The Oxford Handbook of Infant, Toddler, and Preschool Mental Health Assessment

Second Edition

Edited by Rebecca DelCarmen-Wiggins and Alice S. Carter

Oxford Library of Psychology

Integrates research, developmental theory, and clinical practice
Addresses current controversies in mental health nosology with data- based recommendations for assessment in research and practitioner settings
Illustrates the importance of early intervention to mitigate the long-term impact of mental health disorders

The Oxford Handbook of Infant, Toddler, and Preschool Mental Health Assessment

Second Edition

Edited by Rebecca DelCarmen-Wiggins and Alice S. Carter

Description

This fully updated new edition of The Oxford Handbook of Infant, Toddler, and Preschool Mental Health Assessment remains the leading reference for those seeking to understand and assess mental health in infants and young children. Detailing the latest empirical research on measures and methods of infant and young child assessment and providing clinically applicable information for practitioners, 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.

Presented in four sections, chapters correspond 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 this second edition covering family assessment, early care and educational environments, new approaches for distinguishing temperament from psychopathology, assessing language, and implementing 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.

The Oxford Handbook of Infant, Toddler, and Preschool Mental Health Assessment

Second Edition

Edited by Rebecca DelCarmen-Wiggins and Alice S. Carter

Oxford Library of Psychology

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

The Oxford Handbook of Infant, Toddler, and Preschool Mental Health Assessment

Second Edition

Edited by Rebecca DelCarmen-Wiggins and Alice S. Carter

Oxford Library of Psychology

Author Information

Rebecca DelCarmen-Wiggins, PhD is a Health Scientist at the National Institutes of Health currently working to advance consideration of women's health and gender influences in research aimed at improving mental health. Dr. DelCarmen-Wiggins was previously the Chief of the Neurodevelopmental Disorders of Early Childhood Research Program in the Division of Developmental Translational Research at the National Institute of Mental Health. Trained as a clinical child psychologist, Dr. DelCarmen-Wiggins is also a licensed psychologist in Washington, DC and Maryland. She is the recipient of a National Service Research Award. She has conducted research studies in the area of infant attachment and has authored or coauthored a number of articles and book chapters in the topic of mental health in young children.

Alice Carter, PhD is a Professor in the Psychology Department at the University of Massachusetts Boston working to advance early identification of psychopathology and neurodevelopmental disabilities as well as factors that place children at risk for difficulties in social and emotional development. Dr. Carter was previously an Associate Professor in the Department of Psychology at Yale University with a joint appointment in the Yale Child Study Center. A former fellow of Zero to Three, Dr. Carter is an author or co-author of over 200 articles and chapters and the co-author of the Infant-Toddler Social and Emotional Assessment (ITSEA) and the Brief Infant-Toddler Social and Emotional Assessment (BITSEA) with Margaret Briggs-Gowan, PhD. Her recent work is focused on addressing health disparities by improving early identification, evaluation, and treatment of infants and toddlers with autism spectrum disorders.

Contributors:

Thomas Achenbach, PhD
Department of Psychological Science
The University of Vermont

Roianne R. Ahn, PhD
Sensory Therapies and Research (STAR) Center

Adrian Angold, MRCPsych
Department of Psychiatry and Behavioral Sciences
Duke University School of Medicine

Joan Baran, PhD
Children's Health Council

Megan Beers, PhD
Wellspring Family Services

Neil W. Boris, MD
Circle of Security International

Suzanne Broeren, PhD
Erasmus MC-Sophia Children's Hospital

Alice S. Carter, PhD
Department of Psychology
University of Massachusetts-Boston

Katarzyna Chawarska, PhD
Yale Child Study Center
Yale School of Medicine

Tessa Chesher, DO
Department of Psychiatry and Behavioral Sciences
Oklahoma State University Center for Health Sciences

Roseanne Clark, PhD
Department of Psychiatry
University of Wisconsin School of Medicine and Public Health
University of Wisconsin- Madison

