Index

Note: Page numbers followed by “f” and “t” denote figures and tables, respectively.

ABC chart630

ability
academic achievement vs. intellectual455
cognitive. See Cattell-Horn-Carroll theory of cognitive abilities; See cognitive ability
convergent production311
discrepancy between achievement and712–714
divergent production311
goals. See performance goals
intelligence as overall448–449
measures563
oral language702

absenteeism751

abstract intelligence10

academic achievement478–479, 562, 586, 750
distinguished from intellectual ability455
mathematics assessment572–575
and mental health problems, relationship between193
reading assessment564–568
additional skills565–567
decoding and comprehension564–565
methods and considerations567–568
of students with disabilities722–723
uses of564
written expression568–572
assessment methods and considerations571–572
text composition570–571
transcription skills568–569

Academic Engaged Time Code of the Systematic Screening for Behavior Disorders (AET-SSBD)372

academic motivation598–600, 604t

Academic Motivation Scale (AMS)600

academic outcomes research, CHC theory applications in261

academic skills376–377

Academic Skills Assessment656, 657

accommodations
AAC grouping of724
appropriate723
environmental723
and modifications723
motivational724
NCLB accountability requirements725
presentation format723
response format723
scheduling724
setting724
testing of. See testing accommodations
time723
type of723–724

Achenbach Child Behavior Checklist (CBCL)354–357
Parent and Teacher Rating Forms355

Achenbach System of Empirically Based Assessment (ASEBA)375, 428, 430, 530, 534, 646

achievement286–287
defined286
math achievement, cognitive abilities and265–266t, 268
motivation750
predicted292, 318–322
reading achievement, cognitive abilities and261–268, 262–265t
testing. See academic achievement, assessing of
writing achievement, cognitive abilities and267t, 268–270

acquired alexia709

activity level439t, 441

actuarial intelligence interpretation methods99–103
profiles classification100–102
systems actuarial classification102–103

adaptive behavior206, 689
assessment of653, 656–659, 692
behavior and developmental assessment tools for655t
cutoff and classification effects692–693
definition of651
limitations of691–692
norm-referenced assessment of659
purpose of assessment of652–653
relationship with intelligence651–652
standardized
assessment tools for654t
norm-based assessment methods653–656

Adaptive Behavior Assessment System–Second Edition (ABAS-II)487, 653–655

Adaptive Behavior Composite653, 660

adaptive skill probes, steps for generation of657t

Adaptive Skills Composite647

ADHD Rating Scale–IV375

ADHD School Observation Code (ADHD-SOC)372

adjudicative process735

Adjustment Scales for Children and Adolescents (ASCA)91, 102, 186

adolescence, developmental changes in386–387

Adolescent Anger Rating Scale (AARS)533

Adolescent Personality Questionnaire. See High School Personality Questionnaire

Adolescent Psychopathology Scale (APS)355, 527–528, 533

Adolescent Psychopathology Scale—Short Form355

adolescents
personality assessment of348–361
psychological assessment with387–388
therapeutic assessment with385–418, 393f
assessment questions, obtaining397–398
follow-up session415–416
initial session with395–399
intervention session403–405
privacy negotiation396–397
private assessment questions, obtaining398
relationships and alliances, establishing395–396
summary/discussion session409–412
testing sessions with400–403
written feedback for414–415

advocacy, sociopolitical158–162, 160–161t

affect441

aggression628

aggression masking depression638

agreeableness351, 752

akinesia307

Alabama Parenting Questionnaire (APQ)796–798
applications of797–798
Child Global Report version797
Global Report forms796
reliability of797
validity of797

Alabama Parenting Questionnaire—Preschool Revision (APQ-PR)797

alphabetic knowledge565

“alphabetic principle,”702

alternate assessment732

alternate-form reliability coefficient317

American Academy of Clinical Neuropsychology (AACN)332

American Association on Intellectual and Developmental Disabilities (AAIDD)209, 654
Classification Manuals687, 692
current behavior684
ID classification criteria692
levels of ID684
three dimensions684

American Association on Mental Retardation (AAMR)651, 652

American Psychiatric Association
Diagnostic And Statistical Manual For Primary Care204, 209
Diagnostic and Statistical Manual of Mental Disorders, 4th Edition (Text Revision)89, 209, 352, 446, 487, 527, 652–653
Diagnostic and Statistical Manual of Mental Disorders183–188, 370, 378, 684

American Psychological Association424, 433
Division 40334
Ethical Code of Conduct224
Record Keeping Guidelines227

analysis of variance (ANOVA)540

analytic phonetic coding303

anecdotal recordings. See narrative recording procedures

answering questions591

antecedent-behavior-consequence (A-B-C) recording373

anterograde amnesia501t

Anthropometric Laboratory8

anxiety600–602

Anxiety Diagnostic Interview for DSM-IV–Child and Parent versions (ADIS-C/P)431

anxiety disorders703

Anxiety Disorders Interview Schedule for DSM-IV (ADIS)553

appeal to non-equivalent exemplars160t

appearance438–441, 438t

applied professional ethics162

a priori54, 56, 57, 160t, 178, 190, 333t, 336, 427, 658

aptitudes286–287
assessment of
by mono-g-ists288–289
using CHC theory292
defined286

ARCS Model (Attention, Relevance, Confidence, Satisfaction)596

aristocracy6

Army Alpha10, 11, 89, 254

Army Beta10, 11, 89, 254

Army Individual Performance Scale11

arousal24

assessment36–38
of accommodations. See testing accommodations
bases for229–234
behavioral366–380
curriculum-based31
defined37
flow chart of425t
forensic. See forensic assessment
functional behavior31, 370, 378, 625, 659
identification, type of424–426
layers of37
measures602–603
neuropsychological474–490
personality348–361
portfolio31
psychological. See psychological assessment
recommendations about322–326
report writing322–326
sequential cycle of36f
testing in35–36
therapeutic. See therapeutic assessment

Assessment Accommodations Checklist (AAC)724

Assessment of Basic Language and Learning Skills–Revised (ABLLS-R)656, 657

assistance
during assessment724
prior to administering the test724
with test directions724

assistive technology723–724

Association of Family and Conciliation Courts (AFCC)
Model Standards for Child Custody Evaluation226, 227

associative memory305, 310

attention24, 479–481, 482, 596, 604t
Child Mental Status Examination440t, 442
speediness. See processing speed

