Paul J. Frick, Ph.D., is the Roy Crumpler Memorial Chair in the Department of Psychology at the Louisiana State University and professor in the Learning Science Institute of Australia at Australian Catholic University. Dr. Frick has published more than 250 manuscripts in either edited books or peer-reviewed publications, and he is the author of 6 additional books and test manuals. Dr. Frick is currently the editor of the Journal of Abnormal Child Psychology, the official journal of the International Society for Research on Child and Adolescent Psychopathology. He was the editor of the Journal of Clinical Child and Adolescent Psychology (2007-2011), the official journal of Division 53 of the American Psychological Association, which is the Society of Clinical Child and Adolescent Psychology, and he was a member of the American Psychiatric Association’s DSM-5 Workgroup for ADHD and the Disruptive Behavior Disorders (2007-2012). Dr. Frick has been involved in the clinical training of doctoral students since 1990.Christopher T. Barry, Ph.D., is a Professor in the Department of Psychology at Washington State University. Dr. Barry has published more than 70 manuscripts either in edited books or peer-reviewed publications, and he is an author or co-editor of 3 additional books. He is an assistant editor of the Journal of Adolescence and an associate editor of the Journal of Child and Family Studies. Dr. Barry has been involved in the clinical training of doctoral students since 2004.Randy W. Kamphaus, Ph.D., is Professor and Dean of the College of Education at the University of Oregon. Dr. Kamphaus's research has focused on the development of methods and measures aimed at enabling new forms of practice in school and clinical child psychology practice. His recent efforts, in collaboration with former students and postdoctoral trainees, involves the creation of mental healthrisk screening measures and associated group-delivered social, behavioral, and emotional skill building lessons for use at school. He has published more than 10 tests, 85 journal articles, 10 books, 50 book chapters, and other publications. His research has been funded by grant mechanisms of the U.S. Department of Education for the past two decades. Dr. Kamphaus has served as past-president of the Division of School Psychology of the American Psychological Association and as editor of the Division's official journal, School Psychology Quarterly.

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• Part I: Basic Issues.- Chapter 1. Historical Trends.- Chapter 2. Measurement Issues.- Chapter 3. Classification and Developmental Psychology.- Chapter 4. Ethics in Testing: Rights, Responsibilities, and Fairness.- Chapter 5. Planning the Evaluation and Rapport Building.- Part II: Assessment Models.- Chapter 6. Self-Report Inventories.- Chapter 7. Parent and Teacher Rating Scales.- Chapter 8. Behavioral Observations.- Chapter 9. Peer-Referenced Assessment.- Chapter 10. Projective Techniques.- Chapter 11. Structured Diagnostic Interviews.- Chapter 12. Assessing Family Context.- Chapter 13. Clinical Interviews.- Chapter 14. Behavioral and Emotional Risk Screening.- Part III: Advanced Topics.- Chapter 15. Integrating and Interpreting Assessment Information.- Chapter 16. Report Writing.- Chapter 17. Assessment of Attention Deficit Hyperactivity Disorder and Disorders of Conduct.- Chapter 18. Assessment of Depression and Anxiety.- Chapter 19. Assessment of Autism Spectrum Disorder.

Paul J. Frick, Ph.D., is the Roy Crumpler Memorial Chair in the Department of Psychology at the Louisiana State University and professor in the Learning Science Institute of Australia at Australian Catholic University. Dr. Frick has published more than 250 manuscripts in either edited books or peer-reviewed publications, and he is the author of 6 additional books and test manuals. Dr. Frick is currently the editor of the Journal of Abnormal Child Psychology, the official journal of the International Society for Research on Child and Adolescent Psychopathology. He was the editor of the Journal of Clinical Child and Adolescent Psychology (2007-2011), the official journal of Division 53 of the American Psychological Association, which is the Society of Clinical Child and Adolescent Psychology, and he was a member of the American Psychiatric Association’s DSM-5 Workgroup for ADHD and the Disruptive Behavior Disorders (2007-2012). Dr. Frick has been involved in the clinical training of doctoral students since 1990.Christopher T. Barry, Ph.D., is a Professor in the Department of Psychology at Washington State University. Dr. Barry has published more than 70 manuscripts either in edited books or peer-reviewed publications, and he is an author or co-editor of 3 additional books. He is an assistant editor of the Journal of Adolescence and an associate editor of the Journal of Child and Family Studies. Dr. Barry has been involved in the clinical training of doctoral students since 2004.Randy W. Kamphaus, Ph.D., is Professor and Dean of the College of Education at the University of Oregon. Dr. Kamphaus's research has focused on the development of methods and measures aimed at enabling new forms of practice in school and clinical child psychology practice. His recent efforts, in collaboration with former students and postdoctoral trainees, involves the creation of mental healthrisk screening measures and associated group-delivered social, behavioral, and emotional skill building lessons for use at school. He has published more than 10 tests, 85 journal articles, 10 books, 50 book chapters, and other publications. His research has been funded by grant mechanisms of the U.S. Department of Education for the past two decades. Dr. Kamphaus has served as past-president of the Division of School Psychology of the American Psychological Association and as editor of the Division's official journal, School Psychology Quarterly.

