Psychodiagnostic Assessment Of Children: Dimensional And Categorical Approaches

by Kamphaus, Randy W.; Campbell, Jonathan M.

• ISBN13: 9780471212195
• ISBN10: 0471212199
• Edition: 1st
• Format: Hardcover
• Copyright: 2006-08-14
• Publisher: Wiley

Summary

An unparalleled resource for accurately diagnosing an array of childhood problems Psychodiagnostic Assessment of Children: Dimensional and Categorical Approaches provides comprehensive guidelines for assessing and diagnosing a broad spectrum of childhood disorders. In this groundbreaking new text, Randy Kamphaus (coauthor of the BASC and BASC-II) and Jonathan Campbell discuss both theoretical and practical aspects of the field. Their detailed coverage provides students and professionals with important research findings and practical tools for accurate assessment and informed diagnosis. This monumental new work begins by explaining dimensional (e.g., classification methods that emphasize quantitative assessment measures such as behavior rating scales) and categorical (e.g., classification methods that emphasize qualitative assessment measures such as clinical observation and history-taking) methods of assessment and diagnosis. It then highlights assessment interpretation issues related to psychological assessment and diagnosis. The remainder of the text covers constructs and core symptoms of interest, diagnostic standards, assessment methods, interpretations of findings, and case studies for all of the major childhood disorders. The disorders include: * Mental retardation * Learning disability * Autism spectrum disorders * Depression * Anxiety disorders * Traumatic brain injuries * Eating disorders * Attention deficit hyperactivity disorder * Conduct disorder * Oppositional defiant disorder * Substance abuse and dependence * Subsyndromal and hypersyndromal impairments

Author Biography

RANDY W. KAMPHAUS, PhD, is Distinguished Research Professor of Educational Psychology and Instructional Technology at The University of Georgia, Athens. He is an expert in the field of child and adolescent assessment and the author of several books on the topic. He is also coauthor of the BASC-II (Behavior Assessment System for Children, Second Edition), a widely used assessment instrument.

JONATHAN M. CAMPBELL, PhD, is Associate Professor of Educational Psychology and Instructional Technology at The University of Georgia, Athens. His research and clinical interests involve assessment and differential diagnosis of autism spectrum disorders as well as understanding typical peers' perceptions of autism. He has authored several articles in the area of intelligence test interpretation and serves on the editorial boards for the Journal of Psychoeducational Assessment and Journal of Pediatric Psychology.