Attention/Concentration Index508, 509t

attentional mechanisms705

Attention and Memory (AM) Battery463

attention-deficit/hyperactivity disorder (ADHD)356–357, 367, 479, 483, 487, 495t, 511t, 596, 624, 635, 641, 652, 656, 702, 705

attitude438–441, 438t, 751, 754

attribution retraining600

attribution theory599

attrition750

auditory processing (Ga)301–304, 452t
defined454
domains, measures in304t
and math achievement266t
measurement of457t
and reading achievement263t
and writing achievement267t

authentic assessment
approach for677–681
of childhood behavior675
effectiveness of677
practice characteristics of680t
research on676–677

authentic practices, evidence for675

authoritarian parenting792

authoritative parenting792

autism spectrum disorders (ASD)652, 656, 659–664

background information
for child assessment426–427, 426t
for neuropsychological assessment336

background questionnaires, for clinical interviews436, 437t

backward translation design177

BASC-2 Intervention Guide (BASC-2 IG)641

BASC-2 Progress Monitor (BASC-2 PM)641

BASC-2-Systematic Observation System (BASC-SOS)647

BASC-Portable Observation Program (BASC-POP)647

base rate problem40

Basic Learner Skills Assessment656, 657

Battelle Developmental Inventory–Second Edition (BDI-2)653, 656

Bayes's method40

Bayesian Truth Serum (BTS)765–766

Bayley Scales of Infant and Toddler Development–Third Edition (Bayley-III)655

Beck Anger Inventory for Youth (BANI-Y)537

Beck Anxiety Inventory for Youth (BAI-Y)537

Beck Depression Inventory (BDI)533, 536, 745

Beck Depression Inventory—II (BDI-II)810

Beck Depression Inventory—Amended (BDI-IA)536

Beck Depression Inventory for Youth (BDI-Y)537

Beck Depression Inventory-Second Edition (BDI-II)536–537

Beck Disruptive Behavior Inventory for Youth (BDBI-Y)537

Beck Hopelessness Scale (BHS)537

Beck Self-Concept Inventory for Youth (BSCI-Y)537

Beck Youth Inventories-Second Edition (BYI-II)537–539

Beery-Buktenica Developmental Test of Visual-Motor Integration–6th Edition (VMI)486

behavior
assessment of. See behavior assessment
generality fallacy160t
interviewing374–375
mechanistic view of6

Behavioral and Emotional Screening System (BESS)192

behavioral assessment366–380
applications of378–379
considerations for626t
defined366–368
ecologically valid approach for624–625
functional370, 378
goals of378–379
historical foundations of368
legally defensible approach for625
methodological foundations of370–372
observation coding systems for633t
rating scales for. See behavioral rating scales
selected observation systems for629t
strategies of372–378
strength-based approach for625
theoretical foundations of368–370
tools for624

Behavioral Assessment System for Children–Second Edition (BASC-2)428

Behavioral Avoidance Test (BAT)377, 554–555

Behavioral Coding System (BCS)799–801

behavioral description interview (BDI)758

Behavioral Indicators of Conscientiousness (BIC)758

behavioral modification624

behavioral observation372–374
advantages and limitations of627
affective symptoms, functional assessment of555–556
Behavioral Avoidance Test554–555
direct553–554, 627
effects of reactivity during634
empirical recording procedures for630–632
factors considered for627–629
Family Anxiety Coding Schedule555
features of630
internal and external observers for628–629
narrative recording procedures for629–630
normative sample for635
observational recording procedures for629
psychological and physical characteristics of627
purposes for recording629–630
reason for referral for627–628
reliability and validity of632–634
setting and timing of628
target of628
time-sampling procedure for627

Behavioral Observation of Students in Schools (BOSS)372

behavioral rating scales375
administration of642
broadband636t, 635–636
checklists versus636–637
data screening methods643
development and types of634–637
for diagnosis of behavior637–640
error variance, types of642
features of625–626
format for presentations of information642–643
general properties of629t
informants643–644
intervention validity of641
limitations of645
measurement issues with641–642
narrowband636t, 639–640t, 635–636
observation systems and645–647
problem-based625
psychometric properties of638t
response options on643
role in psychological assessment637–641
screening, purpose of637
setting variance62
source error642
strengths of644–645
temporal variance642
time frame643
for treatment planning and progress monitoring640–641
use of355–356, 627
wording of questions643

behavioral screening system637

Behavioral Style Questionnaire359

Behavioral Symptoms Index647

Behavior and Emotional Screening System (BESS)637

Behavior Assessment System for Children-Second Edition (BASC-2)185–187, 192, 339–340, 354–357, 375, 400, 416, 487, 489, 637, 641, 646–647, 653
Behavioral and Emotional Screening System356
progress monitoring system356
Structured Developmental History form of336

Behavior Assessment System for Children-Self-Report of Personality (BASC-2-SRP)528–530

Behavior Rating Inventory of Executive Function (BRIEF)339

beliefs751

benchmarking343

Bender Visual Motor Gestalt Test10

best evidence studies829

best interests of the child (BIC)738–739
assessment procedure740–741
in child dependency context, assessment741
and child maltreatment740
context of assessment740
and minimally adequate parenting741–742
as standard739

bias39
construct152
content151–152
cultural151–152
external sources of152
item157
predictive/criterion152
test80

bi-factor model64–66

Big Five theory349, 351, 360t

biographical data (biodata) analysis757–758

blindness and memory503

blocks49

blood-oxygen-level-dependent (BOLD) response709

Bond Theory326n

Boston Process Approach477, 478

brain
activation711
damage6–7
imaging studies, implications of712
injury, memory in child with498
localization6

Brief Multidimensional Students' Life Satisfaction Scale776, 779–780
construct validity779–780
convergent validity correlations780
criterion-related validity780
design779
discriminant validity780
limitations780
response format779
test-retest coefficients779

