Item Details

Clinical Assessment of Child and Adolescent Behavior

[edited by] H. Booney Vance, Andres J. Pumariega
Format
Book
Published
New York : Wiley, c2001.
Language
English
ISBN
0471380466 (alk. paper)
Contents
  • Section I Processes and Techniques
  • Chapter 1 Assessment Process: An Introduction 3
  • Parameters of Assessment 3
  • Traditional versus New Approaches (Focal Assessment) 4
  • Exciting Developments 6
  • Brief Example of Focal Assessment 7
  • Computer-Assisted Assessment 9
  • WISC-III Psychological Interpretive Report 10
  • Chapter 2 Clinical Assessment of Children and Adolescents: A Place to Begin 19
  • A Brief Review of Psychological Assessment: Past to Present 20
  • Current and Future Status of Psychological Assessment 26
  • Chapter 3 Functional Analysis and Behavioral Assessment of Children and Adolescents 32
  • History of the Functional Analysis of Behavior 33
  • Expansion of the Functional Analysis of Behavior 38
  • Behavioral Assessment of Child and Adolescent Disorders 42
  • Comprehensive Behavioral Assessment 45
  • Indirect Behavioral Assessment 61
  • Behavioral Clinical Case Formulation and Treatment Plan 67
  • Current Trends in the Functional Analysis and Assessment of Behavior 76
  • Special Issues and Populations 78
  • Chapter 4 Mental Status Exam in Child and Adolescent Evaluation 86
  • Definition and Purposes of the MSE 86
  • Locating the MSE within the Matrix of Child and Adolescent Clinical Evaluation 87
  • Process of the MSE 88
  • Content of the MSE 89
  • Age-Related Modifications in the Approach and Technique of the MSE 90
  • Modifications of the MSE with Special Populations 91
  • Recording the MSE 93
  • Case Examples 94
  • Integration of the MSE and Other Sources of Information in Diagnosis and Treatment Planning 96
  • Chapter 5 Issues in the Forensic Evaluation of Children and Youth 98
  • Therapeutic versus Legal Practice Contexts 98
  • Juveniles and the Law 103
  • Selected Juvenile Forensic Practice Contexts 104
  • Chapter 6 Assessment of Motor Deficits Following Pediatric Brain Injury 119
  • Epidemiology 119
  • Neuroanatomical Foundations 120
  • Neuroanatomy of Motor Functioning 123
  • Mechanisms of Injury 125
  • Evaluation of Motor Functioning in Children 126
  • Motor Impairment Associated with Brain Injury 127
  • Special Topics 129
  • Psychological Consequences of Brain Injury 131
  • Methods of Intervention 132
  • Section II Disorders of Behaviors, Emotions, and Communications
  • Chapter 7 Learning Disorders: Real Children, Real Problems 139
  • Complexity of the Field 140
  • Definition: What Is a Learning Disability? 140
  • History 141
  • Assessment Process 143
  • Case Study: Comprehensive Interpretive Psychological Evaluation 148
  • Additional Issues 155
  • Medical Factors in Learning Disabilities 158
  • Approaches to Treatment and Interventions 161
  • Remediation: Specific Skill Training 161
  • Chapter 8 Communicative Disorders 170
  • Rationale for Communication Assessment 170
  • Developmental Approach 171
  • Profiles for Impairment 171
  • Diagnostic Profiles 172
  • Types of Assessment 174
  • Case Example 180
  • Assessment to Treatment 181
  • Leaders in the Field 181
  • Chapter 9 Pervasive Developmental Disorders 188
  • Autism 189
  • Asperger's Disorder 192
  • Changes in Conceptual Considerations 193
  • Current Definitions of Autism 195
  • Autism-Related Disorders 199
  • Assessment 201
  • Specific Scales for Autism 204
  • Differential Diagnosis 208
  • Interventions 210
  • Controversial and Unorthodox Interventions 219
  • Chapter 10 Disruptive Behavior Disorders: Assessment and Intervention 231
  • Disruptive Behavior Disorders 231
  • Factors Associated with ODD and CD: Etiology and Correlates 234
  • Assessment: Diagnosis and Formulation 239
  • Interventions 247
  • Issues and Implications 251
  • Chapter 11 Attention-Deficit/Hyperactivity Disorder 263
  • Evolution of the Diagnosis of ADHD 264
  • Treatment Planning 276
  • Pharmacotherapy 281
  • Case Examples of the Integration of Assessment and Interventions 288 --o Outcomes in Adolescence 296
  • Outcomes in Adulthood 296
  • Chapter 12 Eating Disorders: Bulimia and Anorexia Nervosa 307
  • Introduction and Overview of Eating Disorders 307
