This book provides users of the Wechsler Adult Intelligence Scale (WAIS-IV) with information on applying the WAIS-IV, including additional indexes and information regarding use in special populations for advanced clinical use and interpretation. The book offers sophisticated users of the WAIS-IV and Wechsler Memory Scale (WMS-IV) guidelines on how to enhance the clinical applicability of these tests.

The first section of the book provides an overview of the WAIS-IV, WMS-IV, and new Advanced Clinical Solutions for Use with the WAIS-IV/WMS-IV (ACS). In this section, examiners will learn: Normal versus atypical score variabilityLow-score prevalence in healthy adults versus clinical populationsAssessing whether poor performance reflects a decline in function or is the result of suboptimal effort

New social cognition measures found in the ACS are also presented. The second part focuses on applying the topics in the first section to specific clinical conditions, including recommended protocols for specific clientele (e.g. using demographically adjusted norms when evaluating individuals with brain injury). Common clinical conditions are discussed, including Alzheimer s disease, mild cognitive impairment, traumatic brain injury, and more. Each chapter provides case examples applying all three test batteries and using report examples as they are obtained from the scoring assistant. Finally, the use of the WAIS-IV/WMS-IV and the ACS in forensic settings is presented.
Coverage of administration and scoring of WAIS-IV, WMS-IV and ACSInformation contained on the use of WAIS-IV with special populationsCase studies in each chapterWritten by the creators of WAIS-IV, WMS-IV and ACS"

Meet the challenges of high stakes testing in the practice of school psychology School psychologists can be a positive influence on how students, teachers, parents, schools, and communities cope with the challenges and opportunities associated with high stakes testing. Unfortunately, there has been a significant lack of literature to guide school psychologists and related school-based practitioners on this topic. High Stakes Testing: New Challenges and Opportunities for School Psychology is a timely groundbreaking book that provides useful and thought-provoking information to help psychologists meet the challenges of high stakes testing and create new roles for themselves in helping children succeed. This book discusses practical ways to help provide academic support to facilitate student success on high stakes tests, reduce the impact of stress associated with high stakes testing, assess the data from the tests to improve programs, and take a leadership role in the appropriate use of the tests. The No Child Left Behind Act of 2001(NCLB) and its accountability provisions has helped create and sustain a climate where student performance on state-created achievement tests often has high stakes implications for students, families, and schools. High Stakes Testing: New Challenges and Opportunities for School Psychology provides important background information about high stakes testing, including the legal, historical, and political context of high stakes testing, pertinent psychometrics, and a review of research on academic and non-academic outcomes as it relates to high stakes testing. Using this information as a foundation, the book then identifies new roles and opportunities for school psychologists with respect to high stakes testing. This book is comprehensively referenced. Topics in High Stakes Testing: New Challenges and Opportunities for School Psychology include: advocating for the appropriate use of state-wide assessments the influence of item response theory (IRT) on the development of high stakes tests whether the accountability system of NCLB is truly improving student's learning the impact of high stakes tests on classroom instruction and student motivation strategies for helping students succeed on high stakes tests available resources to cope with the stress of high stakes testing and more High Stakes Testing: New Challenges and Opportunities for School Psychology is a thought-provoking, horizon-expanding resource for school psychologists, public school educators, administrators, school counselors, curriculum coordinators, and special education teachers involved in organizing, administering, and preparing students to take high stakes tests.

