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(p. 276) Children and Adolescents 

(p. 276) Children and Adolescents
Chapter:
(p. 276) Children and Adolescents
Author(s):

Diana Joyce-Beaulieu

and Carmelo M. Callueng

DOI:
10.1093/med:psych/9780199356942.003.0019
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date: 28 October 2020

Best practices and research in the testing and assessment of children and adolescents present a number of challenges and require consideration of a wide range of developmental factors. Neonatal and preschool assessments typically are conducted for medical and cognitive rehabilitative considerations addressing physical, sensory, communication, and brain function, which often require a cross-disciplinary approach between medical and psychological professions. Special considerations for these measures include limited predictive validity given the rapid changes in development, testing formats for preschool children, and score stability. Assessments for school-age children include norm-referenced measures of achievement, intelligence, temperament, personality, and psychopathology. Limitations for some of these measures include the representation of appropriate demographic variables in the norm samples, score stability, and potentials for rater bias. Auxiliary achievement assessment methods also may include curriculum-based measures and work samples. This chapter reviews each of these categories of assessments in light of implications for children and adolescents.

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