  • Historical Overview 308
  • Past and Present Leaders in the Field 310
  • Assessment of Eating Disorders 311
  • Diagnosis and Formulation 314
  • Clinical Case Studies 319
  • Interventions and Rehabilitation 321
  • Detection and Prevention 323
  • Chapter 13 Child Abuse and Psychic Trauma in Children 328
  • History of Childhood Trauma and Maltreatment 328
  • History of Legal Protection of Children 330
  • Definitional Issues 331
  • Epidemiology of Child Abuse and Childhood Trauma 332
  • Causes of Child Abuse and Neglect 333
  • Impact of Abuse and Psychic Trauma in Childhood 334
  • Assessment of Child Abuse and Trauma 338
  • Diagnosis 341
  • Treatment Interventions for Children Experiencing Severe Traumas 343
  • Case Examples 348
  • Chapter 14 Disorders of Infancy and Early Childhood 358
  • Historical Overview 359
  • Assessment of Disorders in Infancy and Early Childhood 361
  • Special Issues in Assessment of At-Risk Populations 368
  • Diagnosing Disorders in Infancy and Early Childhood 369
  • Interventions and Rehabilitation: General Comments 377
  • Interventions and Rehabilitation: Specific Strategies and Approaches 377
  • Future Directions 380
  • Chapter 15 Anxiety Disorders in Children and Adolescents 383
  • Historical Perspective 384
  • Temperament and Anxiety 385
  • Behavioral Inhibition 386
  • Ethological Development 387
  • Genetic Field Theory 388
  • Psychological Factors and Anxiety 389
  • Epidemiology 389
  • Comorbidity 390
  • Assessment 390
  • Clinical Syndromes 398
  • Course and Outcome 404
  • Treatment 405
  • Chapter 16 Childhood Mood Disorders: History, Characteristics, Diagnosis, and Treatment 413
  • Historical Perspective 415
  • Factors and Changes within Childhood Depression 417
  • Acute, Chronic, and Masked Childhood Depression 418
  • Degrees of Depressiveness 419
  • Depression, Affect, and Mood 419
  • Childhood Suicide and Depression 420
  • Depression and Suicidal Threats 421
  • Depression and Learning Disabilities/ADHD 422
  • Depression and Aggressive Acting-Out Behaviors 423
  • Problems and Practices in Diagnosis 423
  • DSM Criteria Used in Diagnosing Various Mood Disorders 424
  • MMPI-A Diagnostic Procedures 427
  • Treatment Considerations 431
  • Which Therapeutic Intervention Works with Depressed Children? 433
  • Cognitive-Behavioral Therapy 434
  • School-Based Interventions 435
  • Family Therapy 435
  • Interpersonal Therapy (IPT) 436
  • Play Therapy 437
  • Dynamic Psychotherapy 437
  • Chapter 17 Socially and Emotionally Maladjusted Youth 450
  • Historical Overview and Current Trends 451
  • Clinical Assessment Process: Diagnosis and Treatment 453
  • Diagnosis and Formulation 457
  • Clinical Case Study 462
  • Specific Remedial and Treatment Approaches 464
  • Psychopharmacology 466
  • Section III Special Interventions with Children and Adolescents
  • Chapter 18 Psychopharmacological Interventions for Children with Challenging Behaviors 475
  • Past and Present Leaders 475
  • Pharmacological Intervention in Assessment: Its Significance in Relation to Diagnosis, Treatment Intervention, and Habitation 476
  • Formulation and Diagnosis 484
  • Assessment and Monitoring/Reassessment 486
  • Specific and Special Issues 487
  • Chapter 19 Cultural Competence in Treatment Interventions 494
  • Rationale for Cultural Competence in Children's Mental Health 494
  • Concepts of Culture and Impact on Human Behavior 495
  • Cultural Competence Model 499
  • Application of Cultural Competence Principles in Clinical Interventions 501
  • Challenges to the Cultural Competence of Systems of Care 507
  • Chapter 20 Systems of Care for Children and Adolescents with Serious Emotionalo Disturbance 513
  • Introduction: The Child with Serious Emotional Disturbance 513
  • History of Treatment for SED Children 515
  • Characteristics of the SED Child 517
  • Assessment of the SED Child 518
  • Clinical Model in Systems of Care 520
  • Clinical Vignettes Illustrating the Wraparound Approach 522
  • Models of Interagency Collaboration in Systems of Care 523
  • Accomplishments of Systems of Care Projects 527.
Description
xvi, 557 p. : ill. ; 26 cm.
Notes
Includes bibliographical references and indexes.
Technical Details
  • Access in Virgo Classic