Meet the challenges of high stakes testing in the practice of school psychology School psychologists can be a positive influence on how students, teachers, parents, schools, and communities cope with the challenges and opportunities associated with high stakes testing. Unfortunately, there has been a significant lack of literature to guide school psychologists and related school-based practitioners on this topic. High Stakes Testing: New Challenges and Opportunities for School Psychology is a timely groundbreaking book that provides useful and thought-provoking information to help psychologists meet the challenges of high stakes testing and create new roles for themselves in helping children succeed. This book discusses practical ways to help provide academic support to facilitate student success on high stakes tests, reduce the impact of stress associated with high stakes testing, assess the data from the tests to improve programs, and take a leadership role in the appropriate use of the tests. The No Child Left Behind Act of 2001(NCLB) and its accountability provisions has helped create and sustain a climate where student performance on state-created achievement tests often has high stakes implications for students, families, and schools. High Stakes Testing: New Challenges and Opportunities for School Psychology provides important background information about high stakes testing, including the legal, historical, and political context of high stakes testing, pertinent psychometrics, and a review of research on academic and non-academic outcomes as it relates to high stakes testing. Using this information as a foundation, the book then identifies new roles and opportunities for school psychologists with respect to high stakes testing. This book is comprehensively referenced. Topics in High Stakes Testing: New Challenges and Opportunities for School Psychology include: advocating for the appropriate use of state-wide assessments the influence of item response theory (IRT) on the development of high stakes tests whether the accountability system of NCLB is truly improving student's learning the impact of high stakes tests on classroom instruction and student motivation strategies for helping students succeed on high stakes tests available resources to cope with the stress of high stakes testing and more High Stakes Testing: New Challenges and Opportunities for School Psychology is a thought-provoking, horizon-expanding resource for school psychologists, public school educators, administrators, school counselors, curriculum coordinators, and special education teachers involved in organizing, administering, and preparing students to take high stakes tests.

The CSBS DP (TM) Infant-Toddler Checklist and Easy-Score CD-ROM with accompanying User's Guide is an easy-to-use system that allows busy clinicians to quickly screen communication skills in young children ages 6-24 months. Caregivers take 5-10 minutes to respond to 24 multiple choice questions about their child's communication, and professionals enter the responses and view the scores with the concise, step-by-step instructions in the User's Guide. The Easy-Score software: - Tallies raw scores in seven clusters (Emotion and Eye Gaze, Communication, Gestures, Sounds, Words, Understanding, and Object Use) and three composites (Social, Speech, and Symbolic). - Calculates standard scores and composite percentiles based on embedded norms, so professionals can compare the child's communicative behavior to that of other children in his or her peer group. - Provides an easy way to monitor communication development every 3 months between the ages of 6 and 24 months. - Makes correspondence and record keeping easier by automatically generating a screening report to add to the child's health record and providing a menu of three letters clinicians can use to share personalized results and recommendations with the family. With the CD-ROM and User's Guide - which includes clear instructions on using the Easy-Score program, guidelines for interpreting results, detailed technical data, and answers to frequently asked questions - clinicians, pediatricians, and Child Find programs have all the information they need to use this quick, validated screening system with young children. This product is part of CSBS DP (TM), an easy-to-use, norm-referenced screening and evaluation tool that helps determine the communicative competence (use of eye gaze, gestures, sounds, words, understanding, and play) of young children. CSBS DP is an ideal starting point for IFSP planning and can be used as a guide to indicate areas that need further assessment.

This book describes an approach to teaching which is designed to take account not only of the problems encountered by children with dyslexia when learning to read, spell and write, but also of the nature of the task that the dyslexic child is trying to master. This second edition has been revised and expanded to include new approaches to the teaching of phonics, recent ideas about developing reading skills, the revised National Curriculum and the Code of Practice, and new developments in IT and software for teaching. There are completely new chapters covering early recognition, helping younger children, and difficulties with mathematics; and the sections on testing and monitoring work and on materials and games for teaching have also been expanded to form individual chapters.

Written by a recognized expert in assessment employed by a large managed behavioral healthcare organization (MBHO), this book seeks to provide psychologists who rely on testing as an integral part of their practice, a guide on how to survive and thrive in the era of managed behavioral healthcare. It also offers ideas on how to capitalize on the opportunities that managed care presents to psychologists. The goal is to demonstrate that despite the tightening of the reins on authorizations for reimbursable testing, psychological testing can continue to play an important role in psychological practice and behavioral healthcare service delivery.
The book presents ideas for:
*increasing the likelihood of getting tests authorized by MBHOs;
*using inexpensive/public domain assessment instruments;
*ethically using psychological testing in MBHO settings;
*capitalizing on the movement to integrate primary care and behavioral healthcare through the use of psychological testing; and
*designing and implementing outcomes assessment systems within MBHO settings.
Intended for practicing psychologists and other behavioral health practitioners employed by MBHOs in direct service delivery, care management or supervisory positions, as well as for graduate clinical or counseling psychology students who will most likely work in MBHO settings.