Pamela M. Cole, PhD
Department of Psychology
Penn State University

William Copeland, PhD
Center for Developmental Epidemiology
Duke University

Rebecca DelCarmen-Wiggins, PhD
National Institutes of Health

Susan Dickstein, PhD
Bradley Hospital and Alpert Medical School
Brown University

Helen L. Egger, MD
Department of Child & Adolescent Psychiatry
NYU Langone Health

Robert Emde, MD
Department of Psychiatry
School of Medicine
University of Colorado Denver - Anschutz Medical Campus

Amber L. Evenson
School of Medicine and Public Health
University of Wisconsin -Madison

Ruth Feldman, PhD
Department of Brain Sciences and Psychology
Bar Ilan University

Candace M. Fleming, PhD
Department of Community and Behavioral Health
Colorado School of Public Health
University of Colorado Denver - Anschutz Medical Campus

Maria A. Gartstein, PhD
Department of Psychology
Washington State University

Leandra Godoy, PhD
Infant and Toddler Mental Health Program
Children's National Health System

Rachel A. Gordon, PhD
Department of Sociology
University of Illinois at Chicago

Sarah A.O. Gray, PhD
Department of Psychology
Tulane University

Jennifer L. Hudson, PhD
Department of Psychology
Macquarie University

Lynne C. Huffman, MD
Division of Neonatal and Developmental Medicine
Stanford University

Miri Keren, MD
Department of Psychiatry
Tel-Aviv University

Cheryl Klaiman, PhD
Department of Pediatrics
Emory University

Ami Klin, PhD
Department of Pediatrics
Emory University

Joan L. Luby, MD
Department of Psychiatry
School of Medicine
Washington University in St. Louis

James P. McHale, PhD
Department of Psychology
University of South Florida - St. Petersburg

Lucy Jane Miller, PhD, OTR/L
STAR Institute

Elizabeth C. Moore
School of Education
University of Wisconsin- Madison

Samuel P. Putnam, PhD
Department of Psychology
Bowdoin College

Ronald M. Rapee, PhD
Department of Psychology
Macquarie University

Leslie A. Rescorla, PhD
Department of Psychology
Bryn Mawr College

David C. Rettew, MD
Department of Psychological Science
University of Vermont College of Medicine

Cynthia Rogers, MD
Department of Psychiatry
School of Medicine
Washington University in St. Louis

Mary K. Rothbart, PhD
Department of Psychology
University of Oregon

Emily Rubin, MS, CCC-SLP
Communication Crossroads

Michelle Sarche, PhD
Department of Community and Behavioral Health
Colorado School of Public Health
University of Colorado Denver - Anschutz Medical Campus

Celine A. Saulnier, PhD
Department of Pediatrics
Emory University

Rebecca B. Silver, PhD
Bradley Hospital and Warren Alpert Medical School
Brown University

Brian Small, PhD
Center for Developmental Epidemiology
Duke University

Laura Stout Sosinsky, PhD
Public Health Management Corporation

Patricia Tan, PhD
Jane & Terry Semel Institute for Neuroscience & Human Behavior
University of California, Los Angeles

Audrey Tluczek, PhD, RN, FAAN
School of Nursing
University of Wisconsin- Madison

Monica Tsethlikai, PhD
T. Denny Sanford School of Social and Family Dynamics
College of Liberal Arts and Sciences
Arizona State University

Valerie Wajda-Johnson, PhD
Department of Psychiatry & Behavioral Sciences
Tulane University

Lauren S. Wakschlag, PhD
Department of Medical Social Sciences
Feinberg School of Medicine
Northwestern University

Molly Witten, PhD
Institute of Psychoanalysis of Chicago

The Oxford Handbook of Infant, Toddler, and Preschool Mental Health Assessment

Second Edition

Edited by Rebecca DelCarmen-Wiggins and Alice S. Carter

Oxford Library of Psychology

Reviews and Awards

"A masterful revision of the first comprehensive approach to mental health assessments issues in infants and young children. The first edition was a classic and this 2nd edition continues this tradition. This will be a critically important book for research and clinicians alike. It remains the definitive guide to the topic of infant mental health assessment." -- Fred R. Volkmar, Yale University