Handbook of Infant, Toddler, and Preschool Mental Health Assessment
Author: Rebecca DelCarmen-Wiggins and Alice S. Carter
Preface Contributors Introduction 1. Rebecca DelCarmen-Wiggins and Alice Carter: Introduction to the Book I. Contextual Factors in Early Assessment Introduction 2. Michelle Christensen, Robert Emde, and Candace Fleming: Cultural Perspectives for Assessing Infants and Young Children 3. Roseanne Clark: Assessment of Parent Child Relational Disturbances 4. Arnold Sameroff, Ronald Seifer, and Susan McDonough: Contextual Contributors to the Assessment of Infant Mental Health II. Temperament and Regulation in Assessing Disorders in Young Children Introduction 5. Cynthia Stifter and Crystal Wiggins: Assessment of Disturbances in Emotion Regulation and Temperament 6. Nathan Fox and Cindy Polak: Assessing Sensory Reactivity in the Context of Infant Temperament III. Diagnostic Issues Relating to Classification and Taxonomy Introduction 7. Adrian Angold: Diagnostic Issues in Young Children 8. Alicia Lieberman, Kathryn Barnard, and Serena Wieder: Conceptual Underpinnings of DC: Zero to Three 9. Thomas Achenbach: Empirically Based Assessment and Taxonomy Application to Infants and Toddlers IV. Measurement Issues Introduction 10. Walter Gilliam and Linda Mayes: Integrating Clinical and Psychometric Approaches: The Role of Developmental Assessment in Infant Mental Health Evaluation 11. Marina Zalenko: Observation 12. Helen Egger and Adrian Angold: The Preschool-Age Psychiatric Assessment (PAPA): A Structured Parent Interview for Diagnosing Psychiatric Disorders in Preschool Children V. Problems in Early Development and State Regulation: Assessing Disorders with an Onset in Infancy or Toddlerhood Introduction 13. Lucy Miller, JoAnn Robinson, and Debra Moulton: Sensory Modulation Dysfunction: Identification in Early Childhood 14. Beth Goodlin-Jones and Thomas Anders: Sleep Disorders 15. Irene Chatoor: Feeding Disorders VI. Specific Areas of Disturbance: Applying Diagnostic Criteria to Disorders with an Onset in the Preschool Years Introduction 16. Ami Klin, Katarzyna Chawarska, Emily Rubin, Fred Volkmar: Clinical Assessment of Young Children at Risk for Autism 17. Joan Luby: Affective Disorders 18. Susan Warren: Anxiety Disorders 19. Michale Scheeringa: Posttraumatic Stress Disorder 20. William Pelham, Anil Chacko, and Brian Wymbs: Diagnostic and Assessment Issues in ADHD in the Young Child 21. Lauren Wakschlag and Barbara Danis: Assessment of Disruptive Behavior in Young Children: A Clinical Developmental Framework VII. Varied Applied Settings for Assessment Introduction 22. Ruth Feldman and Mire Keren: Expanding the Scope of Infant Mental Health Assessment: A Community 23. Lynne C. Huffman and Mary Nichols: Early Detection of Young Children's Mental Health Problems in Primary Care Settings 24. Lisa McCabe, Pia Rebello-Britto, Magdalena Hernandez, and Jeanne Brooks-Gunn: Games Children Play: Observing Young Children's Self-Regulation Across Laboratory, Home, and School Settings Epilogue 25. Alice Carter and Rebecca DelCarmen-Wiggins: Implications and Future Directions
Provides empirically based recommendations for assessment of social-emotional and behavior problems and disorders. This book offers information on scientifically valid, developmentally based clinical assessments and makes recommendations based on the integration of developmental theory, empirical findings, and clinical experience.
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PRODUCT INFORMATION
Summary
Preface Contributors Introduction 1. Rebecca DelCarmen-Wiggins and Alice Carter: Introduction to the Book I. Contextual Factors in Early Assessment Introduction 2. Michelle Christensen, Robert Emde, and Candace Fleming: Cultural Perspectives for Assessing Infants and Young Children 3. Roseanne Clark: Assessment of Parent Child Relational Disturbances 4. Arnold Sameroff, Ronald Seifer, and Susan McDonough: Contextual Contributors to the Assessment of Infant Mental Health II. Temperament and Regulation in Assessing Disorders in Young Children Introduction 5. Cynthia Stifter and Crystal Wiggins: Assessment of Disturbances in Emotion Regulation and Temperament 6. Nathan Fox and Cindy Polak: Assessing Sensory Reactivity in the Context of Infant Temperament III. Diagnostic Issues Relating to Classification and Taxonomy Introduction 7. Adrian Angold: Diagnostic Issues in Young Children 8. Alicia Lieberman, Kathryn Barnard, and Serena Wieder: Conceptual Underpinnings of DC: Zero to Three 9. Thomas Achenbach: Empirically Based Assessment and Taxonomy Application to Infants and Toddlers IV. Measurement Issues Introduction 10. Walter Gilliam and Linda Mayes: Integrating Clinical and Psychometric Approaches: The Role of Developmental Assessment in Infant Mental Health Evaluation 11. Marina Zalenko: Observation 12. Helen Egger and Adrian Angold: The Preschool-Age Psychiatric Assessment (PAPA): A Structured Parent Interview for Diagnosing Psychiatric Disorders in Preschool Children V. Problems in Early Development and State Regulation: Assessing Disorders with an Onset in Infancy or Toddlerhood Introduction 13. Lucy Miller, JoAnn Robinson, and Debra Moulton: Sensory Modulation Dysfunction: Identification in Early Childhood 14. Beth Goodlin-Jones and Thomas Anders: Sleep Disorders 15. Irene Chatoor: Feeding Disorders VI. Specific Areas of Disturbance: Applying Diagnostic Criteria to Disorders with an Onset in the Preschool Years Introduction 16. Ami Klin, Katarzyna Chawarska, Emily Rubin, Fred Volkmar: Clinical Assessment of Young Children at Risk for Autism 17. Joan Luby: Affective Disorders 18. Susan Warren: Anxiety Disorders 19. Michale Scheeringa: Posttraumatic Stress Disorder 20. William Pelham, Anil Chacko, and Brian Wymbs: Diagnostic and Assessment Issues in ADHD in the Young Child 21. Lauren Wakschlag and Barbara Danis: Assessment of Disruptive Behavior in Young Children: A Clinical Developmental Framework VII. Varied Applied Settings for Assessment Introduction 22. Ruth Feldman and Mire Keren: Expanding the Scope of Infant Mental Health Assessment: A Community 23. Lynne C. Huffman and Mary Nichols: Early Detection of Young Children's Mental Health Problems in Primary Care Settings 24. Lisa McCabe, Pia Rebello-Britto, Magdalena Hernandez, and Jeanne Brooks-Gunn: Games Children Play: Observing Young Children's Self-Regulation Across Laboratory, Home, and School Settings Epilogue 25. Alice Carter and Rebecca DelCarmen-Wiggins: Implications and Future Directions