The past decade has seen more and more clinicians involved in the assessment and treatment of abused and traumatized children. They have contributed to an impressively large body of literature on the impact of abuse and trauma at all ages, the focus of which has been the short and long-term sequelae apparent in the child's behavior, emotional experience, and social interaction. But there have been few efforts to investigate the ways in which abuse and trauma damage the intrapsychic systems and structures that often guide, direct, and inform the child's manifest adjustment and functioning. The need to redress the balance was the major impetus for this book.
Kelly offers a clinical paradigm for the personality assessment of abused or traumatized children via projective instruments--the TAT and Rorschach--and shows how various projective measures and indices can be utilized as sensitive barometers of changes in self, object, and ego functioning following therapeutic interventions and other corrective experiences. But further, integrating the tenets of trauma theory and those of psychoanalytic theory, he sets this clinical paradigm in a meaningful theoretical context, and draws on both theory and clinical experience to develop a comprehensive psychological composite of the child who has been maltreated.
Part I provides an overview of theoretical models relevant to the assessment and diagnosis of the maltreated child. Contemporary psychoanalytic theory serves as one frame and is discussed first, with particular emphasis on object relations and ego functions. Equal attention is devoted to developmental psychology as another frame.
Part II reviews relevant research. The Mutality of Autonomy Scale (MOA) and the Social Cognition and Object Relations Scale (SCORS) are introduced as examples of reliable and valid instruments readily employed to assess the impact of abuse or trauma on a child's object relations functioning. Additional Rorschach indices--boundary disturbance measures, thought disorder indices, trauma markers, and defensive functions measures--are discussed as measures of the impact on different facets of ego functioning. These various projective measures can be utilized as sensitive barometers of changes in self, object, and ego functioning following therapeutic interventions and other corrective experiences.
Part III includes a variety of extended clinical illustrations.
Seven cases of boys and girls subjected to varying degrees of abuse and trauma are presented to demonstrate the clinical utility of projective material for assessment, diagnosis, and treatment planning. For the clinician who takes the idiographical-phenomenological approach, appropriate given the uniqueness of each situation of abuse or trauma and the frequent brevity and barrenness of the protocol, such material can open a window onto a rich vista of the child's psychological terrain. The resulting map can point the way to wise decisions about type, timing, and level of therapeutic intervention, the resolution of such process issues as transference and countertransference, plus additional questions.
Two cases of adult women who were abused as children and find themselves continuing to struggle with enduring unresolved issues vis a vis their own children are also presented. These cases underscore the value of TAT and Rorschach material, and object relations measures, in assessing and understanding the abusive and potentially abusive parent.

`In this remarkably economical, clear and informed book, Mike Howe... sets about unravelling the formidable semantic, logical and empirical knots into which IQ testers and their supporters have tied themselves.... Howe suggests that we have, for decades, been asking the wrong kinds of questions. He points to the number of alternative, theoretically richer, views of human intelligence that don't reduce all to a single dimension... this is rendered with an easy, readable style which assumes no previous technical knowledge' - British Journal of Educational Psychology In this provocative and accessible book, Michael Howe exposes serious flaws in our most widely accepted beliefs about intelligence. He shows that crucial assumptions are simply wrong and have had destructive social consequences. IQ is real enough, but the common idea that a quality of intelligence is the underlying cause of people's differing abilities is based on poor science as well as faulty reasoning. Offering a powerful case for a better understanding of human intelligence, IQ in Question contradicts erroneous and destructive claims such as: IQ tests provide a measure of inherent mental capacities; intelligence and `race' are linked; IQ measures are good predictors of a person's success; intelligence cannot be changed; there is a `gene for intelligence'; and low IQ always means restricted capabilities.

