Sam Goldstein, PhD, is Assistant Clinical Professor of Psychiatry at the University of Utah and Affiliate Research Professor of Psychology at George Mason University. He is a clinical neuropsychologist and nationally certified school psychologist. Dr. Goldstein is Editor in Chief of the Journal of Attention Disorders and is on the editorial boards of six journals. His publications include 26 texts, numerous book chapters, and peer-reviewed research articles. With Jack A. Naglieri, he is the author of the Autism Spectrum Rating Scales.
Jack A. Naglieri, PhD, is Professor of Psychology at George Mason University and Senior Research Scientist at the Devereux Foundation’s Institute for Clinical Training and Research. He is a Fellow of Division 16 of the American Psychological Association and recipient of its 2001 Senior Scientist Award. Dr. Naglieri’s recent research includes specific learning disability eligibility determination, cognitive assessment and interventions, and measurement of psychopathology and resilience. He is the author of more than 250 publications, including a number of tests.
Sally Ozonoff, PhD, is Endowed Professor and Vice Chair for Research in the Department of Psychiatry and Behavioral Sciences and the M.I.N.D. Institute at the University of California, Davis. Her current research focuses on onset patterns in autism, very early identification, and risk factors for autistic regression. Dr. Ozonoff has written over 100 peer-reviewed articles and chapters and two other books, A Parent’s Guide to Asperger Syndrome and High-Functioning Autism and Autism Spectrum Disorders: A Research Review for Practitioners.
The tools used in the assessment process have changed dramatically in recent years. School and clinical psychologists need a comprehensive yet focused resource to which they can turn to learn the basics of key intelligence and achievement tests and how to use them in their assessments of children and adults. With its practical and straightforward presentation, Practitioner's Guide to Assessing Intelligence and Achievement provides that resource.
Coedited by two well-known and respected scholars and researchers, Jack Naglieri and Sam Goldstein, the content in this timely book combines traditional and new conceptualizations of intelligence as well as ways to measure achievement. Truly readable and user-friendly, this book provides professionals with a single source from which to examine ability and achievement tests along the same general criteria.
Each chapter is written by a leading scholar and test developer and is consistently structured for easy comparison of each test that is examined. Coverage includes:
The theory underlying each test
Description of each test
Tips for administering and scoring each test
Standardization, norms, and reliability of each scale
Practical guidance for the use of each test
Correspondence of each test to IDEA
A practical tool designed to aid clinical psychologists in understanding the strengths and weaknesses of the various tests presented, Practitioner's Guide to Assessing Intelligence and Achievement provides students and practitioners with the information they need for their practice and testing efforts to be consistent with recent updates in the field and how those assessment instruments relate to changes in the laws that influence test use.
Topics featured in this book include:
Assessing Impairment, Second Edition, is a must-have resource for researchers, clinicians, professionals, and graduate students in clinical child, school, and developmental psychology as well as child and adolescent psychiatry, educational psychology, rehabilitation medicine/therapy, social work, and pediatrics.
The first volume dedicated solely to its topic, Interventions for Autism Spectrum Disorders provides a comprehensive overview of programs currently in use. Contributors explore programs focusing on long-term outcomes, home- and classroom-based strategies, resilience training for parents, and pharmacological management of symptoms. Background chapters review issues in reliability and validity of interventions and evaluating treatment effectiveness. And an especially cogent chapter discusses the centrality of treatment integrity to best practice. Comprehensive programs and targeted interventions covered include:
The Early Start Denver Model for young children.The TEACCH program for children, adults, and families.The Center for Autism and Related Disorders (CARD) and CARD eLearning.PROGress: a program for remediating and expanding social skills.Evidence-based strategies for repetitive behaviors and sensory issues.Self-regulation strategies for students with autism spectrum disorders.
Interventions for Autism Spectrum Disorders is an essential resource for researchers, professionals/practitioners, and clinicians in a wide array of fields, including clinical child, school, and developmental psychology; child and adolescent psychiatry; education; rehabilitation medicine/therapy; social work; and pediatrics.
Reflecting the most recent and relevant findings regarding Learning Disabilities (LD) and Attention-Deficit/Hyperactivity Disorder (ADHD), this Second Edition of Learning and Attention Disorders in Adolescence and Adulthood provides practitioners in the fields of education and mental health with a set of practical guidelines to assist in the assessment, diagnosis, consultation, and treatment of adolescents and adults struggling with LD and ADHD. The new edition includes:
An emphasis on working from strengths—adapting to disabilities and dealing with them successfully on a daily basis
New coverage of the causes and long-term implications of LD and ADHD in adolescents and adulthood
New chapters on treatment effectiveness; building resiliency and shaping mindsets; cognitive therapy; and strategic life coaching to help guide individuals with LD and ADHD
Contributions from leading researchers, including Noel Gregg, Russell Barkley, Kevin Antshel, and Nancy Mather
Drawing on evidence-based techniques to meet the pragmatic demands for intervention, the Second Edition guides school psychologists, counselors, and educators in promoting positive change for adolescents and adults with LD and ADHD as they strive for success in school, work, and home settings.