Sam Goldstein, Ph.D., is a doctoral level psychologist with areas of study in school psychology, child development, and neuropsychology. He is licensed as a psychologist and certified as a developmental disabilities evaluator in the State of Utah. Dr. Goldstein is a Fellow in the National Academy of Neuropsychology and American Academy of Cerebral Palsy and Developmental Medicine. Dr. Goldstein is an Assistant Clinical Instructor in the Department of Psychiatry. Since 1980, Dr. Goldstein has worked in a private practice setting as  the Director of a multidisciplinary team, providing evaluation, case management, and treatment services for children and adults with histories of neurological disease and trauma, learning disability, adjustment difficulties, and attention deficit disorder. Dr. Goldstein is on staff at the University Neuropsychiatric Institute. He has served as a member of the Children’s Hospital Craniofacial Team. He has also been a member of the Developmental Disabilities Clinic in the Department of Psychiatry at the University of Utah Medical School.  Dr. Goldstein has authored, co-authored or edited 38 clinical and trade publications, including  17 text books dealing with managing children's behavior in the classroom, genetics, attention disorder and adult learning disabilities. With Barbara Ingersoll, Ph.D., he has co-authored texts dealing with controversial treatments for children’s learning and attention problems and childhood depression. With Anne Teeter Ellison, he has authored Clinician’s Guide to Adult ADHD: Assessment and Intervention. With Nancy Mather, Ph.D., he has completed 3 texts for teachers and parents concerning behavioral and educational issues. With Michael Goldstein, M.D., he has completed two texts on attention deficit hyperactivity disorder. He has edited  3 texts with Cecil Reynolds, Ph.D., on neurodevelopmental and genetic disorders in children. With Robert Brooks, Ph.D., he has authored 11 texts including, Handbook of Resilience in Children, Understanding and Managing Children’s Classroom Behavior – 2nd Edition, Raising Resilient Children, Nurturing Resilience in Our Children, Seven Steps to Help Children Worry Less, Seven Steps to Anger Management, The Power of Resilience, Raising a Self-Disciplined Child and Raising Resilient Children with Autism Spectrum Disorders. With Jack Naglieri and Sally Ozonoff, Ph.D., he has authored a number of texts on autism, assessment of  Intelligence and Executive Functioning.  He has co-authored a parent training program and is currently completing a number of additional texts on resilience, ADHD and genetics.  Dr. Goldstein is the Editor-in-Chief of the Journal of Attention Disorders and serves on 7 Editorial Boards.  He is also the Co-Editor of the Encyclopedia of Child Development and Behavior. With Jack Naglieri, Ph.D., Dr. Goldstein is the co-author of the Autism Spectrum RatingScales, Comprehensive Executive Functioning Inventory, Rating Scales of Impairment and the Cognitive Assessment System – 2nd Edition. Dr. Goldstein, a knowledgeable and entertaining speaker, has lectured extensively on a national and international basis to thousands of professionals and parents concerning attention disorders in children, resilience, depression, adjustment and developmental impairments, autism, and assessment of brain dysfunction.Jack A. Naglieri, Ph.D., is a Research Professor at the University of Virginia, Senior ResearchScientist at the Devereux Center for Resilient Children, and Emeritus Professor of Psychology at George Mason University. He is a Fellow of APA Divisions 15 and 16 and recipient of APA Division 16 Senior Scientist Award (2001). He earned degrees in school psychology from St. John's University (1975) and worked as a school psychologist in Bethpage, New York from 1975 to 1977. He obtained his Ph.D. in Educational Psychology from the University of Georgia in 1979, taught school psychology at Northern Arizona University (1979-1982), The Ohio State University (1982 to 2000), and George Mason University (2000-2010). Dr. Naglieri's main interest is in the development of psychological and educational tests and the implications these approaches have for diagnosis and academic or emotional interventions.The author of more than 250 scholarly papers, chapters, books, and tests, he has concentrated