The Oxford Handbook of Child Psychological Assessment

2013 ◽  
Keyword(s):  
Psychological Assessment ◽  
Children And Youth ◽  
Assessment Practices ◽  
Psychoeducational Assessment ◽  
Child Assessment ◽  
Research And Practice ◽  
Fourth Section ◽  
New Methods ◽  
Achievement Behavior ◽  
Current Psychological

The psychological assessment of children and youth has undergone some of the greatest developments, and those developments are the focus of this Handbook. The volume is organized primarily, but not exclusively, around clinical and psychoeducational assessment issues. It revisits the foundations that underlie current psychological assessment practices. Linked with these foundations are chapters addressing some of the fundamental principles of child assessment that focus on ability, achievement, behavior, and personality. Theory offers guidance in practice when techniques change, new methods are introduced, and new data are presented, as well as when psychologists encounter new presenting issues and circumstances with patients, or when asked new questions by referral sources; some specific examples are provided in the fourth section of this volume. The book hopes to see theory integrated with research and practice to enable readers to view the articles in this book, as well as future publications, not just more profitably but critically as well.

Current psychological assessment practices.

1976 ◽  
Vol 7 (4) ◽  
pp. 475-484 ◽  
Author(s):  
William R. Brown ◽  
John M. McGuire
Keyword(s):  
Psychological Assessment ◽  
Assessment Practices ◽  
Current Psychological

The Promise and Problem of E-Assessment

2020 ◽  
pp. 299-313
Author(s):  
Michael D. Franzen ◽  
Matthew J. L. Page
Keyword(s):  
Psychological Assessment ◽  
Ecological Validity ◽  
Handheld Devices ◽  
Great Promise ◽  
Research Environment ◽  
New Methods ◽  
Desktop Computers ◽  
Commercial Environment

There has been an explosion in the development of electronic methods for psychological assessment. These include use of handheld devices, desktop computers, and platform-based Internet methods. This development has occurred separately in the commercial environment and in the research environment. This development of new methods presents great promise to improve the accuracy, ecological validity, and range of constructs in psychological assessment. However there are also many problems involved in the development of these electronic methods, including the need to train clinicians in their use, the need to develop safeguards for privacy, and the need to develop methods to ensure the integrity of the data collected. This chapter outlines some of the main considerations in moving forward.

scholarly journals Machine Learning in Oncology: What Should Clinicians Know?

2020 ◽  
pp. 799-810
Author(s):  
Matthew Nagy ◽  
Nathan Radakovich ◽  
Aziz Nazha
Keyword(s):  
Artificial Intelligence ◽  
Machine Learning ◽  
Clinical Data ◽  
Cancer Diagnosis ◽  
Health Data ◽  
Computer Processing ◽  
Research And Practice ◽  
New Methods ◽  
Oncology Research ◽  
Processing Power

The volume and complexity of scientific and clinical data in oncology have grown markedly over recent years, including but not limited to the realms of electronic health data, radiographic and histologic data, and genomics. This growth holds promise for a deeper understanding of malignancy and, accordingly, more personalized and effective oncologic care. Such goals require, however, the development of new methods to fully make use of the wealth of available data. Improvements in computer processing power and algorithm development have positioned machine learning, a branch of artificial intelligence, to play a prominent role in oncology research and practice. This review provides an overview of the basics of machine learning and highlights current progress and challenges in applying this technology to cancer diagnosis, prognosis, and treatment recommendations, including a discussion of current takeaways for clinicians.

Issues in the Education of Emotionally Disturbed Children

1981 ◽  
Vol 6 (4) ◽  
pp. 223-237 ◽  
Author(s):  
Bob Algozzine ◽  
Lee Sherry
Keyword(s):  
Emotional Disturbance ◽  
Emotionally Disturbed ◽  
Emotional Problems ◽  
Children And Youth ◽  
Treatment Programs ◽  
Assessment Practices ◽  
Individual Child ◽  
Wide Range ◽  
Emotionally Disturbed Children

Major issues facing educators and clinicians in the field of emotional disturbance in children and youth are centered around providing appropriate services to this population. Three major problems are discussed in relation to helping disturbed children. They are: (1) issues pertaining to assessment practices; (2) issues pertaining to the nature of emotional disturbance; and (3) issues pertaining to the treatment of emotional problems. Because of the wide range of theoretical backgrounds of practitioners in the field and because of non-standardized practices in defining, identifying, placing, and treating disturbed children these issues continue to cause widespread disagreements among professionals when implementing treatment programs. The need for objectively defining emotional problems and rationally designing programs to meet individual child needs is stressed.

National Goals for the Education of Children and Youth With Intellectual and Developmental Disabilities: Honoring the Past While Moving Forward

Inclusion ◽  
2015 ◽  
Vol 3 (4) ◽  
pp. 219-226 ◽  
Author(s):  
Colleen A. Thoma ◽  
Irina Cain ◽  
Christine Walther-Thomas
Keyword(s):  
Developmental Disabilities ◽  
Children And Youth ◽  
Intellectual And Developmental Disabilities ◽  
Research And Practice ◽  
The Past ◽  
The Future ◽  
Practice Knowledge

Abstract This article describes the process by which members of the Education Strand of the National Goals 2015 Conference identified recommendations for goals for the next 10 years designed to build on the best of our field's current research and practice knowledge. We describe the Education Strand's five research goals, developed to help the field meet the challenges of the future, and discuss the process that the group of experts who participated in the Education Strand used to reach consensus on these goals.

Methodological Diversity of Research Published in Selected Psychological Journals in 1999

2002 ◽  
Vol 91 (2) ◽  
pp. 411-420 ◽  
Author(s):  
Patrick H. Munley ◽  
Mary Z. Anderson ◽  
Denise Briggs ◽  
Michael R. Devries ◽  
Wade J. Forshee ◽  
...  
Keyword(s):  
Psychological Assessment ◽  
Educational Psychology ◽  
American Psychological Association ◽  
Professional Psychology ◽  
Qualitative Studies ◽  
Psychology Research ◽  
Abnormal Psychology ◽  
American Psychological ◽  
Research And Practice ◽  
Quantitative Studies

454 papers appearing in 10 journals published by the American Psychological Association during 1999 were reviewed to consider the frequency of publication of qualitative research. Journals reviewed included Health Psychology, Journal of Abnormal Psychology, Journal of Consulting and Clinical Psychology, Journal of Counseling Psychology, Journal of Educational Psychology, Journal of Experimental Psychology: General, Journal of Family Psychology, Professional Psychology: Research and Practice, Psychological Assessment, and Psychology and Aging. Papers were classified as quantitative, qualitative, or mixed qualitative/quantitative studies. Quantitative papers were also dichotomously classified as either primarily descriptive or experimental. Qualitative studies were classified by type of qualitative methods specified by the authors. Most papers (97.6%) were classified as quantitative. Only three journals reviewed published qualitative studies.

Sign in / Sign up

Export Citation Format

Share Document