Practical Guide to Child and Adolescent Psychological Testing (Best Practices in Child and Adolescent Behavioral Health Care)

✍ Scribed by Nancy E. Moss, Lauren Moss-Racusin

• Publisher: Springer
• Year: 2021
• Tongue: English
• Leaves: 165
• Category: Library

✦ Synopsis

This book explains the psychological assessment process and reviews the origins of psychological testing, referral and testing processes, and prominent psychological assessment instruments. Most important, this book details how to evaluate testing data and use them to understand an individual’s needs and to inform interventions and treatments.

This book addresses specific domains of psychological assessment, including:

· Intelligence and academic achievement.

· Speech-language and visual-motor abilities.

· Memory, attention/concentration, and executive functioning.

· Behavioral and social-emotional functioning.

· Developmental status.

Practical Guide to Child and Adolescent Psychological Testing is an essential resource for clinicians, primary care providers, and other practitioners as well as researchers, professors, and graduate students in the fields of child, school, and developmental psychology, pediatrics and social work, child and adolescent psychiatry, primary care medicine, and related disciplines.

✦ Table of Contents

Practical Guide
to˜Child and
Adolescent
Psychological
Testing
Acknowledgments
About the Book
Contents
About the Authors
Introduction
References
Types of Psychological Assessments
Clinical Psychological Assessment
Neuropsychological Assessment
School Psychoeducational Testing
Independent Educational Evaluation
Court-Ordered Assessments
Referral Process
When to Refer for Psychological Assessment
Individual Child/Adolescent
Family Issues
School Problems
Program/Resource Eligibility
“Intractable” Cases
Specific Referral Questions
Collegial Relationships
Reference
Clinical Psychological/Neuropsychological Assessment Process
Request for Testing
Initial Appointment
School/Home Observation
Professional Consultation
Direct Assessment
Interpretive Meetings
Generation and Dissemination of the Written Report
Follow-Up Consultation
Reassessment
Reference
School Psychoeducational Assessment Process
Reference
Report Interpretation
Identifying Information
Background and Referral
Assessment Instruments
Review of Previous Evaluations
Behavioral Observations in Assessment Setting
Assessment Findings
Summary
Recommendations
Follow-Up
Appraisal of Report Usefulness
Further Considerations
Formal Diagnosis
Summary Section of Report
Commonly Encountered Scores
Standard Scores
Scaled Scores
T-Scores
Percentiles
Age/Grade Equivalents
Intelligence
Basic Definitions
Why Measure Intelligence?
Common Patterns of Difficulty
Intelligence Quotient = 140+, Very Superior
Intelligence Quotient = 130–139, Very Superior
Intelligence Quotient = 120–129, Superior
Intelligence Quotient = 110–119, High Average
Intelligence Quotient = 100–109, Average
Intelligence Quotient = 90–99, Average
Intelligence Quotient = 80–89, Low Average
Intelligence Quotient = 70–79, Borderline
Intelligence Quotient = 60–69, Mild Intellectual Disability
Intelligence Quotient = Below 60, Mild/Moderate/Severe/Profound Intellectual Disability (Committee to Evaluate the Supplemental Security Income Disability Program for Children with Mental Disorders et al., 2015)
Prominent Instruments
References
Speech and Language
Basic Definitions
Why Measure Speech and Language?
Common Patterns of Difficulty
Receptive Language Better Than Expressive Language
Expressive Language Better Than Receptive Language
Generalized Communication Problem
Impaired Pragmatic Language and Unusual Prosody
Single Word Vocabulary Better Than Fuller Language Usage
Speech Production
Prominent Instruments
References
Visual-Motor Coordination
Basic Definitions
Why Measure Visual-Motor Coordination?
Common Patterns of Difficulty
How Do We Help?
Prominent Instruments
Reference
Memory
Basic Definitions
Why Measure Memory?
Common Patterns of Difficulty
Impaired Rote Recall/Short-Term Memory
Working Memory
Deficits in Long-Term Memory
Prominent Instruments
Reference
Attention and Concentration
Basic Definitions
Why Measure Attention and Concentration?
Common Patterns of Difficulty
Impaired Ability to Focus Attention
Inadequate Concentration
Inappropriate Regulation of Attention
How Do We Help?
Prominent Instruments
References
Executive Functioning
Basic Definitions
Emotional Regulation
Behavioral Regulation
Cognitive Regulation
Why Measure Executive Functioning?
Common Patterns of Difficulty
Impaired Emotional Regulation
Impaired Behavioral Regulation
Impaired Cognitive Regulation
Prominent Instruments
References
Academic Achievement
Basic Definitions
Why Measure Academic Achievement?
Common Patterns of Difficulty
Learning Disorder
Prominent Instruments
References
Behavioral Functioning
Basic Definitions
Why Measure Behavioral Functioning?
Common Patterns of Difficulty
Internalizing Behavior Problems
Externalizing Behavior Problems
Grossly Inappropriate Behaviors
How Do We Help?
Prominent Instruments
References
Adaptive Behavior
Basic Definitions
Why Measure Adaptive Behavior?
Common Patterns of Difficulty
Inadequate Fulfillment of Daily Life Demands
Prominent Instruments
References
Social-Emotional Functioning
Basic Definitions
Issues of Concern to the Youngster
Self-Concept/Self-Esteem and Interpersonal Relationships
Feelings
Coping Strategies
Integrity of Reality Testing
Why Measure Social-Emotional Functioning?
Common Patterns of Difficulty
Anxiety
Depression
Trauma
Psychosis
How Do We Help?
Prominent Instruments
References
Developmental Status
Basic Definitions
Why Measure Developmental Status?
Common Patterns of Difficulty
Autism Spectrum Disorder
Prominent Instruments
References
Conclusion
Psychological Assessment Report Example
Identifying Information Annotation
Background and Referral
Background and Referral Annotation
Assessment Instruments
Assessment Instruments Annotation
Review of Previous Evaluations
Review of Previous Evaluations Annotation
School Observation
School Observation Annotation
Summary of Meeting with Educators
Summary of Meeting with Educators Annotation
Behavioral Observations in Assessment Setting
Behavioral Observations in Assessment Setting Annotation
Assessment Findings
Assessment Findings Annotation
Summary
Summary Annotation
Response to Specific Referral Questions
Response to Specific Referral Questions Annotation
Recommendations
Recommendations Annotation
References
Index