assessment domains. The resulting chapters are on the cutting edge of the science of psychological assessment and provide invaluable guidance on how to conduct evidence-based assessments. This volume is an essential resource for graduate students learning to implement psychological services that are truly evidence based."--John Hunsley, PhD, Professor and Director of the Clinical Psychology Program, School of Psychology, University of Ottawa, Canada

"This innovative volume demonstrates the best of evidence-based assessment from start to finish--from initial client contact to termination. Using a principles-based approach, and written in a digestible format for clinicians and students alike, the book captures the core essence of effective assessment and intervention. The editors have pulled off a veritable coup in recruiting this esteemed collection of experts to share their knowledge within a cohesive framework. Two instructive case examples are followed through each step of the clinical endeavor."--Brian C. Chu, PhD, Graduate School of Applied and Professional Psychology, Rutgers, The State University of New Jersey

"This comprehensive book clearly fills a need in the area of evidence-based assessment in psychology and special education. It addresses each critical stage in the assessment process in a manner that is accessible and grounded in theory. Showing that there is no one-size-fits-all way to assess children and adolescents and target interventions, the book captures the principles that should be utilized in the assessment process. The use of case examples is an innovative approach that illustrates the complexity of the process from beginning to end. This book is a great resource for special educators working with students with emotional and behavioral disorders and can be used to assist in writing appropriate intervention plans."--Melissa Stormont, PhD, Department of Special Education, University of Missouri

Doody's Review Service
Reviewer: Gary B Kaniuk, Psy.D.(Cermak Health Services)
Description: Covering diagnostic and behavioral assessments of children from ages 3 to 18, this book details theoretical and clinical aspects of the assessment process and incorporates DSM-5 criteria.
Purpose: It is designed to show "how to implement both diagnostic and behavioral assessment knowledgeably and effectively throughout the process of treatment."
Audience: It is intended for "practitioners and students in child and adolescent clinical psychology, clinical social work, and psychiatry." The editors have published extensively in this field, and the contributors represent universities in the U.S., the U.K., and Australia.
Features: An introduction to the topic of assessment begins the book, providing six key principles. Tracing the history of diagnostic assessment from 3000 B.C.E. to the present, the book covers unstructured interviews, standardized interviews, rating scales, and observational methods. Next, it explores behavioral assessment in terms of both history and theoretical foundation. A chapter on treatment planning ends the first part, in which the authors propose a five-step approach that includes identifying specific behaviors, determining a diagnosis, formulating case conceptualization, beginning treatment planning, and developing outcome measures. Part II describes assessment tools such as interviews (structured and semistructured), checklists and rating scales, direct observation, and self-monitoring. Chapters in this part discuss the theory underlying each assessment tool, psychometric properties, and application to specific cases. The book also covers other assessment tools including physiological (EEG, EDA, EEG, fMRI), laboratory-based cognitive methodologies (attentional processes, inhibitory processes, automatic associations, reasoning processes), peer assessment strategies (peer acceptance/social status, close friendships, peer victimization), and family assessment strategies. These chapters also describe theory, psychometric properties, and application to specific cases. The book ends with a discussion of the assessment of ethnic minority youth, where specific tools are highlighted in addition to their psychometric properties and research studies. There is also a discussion of assessing therapy processes in terms of treatment expectancies, readiness for change, therapeutic alliance, resistance, and treatment integrity. The book's numerous figures and tables are extremely helpful in clarifying the text. Many of the chapters use the same case studies so readers can see how the various assessment tools are applied.
Assessment: This is a practical and easy-to-read book. By using the same case vignettes throughout the book, readers can easily see how the various tools can be used. This book should be in the libraries of graduate students, clinicians, and researchers who work with children.
The Psychologist

“An original text, which will not disappoint any clinician, student, or trainee interested in or working with children, young people, and their families. Edited by experts in the field of diagnostic and behavioral assessment and accompanied by a myriad of influential international contributors, this text should be respected as a core handbook, and guiding light, for evidence-based assessment….All sections and chapters draw upon an impressive array of references, a fantastic resource to direct the reader for future exploration.”--The Psychologist
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Product Details

  • ISBN-13: 9781462508617
  • Publisher: Guilford Publications, Inc.
  • Publication date: 8/16/2013
  • Pages: 480
  • Product dimensions: 6.60 (w) x 9.40 (h) x 1.40 (d)

Meet the Author

Bryce D. McLeod, PhD, is Associate Professor of Psychology at Virginia Commonwealth University, where he is Director of the Child/Adolescent Track in the clinical psychology program. He is the author or coauthor of numerous scientific articles and book chapters. Dr. McLeod has served on a number of committees of the Association for Behavioral and Cognitive Therapies. His clinical and research interests include youth diagnostic and behavioral assessment, child anxiety disorders, therapy process and treatment integrity research, and the implementation of evidence-based practices in community mental health settings.

Amanda Jensen-Doss, PhD, is Assistant Professor of Psychology at the University of Miami. She is the author or coauthor of numerous research publications and book chapters on youth diagnostic assessment and on the implementation of evidence-based practices in community mental health settings. Dr. Jensen-Doss has served on the board of the Society of Clinical Child and Adolescent Psychology and on other committees of the American Psychological Association and the Association for Behavioral and Cognitive Therapies.

Thomas H. Ollendick, PhD, is University Distinguished Professor in Clinical Psychology and Director of the Child Study Center at Virginia Polytechnic Institute and State University. He is the Editor of Behavior Therapy and founding Co-Editor of Clinical Child and Family Psychology Review. Dr. Ollendick has authored or coauthored numerous books and research publications. His clinical and research interests include diverse forms of child psychopathology and their assessment, treatment, and prevention from a social learning/social cognitive theory perspective.

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Table of Contents

I. Fundamental Issues
1. Overview of Diagnostic and Behavioral Assessment, Bryce D. McLeod, Amanda Jensen-Doss, and Thomas H. Ollendick
2. Diagnostic Assessment, Amanda Jensen-Doss, Bryce D. McLeod, and Thomas H. Ollendick
3. Behavioral Assessment, Thomas H. Ollendick, Bryce D. McLeod, and Amanda Jensen-Doss
4. Case Conceptualization, Treatment Planning, and Outcome Monitoring, Bryce D. McLeod, Amanda Jensen-Doss, and Thomas H. Ollendick
II. Assessment Tools
5. Interviews, Carla E. Marin, Yasmin Rey, and Wendy K. Silverman
6. Checklists and Rating Scales, Thomas M. Achenbach
7. Direct Observation, David Reitman, Stacey McGregor, and Alexis Resnick
8. Self-Monitoring, Christine L. Cole and Catherine Kunsch
9. Physiological Assessment, Michelle A. Patriquin, Angela Scarpa, and Bruce H. Friedman
10. Laboratory-Based Cognitive Methodologies, Kathryn J. Lester and Andy P. Field
11. Peer Assessment Strategies, Annette M. La Greca, Betty Lai, Sherilynn Chan, and Whitney Herge
12. Parent and Family Assessment Strategies, David J. Hawes and Mark R. Dadds
13. Toward Evidence-Based Assessment of Ethnic Minority Youth, Armando A. Pina, Nancy A. Gonzales, Lindsay E. Holly, Argero A. Zerr, and Henry Wynne
14. Assessment of Therapy Processes, Stephen R. Shirk, John Paul M. Reyes, and Patrice S. Crisostomo
15. Diagnostic and Behavioral Assessment in Action, Amanda Jensen-Doss, Thomas H. Ollendick, and Bryce D. McLeod
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