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    g| Section I t| Processes and Techniques -- g| Chapter 1 t| Assessment Process: An Introduction g| 3 -- t| Parameters of Assessment g| 3 -- t| Traditional versus New Approaches (Focal Assessment) g| 4 -- t| Exciting Developments g| 6 -- t| Brief Example of Focal Assessment g| 7 -- t| Computer-Assisted Assessment g| 9 -- t| WISC-III Psychological Interpretive Report g| 10 -- g| Chapter 2 t| Clinical Assessment of Children and Adolescents: A Place to Begin g| 19 -- t| A Brief Review of Psychological Assessment: Past to Present g| 20 -- t| Current and Future Status of Psychological Assessment g| 26 -- g| Chapter 3 t| Functional Analysis and Behavioral Assessment of Children and Adolescents g| 32 -- t| History of the Functional Analysis of Behavior g| 33 -- t| Expansion of the Functional Analysis of Behavior g| 38 -- t| Behavioral Assessment of Child and Adolescent Disorders g| 42 -- t| Comprehensive Behavioral Assessment g| 45 -- t| Indirect Behavioral Assessment g| 61 -- t| Behavioral Clinical Case Formulation and Treatment Plan g| 67 -- t| Current Trends in the Functional Analysis and Assessment of Behavior g| 76 -- t| Special Issues and Populations g| 78 -- g| Chapter 4 t| Mental Status Exam in Child and Adolescent Evaluation g| 86 -- t| Definition and Purposes of the MSE g| 86 -- t| Locating the MSE within the Matrix of Child and Adolescent Clinical Evaluation g| 87 -- t| Process of the MSE g| 88 -- t| Content of the MSE g| 89 -- t| Age-Related Modifications in the Approach and Technique of the MSE g| 90 -- t| Modifications of the MSE with Special Populations g| 91 -- t| Recording the MSE g| 93 -- t| Case Examples g| 94 -- t| Integration of the MSE and Other Sources of Information in Diagnosis and Treatment Planning g| 96 -- g| Chapter 5 t| Issues in the Forensic Evaluation of Children and Youth g| 98 -- t| Therapeutic versus Legal Practice Contexts g| 98 -- t| Juveniles and the Law g| 103 -- t| Selected Juvenile Forensic Practice Contexts g| 104 -- g| Chapter 6 t| Assessment of Motor Deficits Following Pediatric Brain Injury g| 119 -- t| Epidemiology g| 119 -- t| Neuroanatomical Foundations g| 120 -- t| Neuroanatomy of Motor Functioning g| 123 -- t| Mechanisms of Injury g| 125 -- t| Evaluation of Motor Functioning in Children g| 126 -- t| Motor Impairment Associated with Brain Injury g| 127 -- t| Special Topics g| 129 -- t| Psychological Consequences of Brain Injury g| 131 -- t| Methods of Intervention g| 132 -- g| Section II t| Disorders of Behaviors, Emotions, and Communications -- g| Chapter 7 t| Learning Disorders: Real Children, Real Problems g| 139 -- t| Complexity of the Field g| 140 -- t| Definition: What Is a Learning Disability? g| 140 -- t| History g| 141 -- t| Assessment Process g| 143 -- t| Case Study: Comprehensive Interpretive Psychological Evaluation g| 148 -- t| Additional Issues g| 155 -- t| Medical Factors in Learning Disabilities g| 158 -- t| Approaches to Treatment and Interventions g| 161 -- t| Remediation: Specific Skill Training g| 161 -- g| Chapter 8 t| Communicative Disorders g| 170 -- t| Rationale for Communication Assessment g| 170 -- t| Developmental Approach g| 171 -- t| Profiles for Impairment g| 171 -- t| Diagnostic Profiles g| 172 -- t| Types of Assessment g| 174 -- t| Case Example g| 180 -- t| Assessment to Treatment g| 181 -- t| Leaders in the Field g| 181 -- g| Chapter 9 t| Pervasive Developmental Disorders g| 188 -- t| Autism g| 189 -- t| Asperger's Disorder g| 192 -- t| Changes in Conceptual Considerations g| 193 -- t| Current Definitions of Autism g| 195 -- t| Autism-Related Disorders g| 199 -- t| Assessment g| 201 -- t| Specific Scales for Autism g| 204 -- t| Differential Diagnosis g| 208 -- t| Interventions g| 210 -- t| Controversial and Unorthodox Interventions g| 219 -- g| Chapter 10 t| Disruptive Behavior Disorders: Assessment and Intervention g| 231 -- t| Disruptive Behavior Disorders g| 231 -- t| Factors Associated with ODD and CD: Etiology and Correlates g| 234 -- t| Assessment: Diagnosis and Formulation g| 239 -- t| Interventions g| 247 -- t| Issues and Implications g| 251 -- g| Chapter 11 t| Attention-Deficit/Hyperactivity Disorder g| 263 -- t| Evolution of the Diagnosis of ADHD g| 264 -- t| Treatment Planning g| 276 -- t| Pharmacotherapy g| 281 -- t| Case Examples of the Integration of Assessment and Interventions g| 288 --o t| Outcomes in Adolescence g| 296 -- t| Outcomes in Adulthood g| 296 -- g| Chapter 12 t| Eating Disorders: Bulimia and Anorexia Nervosa g| 307 -- t| Introduction and Overview of Eating Disorders g| 307 -- t| Historical Overview g| 308 -- t| Past and Present Leaders in the Field g| 310 -- t| Assessment of Eating Disorders g| 311 -- t| Diagnosis and Formulation g| 314 -- t| Clinical Case Studies g| 319 -- t| Interventions and Rehabilitation g| 321 -- t| Detection and Prevention g| 323 -- g| Chapter 13 t| Child Abuse and Psychic Trauma in Children g| 328 -- t| History of Childhood Trauma and Maltreatment g| 328 -- t| History of Legal Protection of Children g| 330 -- t| Definitional Issues g| 331 -- t| Epidemiology of Child Abuse and Childhood Trauma g| 332 -- t| Causes of Child Abuse and Neglect g| 333 -- t| Impact of Abuse and Psychic Trauma in Childhood g| 334 -- t| Assessment of Child Abuse and Trauma g| 338 -- t| Diagnosis g| 341 -- t| Treatment Interventions for Children Experiencing Severe Traumas g| 343 -- t| Case Examples g| 348 -- g| Chapter 14 t| Disorders of Infancy and Early Childhood g| 358 -- t| Historical Overview g| 359 -- t| Assessment of Disorders in Infancy and Early Childhood g| 361 -- t| Special Issues in Assessment of At-Risk Populations g| 368 -- t| Diagnosing Disorders in Infancy and Early Childhood g| 369 -- t| Interventions and Rehabilitation: General Comments g| 377 -- t| Interventions and Rehabilitation: Specific Strategies and Approaches g| 377 -- t| Future Directions g| 380 -- g| Chapter 15 t| Anxiety Disorders in Children and Adolescents g| 383 -- t| Historical Perspective g| 384 -- t| Temperament and Anxiety g| 385 -- t| Behavioral Inhibition g| 386 -- t| Ethological Development g| 387 -- t| Genetic Field Theory g| 388 -- t| Psychological Factors and Anxiety g| 389 -- t| Epidemiology g| 389 -- t| Comorbidity g| 390 -- t| Assessment g| 390 -- t| Clinical Syndromes g| 398 -- t| Course and Outcome g| 404 -- t| Treatment g| 405 -- g| Chapter 16 t| Childhood Mood Disorders: History, Characteristics, Diagnosis, and Treatment