The Camden Memory Tests consist of 5 new measures. Each test was developed to fulfil a clinical need that was not met by existing memory tests and they are intended to be used separately. The Pictorial Recognition Memory Test is an exceptionally easy test that can provide useful clinical information in the assessment of patients unable to cope with the demands of more difficult tests. It can also be used to identify subjects who are 'faking' memory disorders. The Topographical Recognition Memory Test provides a culture-free measure of visual memory that is a useful alternative to the more commonly used Recognition Memory Test for faces. The Paired-Associate Learning Test provides a more satisfactory measure of verbal recall and verbal learning than is at present available. The Short Recognition Memory Test for Words and The Short Recognition Memory Test for Faces were both developed to provide a short and quick version of the standard Recognition Memory Test with only the minimum loss of discriminative power. Each of the 5 individual tests has been standardised in a large representative cross section of an urban population including subjects between the ages of 70 and 85. Validation studies are presented. The localising power of the Topographical Recognition Memory Test and the Paired-Associate Learning Test has been established by assessing patients with unilateral cerebral lesions and the discriminative power of the Short Recognition Memory Test for Words and for Faces has been established by assessing patients with dementing illnesses.

This interdisciplinary text is the first to address the many questions and controversies surrounding the use of children as research subjects. Experts in the field of biomedical and behavioural research with children consider the issues in terms of biomedical science, child psychology, ethics, and the law, providing a careful balance between individual and societal benefits. This practical guide will be invaluable to everyone involved in performing or reviewing research involving children.

The Four Domains of Mental Illness presents an authentic and valid alternative to the DSM-5, which author Rene J. Muller argues has resulted in many patients being incorrectly diagnosed and wrongly medicated. Dr. Muller points out where the DSM-5 is mistaken and offers a guide to diagnosis based on the psychobiology of psychiatrist Adolf Meyer and the insights of existential philosophy and psychiatry. His model identifies the phenomena of the mental illnesses that clinicians most often see, which are characterized by identifying their structure, or partial structure. Using the FDMI approach, clinicians can grasp how each mental illness is an aberration of Martin Heidegger's being-in-the-world.

Outlining a step-by-step assessment model, Psychological Assessment and Report Writing, Second Edition covers five key topics central to psychological assessment: understanding the context of a referral; determining what data is needed to answer referral questions; gathering the data; integrating the data; and communicating the findings. Authors Karen Goldfinger and Andrew M. Pomerantz review each facet of psychological assessment and report writing-providing how-to instructions and alerting readers to a myriad of issues they must consider when conducting assessments in clinical, forensic, or educational environments. Filled with varied case examples that promote interest and meet instructional requirements, including one detailed case study that recurs throughout multiple chapters, the book uses sidebars and question and answer sections to encourage readers to consider their own case material and use critical thinking skills as they review each section of the model.

A complete, thorough, and pragmatic guide to clinical assessment, this authoritative book meets a key need for both students and practitioners. T. Mark Harwood, Larry E. Beutler, Gary Groth-Marnat, and their associates describe how to construct a "moving picture" of each patient by integrating data from a variety of sources. Included are detailed, systematic reviews of widely used instruments together with strategies for selecting the best methods for particular referral questions. Readers learn to conduct integrated assessments that take the complexities of the individual personality into account, serve as the basis for developing an effective treatment plan, and facilitate meaningful reporting and client feedback. New to This Edition *Incorporates the latest research findings and assessment/treatment planning tools. *Chapters on the Personality Assessment Inventory and the NEO-PI-R and NEO-PI-3. *A new extended case example runs throughout the chapters. *Critically evaluates the recently published MMPI-2-RF.