his efforts on psychological theory and measurement. His areas of research includes fair assessment, cross-cultural issues, cognitive interventions, learning disabilities, ADHD, mental retardation, gifted, and factors related to resilience. He has published several books including Assessment of Cognitive Processes: The PASS Theory of Intelligence (1974), Essentials of CAS Assessment (1999), Helping Children Learn: Intervention Handouts for Use inSchool and at Home (2003), Helping Gifted Children Learn (Naglieri, Brulles & Lansdowne, 2008), Assessment of Autism Spectrum Disorders (Goldstein, Naglieri, & Ozonoff, 2008) and Essentials of WNV Assessment (Brunnert, Naglieri, & Hardy-Braz, 208). He is also the author of the Wechsler Nonverbal Scale of Ability (2006), Cognitive Assessment System (1997, 2013), the CAS Rapid Score (2002), the General Ability Measure for Adults (1997), Naglieri Nonverbal Ability Tests (1997; 2003; 2008), Devereux Early Childhood Assessments (1997; 2003), Devereux Elementary Student Strength Assessment (DESSA; 2011), DESSA-mini (2011), Devereux Scales of Mental Disorders (1994), Devereux Behavior Rating Scales School Form (1994), Draw A Person: Screening Procedure for Emotional Disturbance (1990), Draw A Person: Quantitative Scoring System (1988), and Matrix Analogies Tests (Naglieri, 1985).In summary, Dr. Naglieri has an extensive research program that includes scholarly research, books, and psychological tests with an emphasis on uniting sound theory with scientific practice.

• Part I: Background.- Chapter 1. Defining the Evolving Concept of Impairment.- Chapter 2. The Role of Family and Cross-Setting Supports to Reduce Impairment and Promote Success.- Chapter 3. Relationships Between Adaptive Behavior and Impairment.- Chapter 4. Impairment in Children.- Chapter 5. Impairment in the Geriatric Population.- Part II: Modeling Impairment.- Chapter 6. Legal Conceptions of Impairment: Implications for the Assessment of Psychiatric Disabilities.- Chapter 7. The Medical Model of Impairment.- Chapter 8. The Diagnostic and Statistical Manual of Mental Disorders: The Fifth Edition (DSM-5) Model of Impairment.- Chapter 9. Impairment in Parenting.- Part III: Assessment and Reduction of Impairment.- Chapter 10. Psychometic Issues in the Assessment of Impairment.- Chapter 11. Measurement of Symptom Severity and Impairment.- Chapter 12. Measuring Impairment with the Rating Scale of Impairment.- Chapter 13. Measuring Impairment with the Barkley FunctionalImpairment Scales.- Chapter 14. Measuring Impairment with the Neuropsychological Impairment Scale.- Chapter 15. Assessing Occupational Disability Following Trauma and Impairment.- Chapter 16. Treatment Integrity in Interventions for Children Diagnosed with DSM-5 Disorders.- Chapter 17. Conclusions.

Sam Goldstein, Ph.D., is a doctoral level psychologist with areas of study in school psychology, child development, and neuropsychology. He is licensed as a psychologist and certified as a developmental disabilities evaluator in the State of Utah. Dr. Goldstein is a Fellow in the National Academy of Neuropsychology and American Academy of Cerebral Palsy and Developmental Medicine. Dr. Goldstein is an Assistant Clinical Instructor in the Department of Psychiatry. Since 1980, Dr. Goldstein has worked in a private practice setting as  the Director of a multidisciplinary team, providing evaluation, case management, and treatment services for children and adults with histories of neurological disease and trauma, learning disability, adjustment difficulties, and attention deficit disorder. Dr. Goldstein is on staff at the University Neuropsychiatric Institute. He has served as a member of the Children’s Hospital Craniofacial Team. He has also been a member of the Developmental Disabilities Clinic in the Department of Psychiatry at the University of Utah Medical School.  