g| 413 -- t| Historical Perspective g| 415 -- t| Factors and Changes within Childhood Depression g| 417 -- t| Acute, Chronic, and Masked Childhood Depression g| 418 -- t| Degrees of Depressiveness g| 419 -- t| Depression, Affect, and Mood g| 419 -- t| Childhood Suicide and Depression g| 420 -- t| Depression and Suicidal Threats g| 421 -- t| Depression and Learning Disabilities/ADHD g| 422 -- t| Depression and Aggressive Acting-Out Behaviors g| 423 -- t| Problems and Practices in Diagnosis g| 423 -- t| DSM Criteria Used in Diagnosing Various Mood Disorders g| 424 -- t| MMPI-A Diagnostic Procedures g| 427 -- t| Treatment Considerations g| 431 -- t| Which Therapeutic Intervention Works with Depressed Children? g| 433 -- t| Cognitive-Behavioral Therapy g| 434 -- t| School-Based Interventions g| 435 -- t| Family Therapy g| 435 -- t| Interpersonal Therapy (IPT) g| 436 -- t| Play Therapy g| 437 -- t| Dynamic Psychotherapy g| 437 -- g| Chapter 17 t| Socially and Emotionally Maladjusted Youth g| 450 -- t| Historical Overview and Current Trends g| 451 -- t| Clinical Assessment Process: Diagnosis and Treatment g| 453 -- t| Diagnosis and Formulation g| 457 -- t| Clinical Case Study g| 462 -- t| Specific Remedial and Treatment Approaches g| 464 -- t| Psychopharmacology g| 466 -- g| Section III t| Special Interventions with Children and Adolescents -- g| Chapter 18 t| Psychopharmacological Interventions for Children with Challenging Behaviors g| 475 -- t| Past and Present Leaders g| 475 -- t| Pharmacological Intervention in Assessment: Its Significance in Relation to Diagnosis, Treatment Intervention, and Habitation g| 476 -- t| Formulation and Diagnosis g| 484 -- t| Assessment and Monitoring/Reassessment g| 486 -- t| Specific and Special Issues g| 487 -- g| Chapter 19 t| Cultural Competence in Treatment Interventions g| 494 -- t| Rationale for Cultural Competence in Children's Mental Health g| 494 -- t| Concepts of Culture and Impact on Human Behavior g| 495 -- t| Cultural Competence Model g| 499 -- t| Application of Cultural Competence Principles in Clinical Interventions g| 501 -- t| Challenges to the Cultural Competence of Systems of Care g| 507 -- g| Chapter 20 t| Systems of Care for Children and Adolescents with Serious Emotionalo Disturbance g| 513 -- t| Introduction: The Child with Serious Emotional Disturbance g| 513 -- t| History of Treatment for SED Children g| 515 -- t| Characteristics of the SED Child g| 517 -- t| Assessment of the SED Child g| 518 -- t| Clinical Model in Systems of Care g| 520 -- t| Clinical Vignettes Illustrating the Wraparound Approach g| 522 -- t| Models of Interagency Collaboration in Systems of Care g| 523 -- t| Accomplishments of Systems of Care Projects g| 527.
    596
      
      
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    a| Child psychiatry.
    650
      
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    a| Adolescent psychiatry.
    700
    1
      
    a| Vance, H. Booney, d| 1941-
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    1
      
    a| Pumariega, Andres J.
    999
      
      
    a| RJ499 .C585 2001 w| LC i| X004526349 k| MISSING l| BARRED m| ALDERMAN t| BOOK

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