British Ability Scales (BAS)18

broadband rating scales638t
versus narrowband scales635–636

Broaden-and-Build Theory of positive emotions774

Broca's area7

California Verbal Learning Test (CVLT)519, 520

California Verbal learning Test–Children's Version (CVLT-C)502, 519–520

Canadian Psychological Association (CPA)424, 433

Carey Revised Infant Temperament Questionnaire359

Carnegie Corporation138, 139

CASL Nonliteral Language299

categorical variables78

Cattell-Horn-Carroll theory of cognitive abilities (CHC theory)13, 13f, 57, 86, 244f, 259f, 335, 448, 450–458, 451–454t, 456–457t
ability representation on intelligence batteries250–251t
application in academic outcomes research261
aptitude assessment using292
broad vs. narrow293–295, 293f, 295f
broad abilities and neuropsychological domains, correspondence between272–273
decade of244–245, 246f
impact on intelligence test development249t
integrating with neuropsychological theories270–273, 271f
interpretation of, progress in252
precursors to243–244
refinement application in258–260
Stratum I classification278–279
Stratum II classification278

causation relationships370–371

CELF-4 Sentence Assembly299

Celsius scale291

Center for Epidemiological Studies Depression Scale (CES-D)810

central executive306–307

central-tendency biases642

chiao shun792

child's best interests (CBI)738–739

child's expressed interests (CEI)739

child's psychological best interests (CPBI)739
approaches to assessment741

Child's Reaction to Traumatic Events Scale745

child's skill acquisition, developmental sequence of657, 658

Child and Adolescent Psychiatric Assessment (CAPA)431

child assessment research48–81
categorical variables78
composite variables79–80
continuous latent variables78
factor analysis56–66
formative measurement78–79
latent variables79–80
measurement invariance66–78
mediation54
missing data54–56
moderation54
multiple regression48–54
reflective measurement78–79
regression to the mean80–81
test bias80

child behavior, assessment of625

Child Behavior Checklist (CBCL)354–357, 400, 535, 646, 756, 798

Child Behavior Checklist for Ages 6 to 18 (CBCL/6–18)374

child custody735
cases736, 741
evaluation738
mental health evaluator and741

Child Dissociative Checklist745

child find system672

childhood assessment
authentic. See authentic assessment
conventional and authentic measures for676t
conventional tests for675
developmental screening672
eligibility assessment672
features of672–677
non-categorical feature674–675
non-diagnostic feature672–674
programmatic assessment672
purpose of672
risk conditions, types of672

Child Mental Status Examination436, 438–443
activity level439t, 441
appearance438–441, 438t
attention440t, 442
attitude438–441, 438t
components of438–440t
concentration440t, 442
emotional state439t, 441
insight440t, 442–443
judgement440t, 442–443
memory440t, 442
orientation440t, 442
overall cognitive functioning and development440t, 442
psychomotor functioning439t, 441
speech439t, 441–442
thought process439t, 442

child neuropsychology475
flexible battery approach477–478
general organization of487–489
idiopathic battery approach477
nomothetic battery approach476–477

Child Post-Traumatic Stress Reaction Scale745

child psychosocial well-being789

Child Rating Scales of Exposure to Interpersonal Abuse745

children, measuring memory in503
choosing an instrument506
clinical understanding of common referral problems504–505
neuroanatomical understanding of memory504
psychological understanding of memory and learning504
psychometric expectations505–506

children, personality assessment of349–350

Children's Apperception Test737

Children's Depression Inventory (CDI)375

Children's Depression Inventory-Short Form (CDI-Short Form)546

Children's Depression Rating Scale (CDRS)540

Children's Depression Rating Scale—Revised (CDRS-R)539–540

Children's Halstead-Reitan Neuropsychological Battery (CHRNB)486

Children's Measure of Obsessive-Compulsive Symptoms (CMOCS)546

Children's Memory Scale (CMS)311, 485, 517–519, 518t
structure of517f

Children's Motivation Analysis Test (CMAT)350

Children's Personality Questionnaire350

Children's Report of Parental Behavior Inventory (CRPBI)793, 795–796
applications of796
factor structure of796
questions795
scales795
validity of795

Children's Test Anxiety Scale (CTAS)602

Children's Yale-Brown Obsessive Compulsive Scale356

Civic Education Study, The (CIVED)143

civil judicial proceedings735

Civil Rights Act of 1964136
Title VII of35

classical conditioning. See respondent conditioning

classification systems182–188
dimensional approach184–185
future directions of186–188
person-oriented approach185–186
recent trends in186–188

Classroom Activity Recording Form (CARF)374

Classroom Observation Code (COC)372

Classroom Screening (CLASS)534

client-based behavioral problem(s)624

Clinical Assessment of Depression (CAD)533, 540–542

clinical interview427–436, 575
advantages of427–428
background questionnaires for436, 437t
culturally appropriate interviews, conducting433, 435–436
developmentally appropriate interviews, conducting433, 434t
flexibility of428
semi-structured429–432, 430t
structured432–433
unstructured428–429

clinical judgement31

clinical profile analysis20, 254–255

Clinician-Administered PTSD Scale for Children745

clinician competency334–335

closure speed301

cluster comparison psychometric support101–102

cognitive ability
defined447
estimation, memory importance in495
and math achievement265–266t, 268
and reading achievement261–268, 262–265t
and writing achievement267t, 268–270

cognitive ability batteries, progress in structure of245, 247f

cognitive ability models, psychological testing by445–469, 449t
client assessment461–466
as component abilities447–450
current state of466–469
future directions of466–469
as multiple abilities450–461

Cognitive-Academic Language Proficiency (CALP)466

cognitive assessment239–281

Cognitive Assessment System (CAS)245, 313, 458, 461
Full Scale460
Luria neuropsychological model in458–460, 459t

cognitive-attentional model601

cognitive disorders698

cognitive functioning478

cognitive large-scale group score assessment140–141

cognitive neuroscience187

cognitive process, defined447

Cognitive Proficiency Index (CPI)465

cognitive strategies594

cognitive task, defined447

Coleman Study136

collaboration389

collaborative assessment models, development of388–389

collateral information736
tort law744

collateral persons736

College Adjustment Scale (CAS)533

Color-Word Interference Test482

Combined Frequency Index192

community-based adaptive skills659

community-based service delivery model658

community-based skill, operational definitions of661–664t

community involvement430t

comorbid conditions564

comorbidity184

comparative fit index (CFI)58, 59, 61, 70

compassion390

compensation744

competence224–225
maintaining225

component abilities, intelligence models as447–450

Compositator, The322, 327n

Composite Intelligence Index (CIX)463

Composite Memory Index513, 463

composite scores289–291
computing290–291
confidence intervals of291

composite variables79–80

comprehension, monitoring590–591

Comprehensive Test of Nonverbal Intelligence (CTONI)461–462

Comprehensive Test of Nonverbal Intelligence–Second Edition (CTONI-II)461–462

Comprehensive Test of Phonological Processing (CTOPP)479
Memory for Digits subtest306
Non-Word Repetition subtest306