To diagnose a mental disorder or evaluate a disability claim, clinicians must assess functional impairment--not just the presence of symptoms. Meeting a key need, the Barkley Functional Impairment Scale (BFIS for Adults) is the first empirically based, norm-referenced tool designed to evaluate possible impairment in 15 major domains of psychosocial functioning in adults. Featuring both self-report and other-report forms (for example, spouse, parent, or sibling), the BFIS is reliable, valid, and user friendly. The long version takes the average adult 5-7 minutes to complete, and the Quick Screen takes only 3-5 minutes. Complete instructions for scoring and interpreting the scale are provided. QUICK VIEW What does it do?: Assesses psychosocial impairments in 15 domains of major life activities. Age Range: 18-89 Administration Time: Long Form: 5-7 minutes. Quick Screen: 3-5 minutes. Format: Self-report plus other-report (for example, spouse, parent, or sibling) rating scales. Cost of Additional Forms: No cost--purchasers get permission to reproduce the forms and score sheets for repeated use. See also the Barkley Adult ADHD Rating Scale--IV (BAARS-IV), which measures current and recollected ADHD symptoms, and the Barkley Deficits in Executive Functioning Scale (BDEFS for Adults), which assesses clinically significant executive functioning difficulties. Includes Permission to Photocopy Enhancing the convenience and value of the BFIS, the limited photocopy license allows purchasers to reproduce the forms and score sheets without the expense of reordering materials from the publisher. The large format and sturdy wire binding facilitate photocopying. Age Range: 18-89 Forms and Score Sheets: BFIS-LF: Self-Report BFIS Quick Screen: Self-Report BFIS-LF: Other-Report BFIS Quick Screen: Other-Report BFIS Impairment Interview BFIS-LF: Self-Report Score Sheet for Raw Scores (Ages 18-39) BFIS-LF: Self-Report Score Sheet for Raw Scores (Ages 40-59) BFIS-LF: Self-Report Score Sheet for Raw Scores (Ages 60-89) BFIS Quick Screen: Self-Report Score Sheet for Raw Scores (All Ages)

This practical resource for work with vulnerable adolescents shows ways of promoting resilience and encouraging pro-social behaviour. Discussing concerns associated with adolescence such as peer pressure and moral responsibility and family and peer relationships, the authors suggest ways for practitioners to engage with and support young people who may have social or family problems. Focusing on different areas in which resilience can be cultivated, this practical guide offers an applied perspective on procedures of need assessment and intervention. Grounded in theory and developed through work within real cases, it offers guidance for continuing support and will be an invaluable source of encouragement and instruction for social workers working with young people in troubled circumstances.

In Rekindling the Spark, Haroutounian offers a concise synthesis of the research and resources on musical talent - what it is, how to identify and recognize it, and how to nurture and develop it. Gathering perspectives on musical talent from psychological, musical, and educational fields into a single volume, Haroutounian clarifies the central issues concerning talent recognition and development for parents and teachers alike. Sparkler exercises throughout the book offer parents and teachers activities to do with children that are useful in spotting and developing musical potential.

Minority and Cross-Cultural Neuropsychological Assessment pulls together neuropsychological assessment issues across a wide range of minority groups and populations currently underserved. Included are chapters related to African-Americans, Asian/Pacific Islanders, Hispanic/Latinos, Native Americans, and Rural Populations. Some minority groups have not been as widely studied or examined as other groups from a neuropsychological assessment perspective. This book will fill this obvious void. Other chapters are devoted to traditions and trends in clinical neuropsychology, and there is a section that examines the future of minority and cross-cultural issues in neuropsychological assessment. The current literature regarding minority and cross-cultural issues in neuropsychological assessment is quite scattered and it is the goal of this book to provide a more thorough review and refinement of the issues presented.

Qualitative diary research is a unique tool with strengths that set it apart from other research methods. The diary prioritizes events embedded in context and time, a perspective that serves to destabilize constants, revealing the complex intersectionality of experience. Over the last several centuries, the mechanics of diary-keeping have evolved from simple records of ephemera into a primary research method. Today both archival and solicited diaries are used by social scientists who employ a range of qualitative, quantitative, and mixed-method data collection technologies. Researchers may consider the very possibility of conducting a qualitative diary study with some hesitation-in addition to sounding like a good deal of work, the method seems somewhat off the beaten path, a bit mysterious, and even kitschy. With a better understanding of what is involved, those who are considering the method may come to find that a diary study is well worth their while. In Diary Methods, Laurie L. Hyers provides her readers with a wealth of guidance and expert insight to ensure the success of their qualitative diary studies. The history of the diary from cultural phenomenon to social scientific method are explored, followed by a discussion of the use of archival and solicited diaries in qualitative designs, diary data collection and management, qualitative analysis and coding, composition and diary report writing, evaluating diary research, and special ethical considerations when using diaries in research.

