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Foundations of Behavioral, Social, and Clinical Assessment of Children (Sixth Edition; including Resource Guide) Jerome M. Sattler (2014). San Diego, California: Jerome M. Sattler, Publisher, ISBN 9780970267122

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Alfonso, V.C., Flanagan, D.P., & Radwan, S. (2005). The impact of the Cattell-Horn-Carroll theory on test development and interpretation of cognitive and academic abilities. In Flanagan, D.P. & Harrison, P.L. (Eds.), Contemporary intellectual assessment: Theories, tests and issues (2nd ed., pp. 185202). New York: Guilford Press.
Carroll, J.B. (1993). Human cognitive abilities: A survey of factor-analytic studies. New York: Cambridge University Press.
Carroll, J.B. (2003). The higher stratum structure of cognitive abilities: Current evidence supports g and about ten broad factors. In Nybord, H. (Ed.), The scientific study of general intelligence: Tribute to Arthur R. Jensen. New York: Pergamon.
Floyd, R.G., Bergeron, R., McCormack, A.C., Anderson, J.L., & Hargrove-Owens, G.L. (2005). Are Cattell-Horn-Carroll Broad Ability Composite Scores exchangeable across batteries? School Psychology Review, 34, 329357.
Horn, J.L. (1991). Measurement of intellectual capabilities: A review of theory. In McGrew, K.S., Werder, J.K., & Woordcock, R.W. (Eds.), Woodcock-Johnson technical manual (pp. 197232). Chicago: Riverside.
Horn, J.L., & Blankson, N. (2005). Foundations for better understanding of cognitive abilities. In Flanagan, D.P. & Harrison, P.L. (Eds.), Contemporary intellectual assessment: Theories, tests, and issues (pp. 4168). New York: Guilford.
Kamphaus, R.W. (2001). Clinical assessment of child and adolescent intelligence (2nd ed.). New York: Springer.
Kamphaus, R.W., Winsor, A.P., Rowe, E.W., & Kim, S. (2005). A history of intelligence test interpretation. In Flanagan, D.P. & Harrison, P.L. (Eds.), Contemporary intellectual assessment: Theories, tests and issues (2nd ed., pp. 2338). New York: Guilford Press.
McGrew, K.S. (2005). The Cattell-Horn-Carroll (CHC) theory of cognitive abilities: Past, present and future. In Flanagan, D., & Harrison, (Eds.), Contemporary intellectual assessment: Theories, tests, and issues (2nd ed., pp. 136202). New York: Guilford Press.
Mullins-Sweatt, S.N., Bernstein, D.P., & Widiger, T.A. (2012). Retention or deletion of personality disorder diagnoses for DSM-5: An expert consensus approach. Journal of Personality Disorders, 26, 689–688.
Sattler, J.M. (2001). Assessment of children: Cognitive applications (4th edn). San Diego, CA: Jerome M. Sattler Inc.
Skodol, A.E. (2010). Rationale for proposing five specific personality disorder types. Retrieved from
Schmeck, K., Schlüter-Müller, S., Foelsch, P.A., & Doering, S. (2013). The role of identity in the DSM-5 classification of personality disorders. Child and Adolescent Psychiatry and Mental Health, 7, 27. doi:10.1186/1753-2000-7-27
Sonuga-Barke, E. (2014). Editorial: Building global science capacity in child psychology and psychiatry — Between the etic and emic of cross-cultural enquiry. Journal of Child Psychology and Psychiatry, 55, 301303.
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Journal of Psychologists and Counsellors in Schools
  • ISSN: 2055-6365
  • EISSN: 2055-6373
  • URL: /core/journals/journal-of-psychologists-and-counsellors-in-schools
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