Table of Contents

Preface	xv
Acknowledgments	xvii
Contributors	xix
Classification and Diagnosis Concepts	1	(28)
Randy W. Kamphaus
Ellen W. Rowe
Erin T. Dowdy
Cheryl N. Hendry
Defining Classification and Diagnosis	1	(3)
Categorical and Dimensional Methods	3	(1)
Psychiatric Diagnostic Classification	4	(10)
Characteristics of Psychiatric (Categorical) Diagnosis	5	(9)
Individuals with Disabilities Education Act	14	(3)
Dimensional Methods of Classification	17	(5)
Advantages of Dimensional Methods of Classification	20	(1)
Disadvantages of Dimensional Methods of Classification	21	(1)
Combining Categorical and Dimensional Diagnostic Methods	22	(1)
A Composite Diagnostic Model	23	(3)
Conclusion	26	(3)
Interpretation of Findings	29	(16)
Randy W. Kamphaus
Assessing Core Constructs/Symptoms	30	(3)
Onset and Developmental Course	33	(2)
Alternative Causes and Etiologies	35	(2)
Rule in Comorbidities	37	(1)
Case Study	38	(4)
Conclusion	42	(3)
Mental Retardation/Intellectual Disability	45	(42)
Jonathan M. Campbell
Characteristics	45	(1)
Constructs of Interest	46	(12)
Intellectual Functioning	47	(3)
Adaptive Behavior	50	(1)
A Comprehensive Model of Personal Competence	51	(1)
Psychopathology	52	(3)
Phenotypic ``Profiling''	55	(3)
Diagnostic Standards	58	(5)
American Association on Mental Retardation	59	(2)
Diagnostic and Statistical Manual of Mental Disorders, Fourth Edition, Text Revision	61	(1)
Individuals with Disabilities Education Act Guidelines	62	(1)
Assessment Methods and Procedures	63	(12)
Intellectual Functioning	63	(6)
Adaptive Functioning	69	(1)
Psychological and Behavioral Assessment	69	(5)
Health, Physical, and Etiological Considerations	74	(1)
Environmental Considerations	75	(1)
Case Study	75	(9)
Discussion of Case Study	84	(1)
Conclusion	85	(2)
Learning Disabilities	87	(32)
Randy W. Kamphaus
Matthew Quirk
Anna P. Kroncke
Constructs of Interest	87	(5)
Diagnostic Standards	92	(9)
Diagnostic and Statistical Manual of Mental Disorders Criteria	97	(1)
Emerging Diagnostic Criteria	98	(3)
Assessment Methods	101	(2)
Interpretation of Findings	103	(1)
Case Study	104	(9)
Conclusion	113	(6)
Autism Spectrum Disorders	119	(50)
Jonathan M. Campbell
Constructs of Interest	120	(6)
Social Functioning	120	(2)
Language Development and Use	122	(1)
Restricted, Repetitive, and Stereotyped Activities, Interests, and Behaviors	123	(1)
Neurocognitive Functioning	123	(3)
Adaptive Functioning	126	(1)
Diagnostic Standards	126	(8)
Autistic Disorder	127	(1)
Asperger's Disorder	128	(2)
Childhood Disintegrative Disorder	130	(1)
Rett's Disorder	131	(1)
Pervasive Developmental Disorder---Not Otherwise Specified	132	(1)
Individuals with Disabilities Education Act	133	(1)
Assessment Methods and Procedures	134	(19)
Introduction to the Comprehensive Developmental Approach	134	(2)
Additional Guidelines for Assessment	136	(1)
Diagnostic Assessment of the Autistic Triad: Social Functioning, Communication, and Repetitive Behavior/Interests/Activities	137	(6)
Language Functioning	143	(1)
Cognitive Functioning	144	(4)
Adaptive Functioning	148	(1)
Assessment of Problem Behaviors	149	(2)
Emotional Functioning	151	(1)
Additional Consultations	152	(1)
Interpretation and Communication of Findings	153	(2)
Content of Session	153	(1)
Parents' Perspective of the Informing Meeting	154	(1)
Case Study	155	(11)
Discussion of Case Study	166	(1)
Conclusion	167	(2)
Depressive Disorders	169	(42)
Jonathan M. Campbell
Characteristics	170	(2)
Phenomenology of Depression in Children and Adolescents	171	(1)
Constructs of Interest	172	(4)
Affective Features and Mood	172	(1)
Physical Manifestations of Depression	173	(1)
Cognitive Constructs	173	(2)
Comorbid Psychopathology	175	(1)
Conceptual Controversies Relevant to Assessment of Depression	176	(3)
Tripartite Model of Anxiety and Depression	176	(3)
Diagnostic Standards	179	(3)
Major Depressive Disorder	179	(1)
Dysthymic Disorder	180	(1)
Depressive Disorder---Not Otherwise Specified	180	(1)
Mixed Anxiety-Depressive Disorder	181	(1)
Individuals with Disabilities Education Act	181	(1)
Assessment Methods and Procedures	182	(10)
Self-Report Scales	183	(3)
Third-Party Rating Instruments	186	(2)
Structured Interviews	188	(1)
Assessment of Suicidal Risk	189	(3)
Case Study	192	(9)
Discussion of Case Study	201	(7)
Conclusion	208	(3)
Anxiety Disorders	211	(34)
Jonathan M. Campbell
Constructs of Interest	212	(7)
Multidimensional Definition of Anxiety	212	(1)
Cognitive/Subjective Manifestations	213	(2)
Physiological Manifestations	215	(1)
Behavioral Symptoms	215	(1)
Comorbidities	216	(1)
The Tripartite Conceptualization of Depression and Anxiety Revisited	217	(2)
Diagnostic Standards	219	(4)
Diagnostic and Statistical Manual of Mental Disorders, Fourth Edition, Text Revision	219	(3)
Individuals with Disabilities Education Act	222	(1)
Assessment Methods and Procedures	223	(5)
Self-Report Instruments	224	(4)
Third-Party Rating Instruments	228	(5)
Behavior Assessment System for Children	228	(1)
Achenbach System of Empirically-Based Assessment	229	(2)
Children's Yale-Brown Obsessive Compulsive Scale	231	(1)