comprehensive therapeutic assessment390–417.  See also therapeutic assessment
with adolescents390–417, 393f
assessment questions, obtaining397–398
follow-up session415–416
initial session with395–399
intervention session403–405
privacy negotiation396–397
private assessment questions, obtaining398
relationships and alliances, establishing395–396
summary/discussion session409–412
testing sessions with400–403
written feedback for414–415
with children392f
contract, reuniting and completing398–399
effectiveness of416–417
family intervention session407–409
with parents392f, 393f
assessment questions, obtaining397–398
follow-up session415–416
initial phone contact394–395
initial session with395–400
mid to late parent-only session405–407
relationships and alliances, establishing395–396
summary/discussion session412–414
written feedback for414–415
reflecting on session and initial impressions/hypotheses399

Comprehensive Trail Making Test (CTMT)482.  See also Trail Making Test

computer-based large-scale group score assessment145–146

Computer-Optimized Multimedia Intelligence Test (COMIT)468

concentration440t, 442

conceptual skills651, 690

conditional reasoning tests (CRTs)751, 763–764

confidence751

confidence intervals
of composite scores291
of predicted achievement scores291

configural invariance70

confirmation bias161t

confirmatory factor analysis (CFA)56, 57–61, 68, 70, 92, 93
cross-battery59
first-order models57–59
higher-order models59–61
multi-group178

congenital word blindness699

Connecticut Longitudinal Study699, 701

Conners' Adult ADHD Rating Scale (CAARS)533

Conners' Continuous Performance Test, 2nd ed. (CPT-II)480

Conners' Kiddie CPT (K-CPT)480

Conners' Rating Scales (CRS)546

Conners' Rating Scale-Third Edition (CRS-3)487, 489

Conners's Continuous Performance Test II313

Conners' Third Edition (Conners-3)356
Global Index487

Conners-Wells Scales (CASS:S)538

Conscientiousness351

conscientiousness750, 752
facets of752
parent-reported756

Consensual Assessment Technique (CAT)617–618

consequential validity43

consolidation501t

constitutional-based temperament assessment paradigms359
validity of360

construct
bias152
defined32
equivalence153
-irrelevant variance151
representation38
theory45
validity37, 114, 115–116

consultants to families226

content441

content bias151–152

continuous latent variables78

continuous performance tests (CPTs)377, 479–480, 481

controversy regarding divergent thinking assessments617

conventional testing
for childhood assessment675
research on676

convergent production ability311

convergent production tests311

convergent validity115

co-occurrence184

co-parenting and parent–child relationship806–808

correlation8

creative behavior checklists620

creative personality assessment619

creativity assessment
Consensual Assessment Technique617–618
defined614
divergent thinking tests614–617
Kaufman Domains of Creativity Scale620–621
parent, peer, and teacher measures618–620
Williams Scale618

Creativity Achievement Questionnaire (CAQ)620

Creativity Checklist618

criterion validity340

Critical Events Index192

cross-battery approach (XBA)21–24, 248, 253t, 257, 314, 450, 456, 460–461
applications of279–280
cognitive assessment–related fields addressed by277t
defined276
foundation of276–279
in perspective280
strength of22–23
weakness of23

Cross-Battery Assessment Data Management and Interpretive Assistant22

cross-battery confirmatory factor analysis (CB-CFA)59

cross-battery factor analysis (CB-FA)59

crystallized intelligence (Gc)11, 13, 57, 86, 242, 296–300, 448, 451t, 689
defined296, 454
distinguished from fluid intelligence297
general verbal information299–300
language development298–299
lexical knowledge297–298
and math achievement265t
measurement of456t
and reading achievement262t
and writing achievement267t

cue using strategies594

cultural bias, in knowledge claims evaluation151–152

culturally appropriate interviews, conducting433, 435–436

culture, effect on diagnosis188

culture-bound fallacy161t

curiosity390

curriculum-based assessment (CBA)31, 377, 379, 679

curriculum-based measures (CBMs)194, 379
of writing571

custom composite scores314–315
calculation of318
discrepant subtest318
follow-up testing of317–318
reliable314–315
theoretically plausible314
unidimensional314
well balanced314

dangerous consequences fallacy160t

data-organizational system744

Daubert v. Merrell Dow Pharmaceuticals Inc.223–224, 225

day-reconstruction method751, 762

decision/reaction time (Gt)455

decision-making36, 38–41, 690, 714
matrix, for judgement40

declarative (explicit) memory501t

decoding and comprehension564–565

deductive reasoning295, 594

defendant/tortfeasor743

Defining and Selecting Key Competencies (DeSeCo)142

Delay and Recognition subtests508

Delis-Kaplan Executive Function System (D-KEFS)313, 478, 482–483

delivery441

Department of Education139, 196

Dependency Court system735, 741

depression175
impact on parenting808–810

deprivation and mental disabilities7

Design Fluency Test482

Design Memory performance513

determinism369–370

developmental changes, in adolescence386–387

developmental delay (DD)656, 674

developmental dyslexia709

developmentally appropriate interviews, conducting433, 434t

developmental niche, concept of788

Developmental Pathways Screening Program (DPSP)195

Developmental Test of Visual Perception–Adolescent and Adult (DTVP-A)486

Developmental Test of Visual Perception–Second Edition (DTVP-2)486

Devereux Scales of Mental Disorders355

Dexamethasone Suppression Test (DST)540

diagnosis
defined190
culture effect on188
screening for risk vs.189–190

Diagnostic And Statistical Manual For Primary Care (DSM-PC)204, 209

Diagnostic and Statistical Manual of Mental Disorders-Fourth Edition (DSM-IV)527

Diagnostic and Statistical Manual of Mental Disorders, 4th Edition (Text Revision) (DSM-IV-TR)89, 209, 352, 446, 487, 527, 652–653

