Main description:

The fully revised and updated Oxford Handbook of Infant, Toddler, and Preschool Mental Health Assessment remains the first clinically-informative, research-based reference for those seeking to understand and assess mental health in infants and young children. It details the latest empirical research on measures and methods of infant and young child assessment and provides clinically applicable information for those seeking to stay apprised of the
latest empirical research on measures and procedures in early assessment.

Through authoritative examination by leading developmental and clinical scholars, this handbook takes a closer look at current developmentally based conceptualizations of mental health function and dysfunction in infants and young children as well as current and new diagnostic criteria in specific disorders such as sensory modulation dysfunction, autism spectrum disorders, affective disorders, and post-traumatic stress disorder.

The chapters are presented in four sections corresponding to four broad themes: contextual factors in early assessment; temperament and regulation in assessment of young children; early problems and disorders; and translation and varied applied settings for assessment. Each chapter presents state of the science information on valid, developmentally based clinical assessment and makes recommendations based on developmental theory, empirical findings, and clinical experience. Chapters have been
added to cover family assessment, early care and educational environments, new approaches to distinguish temperament from psychopathology, assess language, and implement second stage screening and referral. The volume recognizes and highlights the important role of developmental, social, and
cultural contexts in approaching the challenge of assessing early problems and disorders. This new, updated volume will be an ideal resource for teachers, researchers, and a wide variety of clinicians and trainees including child psychologists and psychiatrists, early interventionists, and early special educators.

Contents:

Introduction

Part I. Contextual Factors in Early Assessment

Chapter 1: Cultural Perspectives for Assessing Infants and Young Children
Michelle Sarche, Monica Tsethlikai, Leandra Godoy, Robert Emde, & Candace Fleming

Chapter 2: Theoretical and Empirical Foundations for Early Relationship Assessment
in Evaluating Infant and Toddler Mental Health
Roseanne Clark, Audrey Tluczek, Elizabeth C. Moore, & Amber L. Evenson

Chapter 3: Assessment of Early Parent Child Relationships
Roseanne Clark, Audrey Tluczek, Elizabeth C. Moore, Amber L. Evenson

Chapter 4: Apprehending the Interpersonal Context of Early Childhood Development: A New Systemic Approach to Infant-Family Assessment
James McHale & Susan Dickstein

Chapter 5: Assessment in Early Care and Education Environments
Laura Stout Sosinsky & Rachel A. Gordon

Part II. Temperament and Regulation in Assessment of Young Children

Chapter 6: Historical Background of the Study of Temperament and New Perspectives on Assessment
Samuel P. Putnam, Maria A. Gartstein, & Mary Rothbart

Chapter 7: Distinguishing Temperament from Psychopathology
David Rettew

Chapter 8: Infant Temperament and Early Self-Regulation
Patricia Tan & Pamela Marie Cole

Part III. Early Problems and Disorders

Chapter 9: The Preschool Age Psychiatric Assessment (PAPA): A Structured Parent Interview for Assessing Psychiatric Symptoms and Disorders in Preschool Children
Helen Egger, Adrian Angold, Brian Small, & William Copeland

Chapter 10: Quantitative and Multicultural Assessment of Preschoolers' Behavioral, Emotional, and Social Problems: Multi Cultural Perspectives
Thomas Achenbach

Chapter 11: Assessment of Attachment in Infancy and Early Childhood
Neil W. Boris, Tessa Chesher, & Valerie Wajda-Johnson

Chapter 12: Assessment of Sensory Processing Disorder: The Interplay with Affect in the Context of Relationship
Lucy Jane Miller, Molly Witten, & Roianne R. Ahn

Chapter 13: Assessment of Language in Young Children
Leslie Rescorla

Chapter 14: Affective Disorders
Cynthia Rogers & Joan L. Luby

Chapter 15: Social Processes and Risk for Autism
Cheryl Klaiman, Celine A. Saulnier, Emily Rubin, Katarzyna Chawarska, & Ami Klin

Chapter 16: The Contribution of Developmentally Sensitive Measurement to Assessment of Disruptive Behavior in Young Children
Sarah A.O. Gray & Lauren S. Wakschlag

Chapter 17: Fear and Anxiety in Young Children and Their Assessment
Suzanne Broeren, Jennifer Hudson, & Ronald M. Rapee

IV. Translation and Varied Applied Settings for Assessment

Chapter 18: A Community-Based Approach to Infant Mental Health Assessment: Infants and Parents at High Psychosocial Risk
Miri Keren & Ruth Feldman

Chapter 19: Screening for Risk in a Primary Care Setting
Lynne C. Huffman & Joan Baran

Chapter 20: Second Stage Screening and Referral
Rebecca B. Silver, Megan Beers, Leandra Godoy, & Susan Dickstein

Epilogue & Future Directions
Alice S. Carter & Rebecca Del Carmen-Wiggins