Dr. Goldstein has authored, co-authored or edited 38 clinical and trade publications, including  17 text books dealing with managing children's behavior in the classroom, genetics, attention disorder and adult learning disabilities. With Barbara Ingersoll, Ph.D., he has co-authored texts dealing with controversial treatments for children’s learning and attention problems and childhood depression. With Anne Teeter Ellison, he has authored Clinician’s Guide to Adult ADHD: Assessment and Intervention. With Nancy Mather, Ph.D., he has completed 3 texts for teachers and parents concerning behavioral and educational issues. With Michael Goldstein, M.D., he has completed two texts on attention deficit hyperactivity disorder. He has edited  3 texts with Cecil Reynolds, Ph.D., on neurodevelopmental and genetic disorders in children. With Robert Brooks, Ph.D., he has authored 11 texts including, Handbook of Resilience in Children, Understanding and Managing Children’s Classroom Behavior – 2nd Edition, Raising Resilient Children, Nurturing Resilience in Our Children, Seven Steps to Help Children Worry Less, Seven Steps to Anger Management, The Power of Resilience, Raising a Self-Disciplined Child and Raising Resilient Children with Autism Spectrum Disorders. With Jack Naglieri and Sally Ozonoff, Ph.D., he has authored a number of texts on autism, assessment of  Intelligence and Executive Functioning.  He has co-authored a parent training program and is currently completing a number of additional texts on resilience, ADHD and genetics.  Dr. Goldstein is the Editor-in-Chief of the Journal of Attention Disorders and serves on 7 Editorial Boards.  He is also the Co-Editor of the Encyclopedia of Child Development and Behavior. With Jack Naglieri, Ph.D., Dr. Goldstein is the co-author of the Autism Spectrum RatingScales, Comprehensive Executive Functioning Inventory, Rating Scales of Impairment and the Cognitive Assessment System – 2nd Edition. Dr. Goldstein, a knowledgeable and entertaining speaker, has lectured extensively on a national and international basis to thousands of professionals and parents concerning attention disorders in children, resilience, depression, adjustment and developmental impairments, autism, and assessment of brain dysfunction.Jack A. Naglieri, Ph.D., is a Research Professor at the University of Virginia, Senior ResearchScientist at the Devereux Center for Resilient Children, and Emeritus Professor of Psychology at George Mason University. He is a Fellow of APA Divisions 15 and 16 and recipient of APA Division 16 Senior Scientist Award (2001). He earned degrees in school psychology from St. John's University (1975) and worked as a school psychologist in Bethpage, New York from 1975 to 1977. He obtained his Ph.D. in Educational Psychology from the University of Georgia in 1979, taught school psychology at Northern Arizona University (1979-1982), The Ohio State University (1982 to 2000), and George Mason University (2000-2010). Dr. Naglieri's main interest is in the development of psychological and educational tests and the implications these approaches have for diagnosis and academic or emotional interventions.The author of more than 250 scholarly papers, chapters, books, and tests, he has concentrated his efforts on psychological theory and measurement. His areas of research includes fair assessment, cross-cultural issues, cognitive interventions, learning disabilities, ADHD, mental retardation, gifted, and factors related to resilience. He has published several books including Assessment of Cognitive Processes: The PASS Theory of Intelligence (1974), Essentials of CAS Assessment (1999), Helping Children Learn: Intervention Handouts for Use inSchool and at Home (2003), Helping Gifted Children Learn (Naglieri, Brulles & Lansdowne, 2008), Assessment of Autism Spectrum Disorders (Goldstein, Naglieri, & Ozonoff, 2008) and Essentials of WNV Assessment (Brunnert, Naglieri, & Hardy-Braz, 208). He is also the author of the Wechsler Nonverbal Scale of Ability (2006), Cognitive Assessment System (1997, 2013), the CAS Rapid Score (2002), the General Ability Measure for Adults (1997), Naglieri Nonverbal Ability Tests (1997; 2003; 2008), Devereux Early Childhood Assessments (1997; 2003), Devereux Elementary Student Strength Assessment (DESSA; 2011), DESSA-mini (2011), Devereux Scales of Mental Disorders (1994), Devereux Behavior Rating Scales School Form (1994), Draw A Person: Screening Procedure for Emotional Disturbance (1990), Draw A Person: Quantitative Scoring System (1988), and Matrix Analogies Tests (Naglieri, 1985).In summary, Dr. Naglieri has an extensive research program that includes scholarly research, books, and psychological tests with an emphasis on uniting sound theory with scientific practice.