Diagnostic and Statistical Manual of Mental Disorders (DSM)370, 378, 684
classification183–188
dimensional approach184–185
future directions of186–188
person-oriented approach185–186
recent trends in186–188

diagnostic classification system, for emotional and behavioral disorders378–379

diagnostic instruments574

Diagnostic Interview for Children and Adolescents-Fourth Edition (DICA-IV)375, 432, 551
National Institutes of Mental Health375

Diagnostic Interview Schedule for Children (DISC)432–433
DISC-P432
DISC-Y432

Diagnostic Psychological Testing20

Diagnostic Schedule for Affective Disorders and Schizophrenia (SADS)810

diagnostic utility93.  See also utility

Difference Doctrine156

Differential Ability Scales (DAS)18, 101, 102, 245
impact on intelligence test development249t

Differential Ability Scales—Second Edition (DAS-II)18–19, 87, 90, 449, 455, 462
CHC ability representation on251t
impact on intelligence test development249t
Rapid Naming312
strength of18–19
weakness of19

Differential Item Functioning (DIF)173, 144

Digit Span Backward paradigm20, 307, 516

Digits Span Forward paradigm20, 307, 314, 516

dimensional classification approach184–185

direct instruction590

Direct Instruction Observational System (DIOS)374

Direct Observation Form (DOF)372, 374, 646

disabilities, students with. See also testing accommodations
academic achievement of722–723
inclusion and participation in general education722
interaction paradigm between students without disabilities and729–731

disability, defined204

discourse-level text571

discriminant validity115

divergent production ability311

divergent thinking (DT) assessments614, 616–617
controversial aspect of617
Remote Associates Test616
Torrance Tests of Creative Thinking615–616

Documentation of Professional and Scientific Work and Maintenance of Records Psychologists226

domain-specific knowledge (Gkn)299

“double deficit,”566

Down syndrome673

dual deficit model601

Dual-Factor Model of Mental Health775

duration recording632

Dusky v. United States745

dynamic assessment823–828
goals of824
outcomes of824–826
procedures of826–827
qualifications in using827–828
traditional approaches to823–824
usefulness of824

Dynamic Assessment Tool for Accommodations (DATA)726

Dynamic Indicators of Basic Early Literacy Skills (DIBELS)194

Dysgraphia, Dyslexia, and Oral and Written Language Learning576

dyslexia302–303, 698–699
ability–achievement discrepancy712–714
academic and classroom functioning705–708
assessment for706–707t
cognitive processing assessment701
cognitive-psychological models of700–708
diagnosis of699, 701, 702, 706, 712–713
educational models712–715
historical perspective699
intra-individual variations701–705
medical/neurobiological models708–712
methodologies for identification of712
neural basis for extended time711f
neural signature for710, 710f, 712
pattern of strengths and weaknesses (PSW) approach700–701
phonological processing702–703
prevalence and course of699–700
reading systems in710–712
response-to-intervention (RTI)714–715
unexpected nature of712–715

early childhood intervention
approach for authentic assessment677–681
assessment features672–677
conventional tests and testing671–672
research in675

Early Childhood Longitudinal Study–Kindergarten (ECLS-K)49, 81n

Early School Personality Questionnaire350

EASI Temperament Survey359

Ebbinghaus forgetting curve500, 500f

Ecobehavioral Assessment Systems Software (E-BASS)374

ecobehavioral classroom assessment373–374

Ecobehavioral System for Complex Assessments of Preschool Environments (ESCAPE)374

ecological validity339

Educational Testing Service (ETS)139
Personal Potential Index757

Education Commission of the States (ECS)139

Education for All Handicapped Children Act652

Education of the Handicapped Act693

effective instructional models828–834
combined SI and DI model831–832, 835
direct instruction and cognitive strategy instruction, combination of828, 834
implications833, 835
outcome improvement, instructional components for829
psychometric information833
for students with LD829–831

egalitarian fallacy160t

eisegesis233

electromyography (EMG)376

electrooculography (EOG)376

emotional and behavioral disorders (EBD)652

emotional/behavioral functioning487

emotional state439t, 441

Emotional Symptoms Index647

empirical recording procedures
duration and latency recording632
event or frequency recording630–631
interval recording and time sampling631–632

environmental accommodations723

episodic memory501t

Equality of Educational Opportunity Study (EEOS)136

Equity Doctrine156–157

error analysis575

error avoidance strategies594

Essentials of CAS-II Assessment, The460

Essentials of KABC-II Assessment, The460

ethical/legal professional standards, of knowledge claims evaluation162–164

Ethical Code of Conduct224
Ethical Standard 2.01 (c)225
Ethical Standard 2.03225
Ethical Standard 2.04225
Ethical Standard 6.01225
Ethical Standard 9.01229, 230
Ethical Standard 9.02231, 233–234
Ethical Standard 9.03 (a)232

ethical-legal considerations, for neuropsychological assessment332, 334

ethical standards
bases for assessment229–234
competence224–225
multiple relationships225–228
protecting privacy228
staying within what we know228–229

ethics
applied professional162
defined162

European Association of Psychological Assessment179

European Test Publishers Group179

evaluators226

event recording630–631

evidenced-study strategies590

executive functioning481–484

exosystem788

expectancy-value theory599

experts to the court, testifying226

expert testimony229

expert witness334

explicit achievement motives124f

explicit aggression motives123f

explicit personality constructs117–119

explicit schemas120, 121

exploratory approach to reviewing records427

Exploratory Committee on Assessing the Progress of Education (ECAPE)138

exploratory factor analysis (EFA)56, 92–93, 185, 483

Expressive Vocabulary Test–Second Edition (EVT-II)485

Externalizing Problems Composite647

external sources of bias152

external validity38

Extroversion351, 752

Eysenck Personality Inventory351

Eysenck Personality Questionnaire-Revised (EPQ-R)351

factor/broad-ability incremental validity93–96

factor/broad-ability psychometric support92

factor/broad-ability score comparisons91–92

factor analysis56–66, 289
confirmatory56, 57–61, 68, 92, 93
cross-battery59
exploratory56, 92–93, 185, 483

factorial/structural validity92–93

factorial invariance models69–70

factor loading invariance70

Family Anxiety Coding Schedule (FACS)555

Family Courts735

Family Education Rights and Privacy Act (FERPA)693

Family Interaction Coding System (FICS)800, 802–804
categories803
limitations803
psychometric properties803
reliability803
validity803

family observational coding systems799–800

Family of International Classifications (FIC)204

Family Process Code802–804

family relationships430t

family therapeutic intervention session407–409
questions408–409
techniques408

father–child relationship. See parent–child relationship

Fear Survey Schedule for Children (FSS-FC)542

Fear Survey Schedule for Children and Adolescents-II (FSSC-II)542

Fear Survey Schedule for Children—Revised (FSSC-R)542–543

Federal and State Rules of Evidence224

Federal Rule 702225

Federal Rule of Evidence #705228

first-order confirmatory factor analysis57–59
model evaluation58
results58–59
specification57–58