Structured and Semistructured Interviews	232	(1)
Case Study	233	(8)
Discussion of Case Study	241	(3)
Conclusion	244	(1)
Traumatic Brain Injury	245	(38)
Juliana S. Bloom
Morris J. Cohen
Jonathan M. Campbell
Constructs of Interest	246	(10)
Categories of Traumatic Brain Injury	246	(1)
Types of Traumatic Brain Injury	247	(2)
Incidence and Epidemiology	249	(3)
Recovery	252	(1)
Outcomes	253	(3)
Diagnostic Standards	256	(3)
Degree of Consciousness	257	(1)
Diagnostic and Statistical Manual of Mental Disorders, Fourth Edition (DSM-IV)	258	(1)
Individuals with Disabilities Education Act	258	(1)
General Approach to Assessment and Specific Assessment Methods	259	(9)
Intelligence	261	(1)
Academic Achievement	262	(1)
Language Skills	263	(1)
Executive Functioning	264	(1)
Attention	264	(1)
Memory	265	(1)
Visual-Perceptual and Visual-Motor Skills	266	(1)
Motor Skills	266	(1)
Social-Emotional and Behavioral Functioning	267	(1)
Interpretation and Communication of Findings	268	(2)
Feedback to Family Members	268	(1)
Recommendations for the School	269	(1)
Psychopharmacological Intervention	270	(1)
Case Study	270	(11)
Discussion of Case Study	281	(1)
Conclusion	282	(1)
Eating and Feeding Disorders	283	(36)
Kathryn F. Moon
Jonathan M. Campbell
Constructs of Interest	284	(11)
Self-Evaluation and Body Image	284	(1)
Binge Eating	285	(1)
Compensatory Behaviors	286	(1)
Developmental, Medical, and Nutritional Problems	286	(1)
Comorbid Psychopathology	287	(1)
Biological, Psychological, and Social Risk Factors	288	(2)
Gender and Socioeconomic Status Risk Factors	290	(1)
DSM-IV-TR and International Classification of Disease, 10th Edition (ICD-10)	290	(4)
Other Classification Systems	294	(1)
Individuals with Disabilities Education Act	295	(1)
Assessment Procedures	295	(11)
Physical Examination and Nutritional Assessment	296	(1)
Interviews	296	(2)
Interviews versus Self-Report Questionnaires	298	(1)
Self-Report Questionnaires for Eating Disorder Psychopathology	299	(2)
Self-Report of Binge Eating	301	(1)
Self-Report of Body Image	302	(1)
Self-Report Measures of Depression, Personality, and Behavior	302	(2)
Behavioral Assessment	304	(2)
Interpretation and Communication of Findings	306	(2)
Communicating Findings to Children and Adolescents	307	(1)
Case Study	308	(6)
Discussion of Case Study	314	(2)
Conclusion	316	(3)
Diagnosis of Attention-Deficit/Hyperactivity Disorder and Its Subtypes	319	(38)
Mauricio A. Garcia-Barrera
Randy W. Kamphaus
Constructs of Interest	319	(2)
Diagnostic Standards	321	(6)
Assessment Methods	327	(10)
Attention-Deficit/Hyperactivity Disorder, Special Education, and Federal Law	337	(1)
Case Study	338	(16)
Conclusion	354	(3)
Conduct Disorder and Oppositional Defiant Disorder	357	(34)
Carrah L. James
Jonathan M. Campbell
Constructs of Interest	358	(6)
Risk Factors and Etiological Considerations	361	(3)
Diagnostic Standards	364	(5)
Diagnostic and Statistical Manual of Mental Disorders	365	(2)
Contextual Variables	367	(1)
Gender Issues	367	(1)
Age	367	(1)
Comorbidity and Differential Diagnosis	368	(1)
Individuals with Disabilities Education Act	368	(1)
Assessment Methods	369	(10)
Third-Party Rating Scales	370	(5)
Direct Observation and Interviewing	375	(2)
Self-Reports	377	(2)
Preschool Assessment	379	(1)
Case Study	379	(8)
Discussion of Case Study	387	(2)
Conclusion	389	(2)
Assessment and Diagnosis of Substance Use in Childhood and Adolescence	391	(46)
Meghan C. VanDeventer
Randy W. Kamphaus
Adolescent Epidemiologic Studies	392	(1)
Diagnosis	393	(14)
The Evolution of the Diagnostic and Statistical Manual of Mental Disorders	395	(4)
Applying the DSM-IV to Adolescents	399	(4)
Current Substance Use-Related Classification Systems	403	(4)
Risk Factors	407	(5)
Substance Use	408	(1)
Genetic-Biological Factors	408	(1)
Psychological Factors	409	(1)
Child Conduct Problems	410	(1)
Peer-Related Factors	410	(1)
Family-Related Factors	410	(1)
School- and Community-Related Factors	411	(1)
Traumatic and Negative Life Events	411	(1)
Implications for Assessment	412	(1)
Comorbid Psychiatric Disorders	412	(4)
Conduct Disorder and Attention-Deficit/Hyperactivity Disorder	413	(1)
Depression	414	(1)
Anxiety Disorder	414	(1)
Eating Disorder	415	(1)
Implications for Assessment	415	(1)
Diagnostic Assessment	416	(18)
Comprehensive Assessment: The Domain Model	416	(3)
Process of Assessment	419	(2)
Methods of Assessment	421	(3)
The Present State of Adolescent Substance Use Assessment	424	(1)
General Diagnostic Interviews	425	(4)
``Screening'' Instruments	429	(2)
Specific Comprehensive Instruments	431	(3)
Conclusion	434	(3)
Clusters of Child Adjustment	437	(26)
Erin T. Dowdy
Cheryl N. Hendry
Randy W. Kamphaus
Person-Oriented Methods of Classification	438	(1)
Advantages of Person-Oriented Methods of Classification	439	(1)
Statistical Methods for Person-Oriented Classification	440	(2)
Preliminary Support for Person-Oriented Profile Types	442	(1)
Disadvantages of Person-Oriented Methods of Classification	443	(6)
Typologies Derived from the Behavior Assessment System for Children	449	(10)
Conclusion	459	(4)
References	463	(40)
Author Index	503	(12)
Subject Index	515