• Part I: Background.- Chapter 1. Defining the Evolving Concept of Impairment.- Chapter 2. The Role of Family and Cross-Setting Supports to Reduce Impairment and Promote Success.- Chapter 3. Relationships Between Adaptive Behavior and Impairment.- Chapter 4. Impairment in Children.- Chapter 5. Impairment in the Geriatric Population.- Part II: Modeling Impairment.- Chapter 6. Legal Conceptions of Impairment: Implications for the Assessment of Psychiatric Disabilities.- Chapter 7. The Medical Model of Impairment.- Chapter 8. The Diagnostic and Statistical Manual of Mental Disorders: The Fifth Edition (DSM-5) Model of Impairment.- Chapter 9. Impairment in Parenting.- Part III: Assessment and Reduction of Impairment.- Chapter 10. Psychometic Issues in the Assessment of Impairment.- Chapter 11. Measurement of Symptom Severity and Impairment.- Chapter 12. Measuring Impairment with the Rating Scale of Impairment.- Chapter 13. Measuring Impairment with the Barkley FunctionalImpairment Scales.- Chapter 14. Measuring Impairment with the Neuropsychological Impairment Scale.- Chapter 15. Assessing Occupational Disability Following Trauma and Impairment.- Chapter 16. Treatment Integrity in Interventions for Children Diagnosed with DSM-5 Disorders.- Chapter 17. Conclusions.

Sam Goldstein, Ph.D., is a doctoral level psychologist with areas of study in school psychology, child development, and neuropsychology. He is licensed as a psychologist and certified as a developmental disabilities evaluator in the State of Utah. Dr. Goldstein is a Fellow in the National Academy of Neuropsychology and American Academy of Cerebral Palsy and Developmental Medicine. Dr. Goldstein is an Assistant Clinical Instructor in the Department of Psychiatry. Since 1980, Dr. Goldstein has worked in a private practice setting as  the Director of a multidisciplinary team, providing evaluation, case management, and treatment services for children and adults with histories of neurological disease and trauma, learning disability, adjustment difficulties, and attention deficit disorder. Dr. Goldstein is on staff at the University Neuropsychiatric Institute. He has served as a member of the Children’s Hospital Craniofacial Team. He has also been a member of the Developmental Disabilities Clinic in the Department of Psychiatry at the University of Utah Medical School.  Dr. Goldstein has authored, co-authored or edited 38 clinical and trade publications, including  17 text books dealing with managing children's behavior in the classroom, genetics, attention disorder and adult learning disabilities. With Barbara Ingersoll, Ph.D., he has co-authored texts dealing with controversial treatments for children’s learning and attention problems and childhood depression. With Anne Teeter Ellison, he has authored Clinician’s Guide to Adult ADHD: Assessment and Intervention. With Nancy Mather, Ph.D., he has completed 3 texts for teachers and parents concerning behavioral and educational issues. With Michael Goldstein, M.D., he has completed two texts on attention deficit hyperactivity disorder. He has edited  3 texts with Cecil Reynolds, Ph.D., on neurodevelopmental and genetic disorders in children. With Robert Brooks, Ph.D., he has authored 11 texts including, Handbook of Resilience in Children, Understanding and Managing Children’s Classroom Behavior – 2nd Edition, Raising Resilient Children, Nurturing Resilience in Our Children, Seven Steps to Help Children Worry Less, Seven Steps to Anger Management, The Power of Resilience, Raising a Self-Disciplined Child and Raising Resilient Children with Autism Spectrum Disorders. With Jack Naglieri and Sally Ozonoff, Ph.D., he has authored a number of texts on autism, assessment of  Intelligence and Executive Functioning.  He has co-authored a parent training program and is currently completing a number of additional texts on resilience, ADHD and genetics.  Dr. Goldstein is the Editor-in-Chief of the Journal of Attention Disorders and serves on 7 Editorial Boards.  