Five Factor Personality Inventory-Children (FFPI-C)352

fixed battery approach. See nomothetic approach

Florida Comprehensive Assessment Test (FCAT)593

Fluid Crystallized Index (FCI)13, 14, 57, 463, 467, 478

fluid intelligence (Gf)11, 13, 57, 86, 242, 295–296, 448, 451t
defined454
domains, measures in296t
and math achievement265t
measurement of456t
and reading achievement262t
and writing achievement267t

Fluid Reasoning Index (FRI)465, 466

Flynn Correction689

Flynn effect686, 688–689

forced-entry multiple regression. See simultaneous regression

forensic assessment
APA Guidelines738
areas of736
best interests of children and adolescents738–741
child maltreatment740–741
of children and adolescents in a forensic context736–737
child's psychological functioning742
criteria of relevance and reliability of instruments737
of emotional injuries744
forensic evaluator, role of736–737
general principles of736–737
instruments for737–738
interpersonal attachments742
interviewing children and adolescents738
juvenile competency (criminal law). See juvenile competency (criminal law)
legal and psychological constructs738–739, 742–743
parenting qualities and child's psychological needs738
personal injury examinations744–745
post-traumatic stress disorder, presence of745
psychological injury of children and adolescents, civil law context742
psychological testing736
safety742
selecting a psychological test or assessment technique737
of short -and long-term planning742
under tort law. See tort law
traumatic experiences in children745
using quasi-assessment tools736–737
using self-report checklists737
utilization of collateral sources736

forensic child interview techniques738

forethought, processes in587

formative measurement78–79

forward translation design176–177

France
compulsory-education law8
French Ministry of Public Instruction8

free appropriate public education (FAPE)446

free recall memory305, 311

Free Society for the Psychological Study of the Child8

French Ministry of Public Instruction8

frequency recording630–631

frontal lobe myelination501

“Full Monty, The,”228

Full Scale IQ (FSIQ)16, 17, 20, 21, 85, 86, 89, 92, 94–96, 104, 240, 255, 289, 325, 460, 463–465, 478, 498

functional behavior assessment (FBA)31, 370, 378, 625, 659

functional magnetic resonance imaging (fMRI)504, 709–710

functional relationships370–371

functional systems11

Gardner's Multiple Intelligences467

gene–environment interaction187

General Ability Index (GAI)465, 687

General Adaptive Composite score655

general conceptual ability (GCA) score449, 462

General Educational Development (GED) Test172

general level quantification19–20
of cognitive assessment252–254, 253t

general model of intelligence (g)9, 10, 86, 478
as component abilities447–450
components of, as multiple abilities449–450

general sequential reasoning295

general verbal information299–300

genetics187

Gestalt perception301

g-factor theory241–242

Gf–Gc theory13, 57, 86, 243, 448
and three-stratum theory, similarities between244

global IQ score interpretation/Stratum III88–89
psychometric support for89

goal theory599

goodness-of-fit359, 361

graphic organizers591

Gray Oral Reading Test–Fifth Edition (GORT-5)479

Group Identity Doctrine156

guan792

guessing strategies594

guided approach to reviewing records427

Guidelines for Using Creativity Checklists619

Guide to Assessment for Test Session Behavior (GATSB)373

guilt by association160t

habits and processes752

halo effects642, 692

Halstead-Reitan Neuropsychological Battery for Children11, 337, 475, 476, 486, 488

Hamilton Anxiety Rating Scale-Revised (HARS-R)537

Hamilton Psychiatric Rating Scale for Depression–Revised (HRSD-R)537

Hamilton Rating Scale for Depression (HRSD)810

Handbook of Family Measurement Techniques, The795

handwriting skills569, 571

hearing impairment and memory503

Helping the Noncompliant Child (HNC)800

hierarchical multiple regression analysis (HMRA)94

hierarchical regression49

higher-order confirmatory factor analysis59–61
explained variance, effects versus proportion of63
results61
Schmid-Leiman transformation in61–64
specification59–61
total versus unique effects63–64

highly g–loaded tests288–289

high-quality empirical research, for knowledge claims evaluation151

High School Personality Questionnaire350

hippocratic adherents499

historical landmarks, of psychological assessment4–12
timeline of4–5t

historical roots, of psychological assessment4–12

history taking427–436, 430t, 434t

HIV/AIDS epidemic, impact on parenting810–811

home-based service delivery model658

human sensory systems502, 502f

humility389–390

hybrid models of classification186–187

Ideal Child Checklist618–619

ideational fluency311

idiographic approach to neuropsychological assessment337

idiopathic battery approach477

immediate memory. See short-term memory

implicit achievement motives124f

implicit aggression motives123f

implicit association tests (IATs)751, 763–764

implicit knowledge314

implicit personality constructs117–119

implicit schemas120, 121

impression management119

includes reading and writing (Grw)455

Inclusion Doctrine157

Inconsistent Responding Index (INC)603

Incredible Years790

incremental construct validity115–116

independent educational evaluation (IEE)334

indicated assessment strategy191

indicated screening191

Individualized Educational Plan (IEP)6, 606

Individuals with Disabilities Education Act of 1997 (IDEA)189, 197, 209, 378, 446, 468, 672, 675, 693
early-childhood intervention217
learning disabilities448

Individuals with Disabilities Education Act of 2004 (IDEA)625, 637, 647, 653, 701, 712, 714, 722, 835

