Now revised and updated, this indispensable tool streamlines the process of conducting child and adolescent assessments and producing high-quality reports.
Now revised and updated, this indispensable tool streamlines the process of conducting child and adolescent assessments and producing high-quality reports.Hinweis: Dieser Artikel kann nur an eine deutsche Lieferadresse ausgeliefert werden.
Ellen Braaten, PhD, is Executive Director of the Learning and Emotional Assessment Program at Massachusetts General Hospital (MGH), Associate Professor of Psychology at Harvard Medical School (HMS), and Visiting Professor at Charles University in Prague, Czech Republic. She has been affiliated with MGH and HMS since 1998. Dr. Braaten is widely recognized for her expertise in pediatric neuropsychological and psychological assessment, particularly in the areas of assessing learning disabilities and attentional disorders. Her research and numerous publications focus on attention-deficit/hyperactivity disorder, learning disabilities, gender and psychopathology, intelligence, and assessment. She has published numerous books for professionals and parents, including Bright Kids Who Couldn't Care Less and Bright Kids Who Can't Keep Up.
Inhaltsangabe
Introduction I. Questions for Conducting a Psychological Evaluation of a Child or Adolescent 1. Beginning the Interview 2. Questions for Parents on Signs, Symptoms, and Behavior Patterns 3. Observation Procedures and Questions for Children and Adolescents 4. Questions for Teachers or Other Professionals 5. The Formal Mental Status Exam with Children and Adolescents 6. Ending the Interview II. Standard Terms and Statements for Wording Psychological Reports 7. Beginning the Report 8. Reasons for Referral 9. History of Current Symptoms 10. Medical and Psychiatric Background Information 11. Developmental and Family History 12. Academic and School History 13. Behavioral Observations 14. Attitude toward Testing 15. Affective Symptoms and Mood/Anxiety Disorders 16. Childhood Behavioral and Cognitive Disorders 17. Home and Family 18. School 19. Social and Work Relationships, Recreational Activities 20. General Guidelines for Presenting Test Results in a Report 21. Tests of Intellectual Functioning 22. Achievement Measures 23. Tests of Language Functioning 24. Memory Tests 25. Tests of Visual-Spatial and Motor Skills 26. Measures of Executive and Neuropsychological Functioning 27. Measures of Emotional and Personality Functioning 28. Behavior Rating Scales and Tests of Adaptive Functioning 29. Diagnostic Statements/Impressions 30. Summary of Findings and Conclusions 31. Recommendations 32. Closing Statements III. Special Circumstances and Useful Resources 33. Writing for the Schools 34. Treatment Planning 35. Report Formats and Sample Reports 36. Resources for Professionals 37. Resources for Parents 38. Medications 39. Abbreviations in Common Use 40. Useful Forms
Introduction I. Questions for Conducting a Psychological Evaluation of a Child or Adolescent 1. Beginning the Interview 2. Questions for Parents on Signs, Symptoms, and Behavior Patterns 3. Observation Procedures and Questions for Children and Adolescents 4. Questions for Teachers or Other Professionals 5. The Formal Mental Status Exam with Children and Adolescents 6. Ending the Interview II. Standard Terms and Statements for Wording Psychological Reports 7. Beginning the Report 8. Reasons for Referral 9. History of Current Symptoms 10. Medical and Psychiatric Background Information 11. Developmental and Family History 12. Academic and School History 13. Behavioral Observations 14. Attitude toward Testing 15. Affective Symptoms and Mood/Anxiety Disorders 16. Childhood Behavioral and Cognitive Disorders 17. Home and Family 18. School 19. Social and Work Relationships, Recreational Activities 20. General Guidelines for Presenting Test Results in a Report 21. Tests of Intellectual Functioning 22. Achievement Measures 23. Tests of Language Functioning 24. Memory Tests 25. Tests of Visual-Spatial and Motor Skills 26. Measures of Executive and Neuropsychological Functioning 27. Measures of Emotional and Personality Functioning 28. Behavior Rating Scales and Tests of Adaptive Functioning 29. Diagnostic Statements/Impressions 30. Summary of Findings and Conclusions 31. Recommendations 32. Closing Statements III. Special Circumstances and Useful Resources 33. Writing for the Schools 34. Treatment Planning 35. Report Formats and Sample Reports 36. Resources for Professionals 37. Resources for Parents 38. Medications 39. Abbreviations in Common Use 40. Useful Forms
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