Drawing on the work of internationally acclaimed experts in the field, Handbook of Item Response Theory, Volume One: Models presents all major item response models. This first volume in a three-volume set covers many model developments that have occurred in item response theory (IRT) during the last 20 years. It describes models for different response formats or response processes, the need of deeper parameterization due to a multilevel or hierarchical structure of the response data, and other extensions and insights. In Volume One, all chapters have a common format with each chapter focusing on one family of models or modeling approach. An introductory section in every chapter includes some history of the model and a motivation of its relevance. Subsequent sections present the model more formally, treat the estimation of its parameters, show how to evaluate its fit to empirical data, illustrate the use of the model through an empirical example, and discuss further applications and remaining research issues.

Wann koennen Schulen als erfolgreich gelten? Wenn die Schuler/innen maximale Schulleistungen erzielen? Oder wenn sie Fahigkeiten und Haltungen erwerben, die langfristig die Grundlage fur eine individuell befriedigende und sozial konstruktive Existenz darstellen? Naturlich ist die Frage so nicht richtig gestellt, handelt es sich doch nicht um sich ausschliessende Optionen, sondern um sich erganzende wunschenswerte Wirkungen. Wahrend jedoch fur die Erfassung von Schulleistungen in den letzten Jahren verlassliche Instrumente entwickelt worden sind, stehen solche im Bereich uberfachlicher Kompetenzen noch kaum zur Verfugung. Hier setzt die vorliegende, im Auftrag der Eidgenoessischen Jugend- und Rekrutenbefragungen "ch-x" durchgefuhrte Studie an: Deren Ziel ist die theoretische Grundlegung und die angemessene Operationalisierung von Kompetenzen, die gelingende Lebensbewaltigung in komplexen pluralistischen Gesellschaften versprechen. Ausgehend von einer inhaltsanalytischen Auswertung der Leitbilder der kantonalen Volksschullehrplane der Schweiz werden die dort eruierten Kompetenzdimensionen einer Operationalisierung zugefuhrt. Das im Zuge zweier Pretests optimierte Indikatorensystem wird ausfuhrlich dokumentiert. Es lasst sich im Hinblick auf umfassende Qualitatssicherung im Bildungsbereich nutzen.

Psychotherapy is the dialogue between patient and therapist in the diagnosis and treatment of behavioral, crisis, and mental disorders. Psychoanalysis as formulated by Sigmund Freud is the first modern form of psychotherapy and this approach has given rise to several score of psychodynamic therapies.
In more recent times behavioral, cognitive, existential, humanistic, and short-term therapies have been put into practice, each with a particular focus and each giving rise to variations in structure and content of treatment as well as therapeutic outcomes. These therapy approaches relate the patient/therapist dialogue to different aspects of the therapeutic process. For instance, behavior therapies focus on the patient's conduct and cognitive therapies treat the client's thought processes.
The Encyclopedia covers the major psychotherapies currently in practice as well as the classical approaches that laid the foundation for the various contemporary treatment approaches. In addition, the Encyclopedia identifies the scientific studies conducted on the efficacy of the therapies and review the theoretical basis of each therapy.

Authors Sandra McIntire and Leslie Miller have accomplished what few before them have been able to. They have written a Psychological Testing book that is designed to lay a true foundation for learning and understanding. The primary objective of this text is not to dwell on the details of individual psychological tests, but to focus on the core concepts/psychometrics required to gain an appreciation of how to use the tests properly. Written in response to a growing need for a textbook on psychological testing conducive to maximal student learning, An Introduction Psychological Testing, gives students an understanding of the basic concepts, issues and tools used in psychological testing. It then effectively illustrates how these concepts, issues, and tools are relevant to them in everyday educational, clinical, and organizational settings.

This guide features concise instructions for accessing and using SPSS for Windows. "Ready, Set, Go " is more than a reference book for versions 13.0 and 14.0; through ten guided assignments, students learn about statistical analysis of data while also learning the steps in the research process. The students are guided through assignments such as using frequency distributions, performing the t test, using the one-way ANOVA procedure, computing a correlation, and computing chi-square function.