Provides empirically based recommendations for assessment of social-emotional and behavior problems and disorders. This book offers information on scientifically valid, developmentally based clinical assessments and makes recommendations based on the integration of developmental theory, empirical findings, and clinical experience.
Description
The Handbook of Infant, Toddler, and Preschool Mental Health Assessment brings together, for the first time, leading clinical researchers to provide empirically based recommendations for assessment of social-emotional and behavior problems and disorders in the earliest years. Each author presents state-of-the-art information on scientifically valid, developmentally based clinical assessments and makes recommendations based on the integration ofdevelopmental theory, empirical findings, and clinical experience. Though the field of mental health assessment in infants and young children lags behind work with older children and adults, recentscientific advances, including new measures and diagnostic approaches, have led to dramatic growth in the field. The editors of this exciting new work have assembled an extraordinary collection of chapters that thoroughly discuss the conceptualizations of dysfunction in infants and young children, current and new diagnostic criteria, and such specific disorders as sensory modulation dysfunction, sleep disorders, eating and feeding disorders, autistic spectrum disorders, anxiety disorders,posttraumatic stress disorder, and ADHD. Chapters further highlight the importance of incorporating contextual factors such as parent-child relationship functioning and cultural background into theassessment process to increase the validity of findings. Given the comprehensiveness of this groundbreaking volume in reviewing conceptual, methodological, and research advances on early identification, diagnosis, and clinical assessment of disorders in this young age group, it will be an ideal resource for teachers, researchers, and a wide variety clinicians including child psychologists, child psychiatrists, early intervention providers, early special educators, socialworkers, family physicians, and pediatricians.
Critic Reviews
“This comprehensive and useful handbook covers a neglected field, so it will be very welcome to child and educational psychologists. Early identification is a common point of principle in our practice, and we can now be assisted in that challenge by this reference book”
"A unique and singular book, this volume is really the first comprehensive approach to assessment of mental health in infants, toddlers, and preschool children. This is a much-needed volume that will advance both research and clinical work. It will be of great interest and value to investigators, practitioners, and students alike. - Fred R. Volkmar, Yale University"A unique and singular book, this volume is really the first comprehensive approach to assessment of mental health in infants, toddlers, and preschool children. This is a much-needed volume that will advance both research and clinical work. It will be of great interest and value to investigators, practitioners, and students alike. - Fred R. Volkmar, Yale University
About the Author
Rebecca DelCarmen-Wiggins is at National Institute of Mental Health. Alice Carter is at University of Massachusetts, Boston.
The Handbook of Infant, Toddler, and Preschool Mental Health Assessment brings together, for the first time, leading clinical researchers to provide empirically based recommendations for assessment of social-emotional and behavior problems and disorders in the earliest years. Each author presents state-of-the-art information on scientifically valid, developmentally based clinical assessments and makes recommendations based on the integration of developmental theory, empirical findings, and clinical experience. Though the field of mental health assessment in infants and young children lags behind work with older children and adults, recent scientific advances, including new measures and diagnostic approaches, have led to dramatic growth in the field. The editors of this exciting new work have assembled an extraordinary collection of chapters that thoroughly discuss the conceptualizations of dysfunction in infants and young children, current and new diagnostic criteria, and such specific disorders as sensory modulation dysfunction, sleep disorders, eating and feeding disorders, autistic spectrum disorders, anxiety disorders, posttraumatic stress disorder, and ADHD. Chapters further highlight the importance of incorporating contextual factors such as parent-child relationship functioning and cultural background into the assessment process to increase the validity of findings. Given the comprehensiveness of this groundbreaking volume in reviewing conceptual, methodological, and research advances on early identification, diagnosis, and clinical assessment of disorders in this young age group, it will be an ideal resource for teachers, researchers, and a wide variety clinicians including child psychologists, child psychiatrists, early intervention providers, early special educators, social workers, family physicians, and pediatricians.
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