Alvin E. House – författare

Thousands of practitioners using prior editions of the DSM have relied on this key resource to optimize their diagnostic practices in PreK-12 settings. Now significantly revised for DSM-5, the book cuts through the overwhelming length and complexity of the diagnostic manual by focusing thematically on the most common child and adolescent concerns. Tips are provided for diagnostic decision making and coding, and technical terms are demystified. Emphasis is given to using diagnosis as a foundation for effective intervention. The book highlights links to special education eligibility under IDEA and discusses ethical and professional issues in school-based assessment. New to This Edition *Revised throughout for DSM-5. *Restructured chapters on learning, communication, and motor problems; mood problems; anxiety problems; conduct problems; and impulse-control problems. *Updated content on IDEA 2004. *Notes encapsulating changes to each set of diagnostic criteria, for those familiar with the prior DSM. *Author Commentary sidebars sharing clinical insights and experiences.

This key resource helps practitioners optimize their diagnostic practices in PreK–12 settings. Now significantly revised for DSM-5, the book cuts through the overwhelming length and complexity of the diagnostic manual by focusing thematically on the most common child and adolescent concerns. Tips are provided for diagnostic decision making and coding, and technical terms are demystified. Emphasis is given to using diagnosis as a foundation for effective intervention. The book highlights links to special education eligibility under IDEA and discusses ethical and professional issues in school-based assessment. New to This Edition *Revised throughout for DSM-5. *Restructured chapters on learning, communication, and motor problems; mood problems; anxiety problems; conduct problems; and impulse-control problems. *Updated content on IDEA 2004. *Notes encapsulating changes to each set of diagnostic criteria, for those familiar with the prior DSM. *Author Commentary sidebars sharing clinical insights and experiences.

This key resource helps practitioners optimize their diagnostic practices in PreK–12 settings. Now significantly revised for DSM-5, the book cuts through the overwhelming length and complexity of the diagnostic manual by focusing thematically on the most common child and adolescent concerns. Tips are provided for diagnostic decision making and coding, and technical terms are demystified. Emphasis is given to using diagnosis as a foundation for effective intervention. The book highlights links to special education eligibility under IDEA and discusses ethical and professional issues in school-based assessment. New to This Edition *Revised throughout for DSM-5. *Restructured chapters on learning, communication, and motor problems; mood problems; anxiety problems; conduct problems; and impulse-control problems. *Updated content on IDEA 2004. *Notes encapsulating changes to each set of diagnostic criteria, for those familiar with the prior DSM. *Author Commentary sidebars sharing clinical insights and experiences.

This key resource helps practitioners optimize their diagnostic practices in PreK-12 settings. Now significantly revised for DSM-5, the book cuts through the overwhelming length and complexity of the diagnostic manual by focusing thematically on the most common child and adolescent concerns. Tips are provided for diagnostic decision making and coding, and technical terms are demystified. Emphasis is given to using diagnosis as a foundation for effective intervention. The book highlights links to special education eligibility under IDEA and discusses ethical and professional issues in school-based assessment.New to This Edition*Revised throughout for DSM-5.*Restructured chapters on learning, communication, and motor problems; mood problems; anxiety problems; conduct problems; and impulse-control problems.*Updated content on IDEA 2004.*Notes encapsulating changes to each set of diagnostic criteria, for those familiar with the prior DSM.*Author Commentary sidebars sharing clinical insights and experiences.

Ecological Assessment of Child Problem Behavior: A Clinical Package for Home, School, and Institutional Settings discusses sampling methods to assess the problem child''s behavioral interactions in the environment of the real world. The book focuses on the following facets of ecological assessment: (1) format of interview for the stage during the observational sampling procedures; (2) use of an observational procedure by adult members of the child''s natural community; and (3) the employment of a standardized category coding system. In general, the book deals with devising a standardized category codes that will be used in direct observations of a clinical nature. The book shows that investigators of various theoretical merits attempt to construct category systems to systematize coding behavior such as those of Heyns and Lippit (1954), of Baker and Wright (1955) or of McGrew (1972). The authors enumerate the category codes to describe different aspects of children''s social environments and their common behaviors that result from these settings. Behavioral scientists, psychiatrists, child psychologists, students and professors in the sciences of human behavior, particularly concerning children, are encouraged to read this book.