Individuals with Disabilities Educational Improvement Act (IDEIA)183, 378, 379
eligibility requirements673

inductive reasoning295

inferences
defined340
neuropsychological assessment340–342

informants194

information gathering227

information processing model601

informed consent334

initial contact, in multiple relationships226–227

insight440t, 442–443, 468

intake interview424–426

Integrated (or Intermediate) Visual and Auditory Continuous Performance Test (IVA)481

integrity751

intellectual ability vs. academic achievement455

intellectual and developmental disabilities (IDD)651–653

intellectual cutoff score686–687

intellectual disability (ID)
AAIDD's classification for692
adaptive behavior assessment and criteria689–693
assessment and conceptual criteria686–693
characteristics of684
comparison of pre -and post-1992 AAIDD levels of685t
conceptions and criteria, evolution of690
conceptual definition683–684
determination of developmental origin of693–694
diagnosis of686
educational terminology and classification criteria694
identification of, in educational settings689
intellectual functioning assessment and criteria686–689
levels of684, 692
maximum and typical performance690–691
mild vs. more severe ID685–686
proportions of population eligible for688t
retrospective adaptive behavior assessment and interviews694
school records for diagnosis of693
social services and records694
use of school diagnoses for693–694

intellectual functioning692
assessments of690–691
tests for688

intellectual integrity751

intellectual retardation8–9.  See also mental disabilities

intelligence175
abstract10
crystallized. See crystallized intelligence
defined252, 254
factors of687
fluid. See fluid intelligence
general model of. See general model of intelligence
memory and498–499
as overall ability448–449
psychometric theories of240–241, 241f
social10
test interpretation, theory application to256–258
verbal10

intelligence quotient (IQ)9, 45
Full Scale16, 17, 20, 21, 85, 86, 89, 92, 94–96, 104, 240, 255, 289, 325, 460, 463–465, 478, 498
Performance86, 90–91, 254, 255, 402, 450, 478
testing651–652
test inter-correlations498
Verbal16, 86, 90–91, 254, 402, 478, 567, 659, 714, 836

intelligence test interpretation19–26, 84–104
actuarial99–103
clinical profile analysis20
general level quantification19–20
history of85–87
psychometric87–99
psychometric profile analysis20–21
theory-based approaches to21–26

intent consideration strategies594

intentional tort743

INTERACT Coding System793

Interaction Coding System (ICS)803

intercept invariance73–74

Internalizing Problems Composite647

Internalizing Symptoms Scale for Children (ISSC)543–544

International Adult Literacy Study (IALS)130

International Association for Cross-Cultural Psychology179

International Association for the Evaluation of Education Achievement (IEA)130, 131, 136–137, 139, 142, 179

International Association of Applied Psychology179

International Civic and Citizenship Education Study (ICCS)130, 143

International Classification of Diseases (ICD)183–188

International Classification of Diseases, Ninth Revision (ICD-9)652

International Classification of Diseases, Tenth Revision (ICD-10)208–209, 218, 431, 432, 547, 551

International Classification of Functioning, Disability and Health (ICF)184, 204–205

International Classification of Functioning, Disability, and Health for Children and Youth (ICF-CY)202–219, 205f
applications in psychological assessment209–219, 210t, 212t, 216t, 219t
assessment questions within ICF-CY domains, matching212t
contributions to psychological practice208–209
future directions of219
organization of206–208, 207t
structure of206–208

International Classification of Impairments, Disabilities, and Handicaps (ICIDH)204

International Language Testing Association179

international large-scale group score assessment144

International Neuropsychological Society (INS)334

International Test Commission (ITC)
Guidelines for Test Adaptation174
test adaptation, guidelines for173, 179–180

International Union of Psychological Science179

inter-observer agreement633

Interpersonal Process Code (IPC)372

interstimulus interval (ISI)480

interval estimate292

interval measurement32

interval recording procedures631–632

intervention evaluation379

Intervention Guide (IG)647

intervention psychometrics43

interview(ing)
adolescents738
aid vs. psychological test231
behavior374–375
children738
clinical427–436, 430t, 434t
intake424–426
as assessment tool758–759

Interview Schedule for Children (ISC)431

Interview Schedule for Children and Adolescents (ISCA)431

intrapersonal functioning430t

intuition-feeling358

intuition-thinking358

investment theory296

Iowa Family Interaction Rating Scales (IFIRS)801–802
applications of801
Fifth Edition801
psychometric properties802
reliability of802
specialty scales of802
use in coding interactions801
validity of802

item bias157

item response theory (IRT)173
model-based measurement in33–34

jangle fallacy751

jealousy298

jingle fallacy751

judgement36, 38–41, 440t, 442–443
decision-making matrix for40

judging-perceiving358

judgmental review175–176

judicial proceedings735
administrative735
civil735
criminal735
quasi-criminal735

Juvenile Adjudicative Competency Interview (JACI)746

juvenile competency (criminal law)
adversarial nature745
assessment methods746–747
brain activity and courtroom behavior745–746
context of assessment746
definitions of legal and psychological concepts745–746
degree of rational understanding745
Dusky standard745
forensic examiner, role in evaluation746
functional capacities745
functional inabilities, causes of745
historical information, significance of747
neuropsychological testing746–747
observation of juvenile's ability746
personality testing747
structured and semi-structured interviews, use of746
variables745

Juvenile Courts735

Kana (Japanese writing system)711

Kanji (Japanese writing system)711

Kaplan Baycrest Neurocognitive Assessment337

Kaufman Adolescent and Adult Intelligence Test (KAIT)87, 90, 245, 247t, 462
Auditory Comprehension Delayed309
Logical Steps subtest327n

Kaufman Assessment Battery for Children (K-ABC)12, 14, 87, 89, 92, 101, 245, 247t, 248, 257, 458
impact on intelligence test development249t

Kaufman Assessment Battery for Children, Second Edition (KABC-II)3, 12–13, 22, 57–59, 58f, 60f, 62t, 68, 70, 73–75, 87, 90, 314, 455, 462–463, 467, 478, 488
CHC ability representation on250t
impact on intelligence test development249t
Luria neuropsychological model in458–460, 459t
Mental Processing Index458, 460, 463, 467
Rebus Learning312
strength of14
visual-spatial processing301
weakness of14–15

