Integrating and Interpreting Assessment Information

This chapter summarizes research that can guide the integration and interpretation of assessment information that is collected from multiple methods and sources. It summarizes research showing some of the common reasons for why assessment information may

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CHILD and ADOLESCENT PERSONALITY and BEHAVIOR

Paul J. Frick Christopher T. Barry Randy W. Kamphaus

Fourth Edition

Clinical Assessment of Child and Adolescent Personality and Behavior

Paul J. Frick • Christopher T. Barry Randy W. Kamphaus

Clinical Assessment of Child and Adolescent Personality and Behavior Fourth Edition

Paul J. Frick Department of Psychology Louisiana State University Baton Rouge, LA, USA

Christopher T. Barry Washington State University Pullman, WA, USA

Randy W. Kamphaus College of Education University of Oregon Eugene, OR, USA

ISBN 978-3-030-35694-1    ISBN 978-3-030-35695-8 (eBook) https://doi.org/10.1007/978-3-030-35695-8 © Springer Nature Switzerland AG 2005, 2010, 2020 1st edition: © Allyn & Bacon, 1996 This work is subject to copyright. All rights are reserved by the Publisher, whether the whole or part of the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. The publisher, the authors, and the editors are safe to assume that the advice and information in this book are believed to be true and accurate at the date of publication. Neither the publisher nor the authors or the editors give a warranty, expressed or implied, with respect to the material contained herein or for any errors or omissions that may have been made. The publisher remains neutral with regard to jurisdictional claims in published maps and institutional affiliations. This Springer imprint is published by the registered company Springer Nature Switzerland AG The registered company address is: Gewerbestrasse 11, 6330 Cham, Switzerland

To the memory of my parents, Jane and John Frick, who were my intellectual inspiration and my biggest fans (Paul J. Frick). To Tammy and Andersen, whose support, laughter, and encouragement are remarkable gifts (Christopher T. Barry). To the memory of my parents, Richard and Nancy Kamphaus, who sacrificed greatly to assure my future (Randy W. Kamphaus).

Preface

Psychologists offer a wide array of services to the public. Among these services, psychological assessment of personality and behavior continues to be a central activity. One main reason is that other mental health professionals often do not possess a high level of competence in this area. When one considers psychologists who serve children and adolescents, psychological assessment seems to take on an even greater role. It follows, then, that comprehensive and enlightened graduate-level instruction in assessment should be a high priority for educator

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