Select Guide Rating

• Part I: Basic Issues.- Chapter 1. Historical Trends.- Chapter 2. Measurement Issues.- Chapter 3. Classification and Developmental Psychology.- Chapter 4. Ethics in Testing: Rights, Responsibilities, and Fairness.- Chapter 5. Planning the Evaluation and Rapport Building.- Part II: Assessment Models.- Chapter 6. Self-Report Inventories.- Chapter 7. Parent and Teacher Rating Scales.- Chapter 8. Behavioral Observations.- Chapter 9. Peer-Referenced Assessment.- Chapter 10. Projective Techniques.- Chapter 11. Structured Diagnostic Interviews.- Chapter 12. Assessing Family Context.- Chapter 13. Clinical Interviews.- Chapter 14. Behavioral and Emotional Risk Screening.- Part III: Advanced Topics.- Chapter 15. Integrating and Interpreting Assessment Information.- Chapter 16. Report Writing.- Chapter 17. Assessment of Attention Deficit Hyperactivity Disorder and Disorders of Conduct.- Chapter 18. Assessment of Depression and Anxiety.- Chapter 19. Assessment of Autism Spectrum Disorder.

Paul J. Frick, Ph.D., is the Roy Crumpler Memorial Chair in the Department of Psychology at the Louisiana State University and professor in the Learning Science Institute of Australia at Australian Catholic University. Dr. Frick has published more than 250 manuscripts in either edited books or peer-reviewed publications, and he is the author of 6 additional books and test manuals. Dr. Frick is currently the editor of the Journal of Abnormal Child Psychology, the official journal of the International Society for Research on Child and Adolescent Psychopathology. He was the editor of the Journal of Clinical Child and Adolescent Psychology (2007-2011), the official journal of Division 53 of the American Psychological Association, which is the Society of Clinical Child and Adolescent Psychology, and he was a member of the American Psychiatric Association’s DSM-5 Workgroup for ADHD and the Disruptive Behavior Disorders (2007-2012). Dr. Frick has been involved in the clinical training of doctoral students since 1990.Christopher T. Barry, Ph.D., is a Professor in the Department of Psychology at Washington State University. Dr. Barry has published more than 70 manuscripts either in edited books or peer-reviewed publications, and he is an author or co-editor of 3 additional books. He is an assistant editor of the Journal of Adolescence and an associate editor of the Journal of Child and Family Studies. Dr. Barry has been involved in the clinical training of doctoral students since 2004.Randy W. Kamphaus, Ph.D., is Professor and Dean of the College of Education at the University of Oregon. Dr. Kamphaus's research has focused on the development of methods and measures aimed at enabling new forms of practice in school and clinical child psychology practice. His recent efforts, in collaboration with former students and postdoctoral trainees, involves the creation of mental healthrisk screening measures and associated group-delivered social, behavioral, and emotional skill building lessons for use at school. He has published more than 10 tests, 85 journal articles, 10 books, 50 book chapters, and other publications. His research has been funded by grant mechanisms of the U.S. Department of Education for the past two decades. Dr. Kamphaus has served as past-president of the Division of School Psychology of the American Psychological Association and as editor of the Division's official journal, School Psychology Quarterly.

Select Guide Rating

• Part I: Basic Issues.- Chapter 1. Historical Trends.- Chapter 2. Measurement Issues.- Chapter 3. Classification and Developmental Psychology.- Chapter 4. Ethics in Testing: Rights, Responsibilities, and Fairness.- Chapter 5. Planning the Evaluation and Rapport Building.- Part II: Assessment Models.- Chapter 6. Self-Report Inventories.- Chapter 7. Parent and Teacher Rating Scales.- Chapter 8. Behavioral Observations.- Chapter 9. Peer-Referenced Assessment.- Chapter 10. Projective Techniques.- Chapter 11. Structured Diagnostic Interviews.- Chapter 12. Assessing Family Context.- Chapter 13. Clinical Interviews.- Chapter 14. Behavioral and Emotional Risk Screening.- Part III: Advanced Topics.- Chapter 15. Integrating and Interpreting Assessment Information.- Chapter 16. Report Writing.- Chapter 17. Assessment of Attention Deficit Hyperactivity Disorder and Disorders of Conduct.- Chapter 18. Assessment of Depression and Anxiety.- Chapter 19. Assessment of Autism Spectrum Disorder.