Kaufman Brief Intelligence Test (KBIT)91

Kaufman Brief Intelligence Test, Second Edition (KBIT-2)463

Kaufman Domains of Creativity Scale (K-DOCS)620–621

Kaufman Test of Educational Assessment–Second Edition (KTEA-II)14

Kelvin scale291

Keystone Behavior Strategy641

Kiddie Schedule for Affective Disorders and Schizophrenia for School-Aged Children (K-SADS)431–432, 552

kinesics435

Kinetic Family Drawing Technique231

Kirton Adaption-Innovation Inventory (KAI)619–620

knowledge claims evaluation
behavior assessment152–153
challenges in150–167
construct equivalence, ensuring153
cultural bias in151–152
ethical/legal professional standards of162–164
from sociopolitical ideologies/crusades155–156
high-quality empirical research151
implications of167
multiculturalism156–158
personality assessment152–153
psychological testing with culturally diverse groups154–155
sociopolitical advocacy anti-test arguments158–162, 160–161t
sources of164–167
test administration procedures for153–154
test content154

Kohs' Block Design Test10

language
development298–299
paralanguage435
organization, model of7

language/communication abilities485–486

large-scale group score assessments129–147
art, current state of139–143
characteristics of132–135t
collaboration146–147
computer-based assessment145–146
current137–138
future of144–147
origins of131
past131, 136–139
policies of144
second wave136–137
simulation of146
technical feasibility of144–145

latency recording632

latent broad-ability comparisons74

latent covariances75

latent means74–75

latent variables79–80, 81n

latent variances75

learning, and memory484–485

learning/forgetting curve501t

Learning and Study Strategies Inventory (LASSI)602, 603

Learning and Study Strategies Inventory—High School (LASSI-HS)602, 603

learning deficit model601

learning disabilities (LD)446, 460, 625
defined448
students with
academic achievement722–723

Learning Disabilities Association of Canada446, 455, 457

Learning Potential Assessment Device161

learning strategies586, 589
academic motivation598–600
assessment measures602–603
attention/concentration596
defining586
note-taking/listening strategies594–596
organizational techniques596–597
reading comprehension strategies590
Student Motivation and Learning Strategies Inventory603–605
implications of, as a measure of learning strategies606
interpreting605–606
study strategies589–590
test anxiety600–602
test-taking strategies593–594
theories of learning strategies and self-regulation587–588
time management597–598
writing/research skills591–593

learning styles586–587

legal reports426t

Leiter International Performance Scale–Revised (Leiter-R)463

Letter-Number Sequencing498

letters of recommendation757

lexical knowledge297–298

lexical representations703

life satisfaction773

Likert scales642

linguistic comprehension565

linguistic disorders698

listening strategies594–596, 604t

literacy
defined142
reading137
skills692

logits34

long-term (delayed) memory501t

long-term memory storage and retrieval (Glr)309–311, 453t
associative memory310
defined455
domain, measures in312t
free recall memory311
and math achievement266t
meaningful memory309–310
measurement of457t
and reading achievement264t
retrieval fluency311–312
and writing achievement267t

long-term storage, weaknesses in503

Luria model335, 337, 458–460, 459t

Luria Nebraska Neuropsychological Battery – Children's Revision (LNNB-CR)338–339, 475, 476, 486–487, 488

macrosystem788

Mahalanobis Distance326n

Mainstream Code for Instructional Structure and Student Academic Response (MS-CISSAR)374

maladaptive parenting practices789

margin of error292

marital quality and parent–child relationship805–806

mastery avoidance goals599

materialism368–369

math achievement, cognitive abilities and265–266t, 268

mathematics assessment572–575
clinical interviewing575
conceptual knowledge574
declarative knowledge574
error analysis575
procedural knowledge574

Maudsley Obsessional Compulsion Inventory (MOCI)555

Maudsley Personality Inventory351

maximum likelihood (ML)55–56

McCarthy Scales of Children's Abilities (MSCA)101

McDermott Multidimensional Assessment of Children program (M-MAC)103, 104

mean and covariance structures (MACS)178

meaningful memory305, 309–310

mean-spirited mono-g-ists vs. muddleheaded poly-G-ists287–288

measurement30
defined31, 32
formative78–79
foundations of31–32
inequivalence645
interval32
nominal31
ordinal31–32
psychometric models in, applications of32–35
ratio32
reflective78–79
reliable315–318
representational theory of31, 32
scale of measurement32–33
sequential cycle of36f

measurement invariance66–78
configural invariance70
factorial invariance models69–70
intercept invariance73–74
latent broad-ability comparisons74
latent covariances75
latent means74–75
latent variances75
MG-MACS, partial intercept invariance with75–78
MIMIC models75, 179
MIMIC models, partial intercept invariance with75–78
with structural equation modeling178

Measuring Scale of Intelligence8, 19

mechanistic view of behavior6

mediation53

medical records426t

memory304–305, 440t, 442
associative305, 310
assessment. See memory assessment
bank503
complaints494
free recall305, 311
“Hall of Fame,”500
learning and484–485
long-term309–311
meaningful305, 309–310
random-access305
semantic501t
visual301
working296, 306–309

memory assessment494
California Verbal learning Test–Children's Version519–520
childhood disorders495t
in children503
common referral problems, clinical understanding of504–505
instrument, choosing506
learning and memory, psychological understanding of504
neuroanatomical understanding of memory504
psychometric expectations505–506
Children's Memory Scale517–519, 517f
historical roots499–502
intelligence, memory and498–499
models of memory502–503
NEPSY-II520–523
Test of Memory and Learning, Second Edition513–517
Wide Range Assessment of Memory and Learning, Second Edition507–513

Memory Screening Index (MSI)509

mental deficiency, six criteria for683–684

mental disabilities7, 694.  See also intellectual retardation
primary10

mental handicap694

mental health187
problems637
relationship with academic achievement193

Mental Measurements Yearbook214, 233

Mental Processing Index (MPI)13, 14, 458, 460, 463, 467, 478

mental quotient9

mental retardation446, 690, 694
defined448

mental test8

mesosystem788

meta-analysis822–823
children with LD828

metacognition386

metric factorial invariance model. See factor loading invariance model

microsystem788

Middle Childhood Temperament Questionnaire359

Millon Adolescent Clinical Inventory (MACI)353–354, 738

Millon Adolescent Inventory (MAI)353

Millon Adolescent Personality Inventory (MAPI)353

Millon Clinical Multiaxial Inventory-II (MCMI-II)353, 745

Millon Clinical Multiaxial Inventory-III (MCMI-III)224–225, 353, 745

Millon Preadolescent Clinical Inventory (M-PACI)354

mind, physics of7–8

Minnesota Multiphasic Personality Inventory (MMPI)174, 528