He is also the Co-Editor of the Encyclopedia of Child Development and Behavior. With Jack Naglieri, Ph.D., Dr. Goldstein is the co-author of the Autism Spectrum RatingScales, Comprehensive Executive Functioning Inventory, Rating Scales of Impairment and the Cognitive Assessment System – 2nd Edition. Dr. Goldstein, a knowledgeable and entertaining speaker, has lectured extensively on a national and international basis to thousands of professionals and parents concerning attention disorders in children, resilience, depression, adjustment and developmental impairments, autism, and assessment of brain dysfunction.Jack A. Naglieri, Ph.D., is a Research Professor at the University of Virginia, Senior ResearchScientist at the Devereux Center for Resilient Children, and Emeritus Professor of Psychology at George Mason University. He is a Fellow of APA Divisions 15 and 16 and recipient of APA Division 16 Senior Scientist Award (2001). He earned degrees in school psychology from St. John's University (1975) and worked as a school psychologist in Bethpage, New York from 1975 to 1977. He obtained his Ph.D. in Educational Psychology from the University of Georgia in 1979, taught school psychology at Northern Arizona University (1979-1982), The Ohio State University (1982 to 2000), and George Mason University (2000-2010). Dr. Naglieri's main interest is in the development of psychological and educational tests and the implications these approaches have for diagnosis and academic or emotional interventions.The author of more than 250 scholarly papers, chapters, books, and tests, he has concentrated his efforts on psychological theory and measurement. His areas of research includes fair assessment, cross-cultural issues, cognitive interventions, learning disabilities, ADHD, mental retardation, gifted, and factors related to resilience. He has published several books including Assessment of Cognitive Processes: The PASS Theory of Intelligence (1974), Essentials of CAS Assessment (1999), Helping Children Learn: Intervention Handouts for Use inSchool and at Home (2003), Helping Gifted Children Learn (Naglieri, Brulles & Lansdowne, 2008), Assessment of Autism Spectrum Disorders (Goldstein, Naglieri, & Ozonoff, 2008) and Essentials of WNV Assessment (Brunnert, Naglieri, & Hardy-Braz, 208). He is also the author of the Wechsler Nonverbal Scale of Ability (2006), Cognitive Assessment System (1997, 2013), the CAS Rapid Score (2002), the General Ability Measure for Adults (1997), Naglieri Nonverbal Ability Tests (1997; 2003; 2008), Devereux Early Childhood Assessments (1997; 2003), Devereux Elementary Student Strength Assessment (DESSA; 2011), DESSA-mini (2011), Devereux Scales of Mental Disorders (1994), Devereux Behavior Rating Scales School Form (1994), Draw A Person: Screening Procedure for Emotional Disturbance (1990), Draw A Person: Quantitative Scoring System (1988), and Matrix Analogies Tests (Naglieri, 1985).In summary, Dr. Naglieri has an extensive research program that includes scholarly research, books, and psychological tests with an emphasis on uniting sound theory with scientific practice.

• Part I: Background.- Chapter 1. Defining the Evolving Concept of Impairment.- Chapter 2. The Role of Family and Cross-Setting Supports to Reduce Impairment and Promote Success.- Chapter 3. Relationships Between Adaptive Behavior and Impairment.- Chapter 4. Impairment in Children.- Chapter 5. Impairment in the Geriatric Population.- Part II: Modeling Impairment.- Chapter 6. Legal Conceptions of Impairment: Implications for the Assessment of Psychiatric Disabilities.- Chapter 7. The Medical Model of Impairment.- Chapter 8. The Diagnostic and Statistical Manual of Mental Disorders: The Fifth Edition (DSM-5) Model of Impairment.- Chapter 9. Impairment in Parenting.- Part III: Assessment and Reduction of Impairment.- Chapter 10. Psychometic Issues in the Assessment of Impairment.- Chapter 11. Measurement of Symptom Severity and Impairment.- Chapter 12. Measuring Impairment with the Rating Scale of Impairment.- Chapter 13. Measuring Impairment with the Barkley FunctionalImpairment Scales.- Chapter 14. Measuring Impairment with the Neuropsychological Impairment Scale.- Chapter 15. Assessing Occupational Disability Following Trauma and Impairment.- Chapter 16. Treatment Integrity in Interventions for Children Diagnosed with DSM-5 Disorders.- Chapter 17. Conclusions.