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JEROME M. SATTLER, PUBLISHER, INC. |
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COMPLETE TABLE OF CONTENTS
- SECTION I. FOUNDATIONS
Chapter 1. Introduction to the Behavioral, Social, and Clinical Assessment of Children 1 Terminology 4 Goals of a Behavioral, Social, and Clinical Assessment 6 Guidelines for Conducting Assessments 6 Theoretical Perspectives for Behavioral, Social, and Clinical Assessments 8 Assessment Dimensions and Categories 12 Children with Special Needs 19 How Cognitive, Emotional, and Behavioral Difficulties Develop in Children 21 Risk and Protective Factors 25 Intervention and Prevention Guidelines 29 Ethical Considerations 33 Confidentiality of Assessment Findings and Records 33 Regulating the Profession 36 Educational Qualifications of Psychologists 38 Concluding Comments 38 Thinking Through the Issues 39 Summary 39 Key Terms, Concepts, and Names 44 Study Questions 45
Chapter 2. A Primer on Statistics and Psychometrics 47 The Why of Psychological Measurement and Statistics 48 Scales of Measurement 48 Descriptive Statistics 50 Correlation 54 Regression 58 Norm‑Referenced Measurement 59 Derived Scores 60 Inferential Statistics 63 Reliability 64 Validity 69 Meta-Analysis 74 Concluding Comment 75 Thinking Through the Issues 75 Summary 75 Key Terms, Concepts, and Names 79 Study Questions 80
Chapter 3. Conducting the Assessment 81Classification and Labeling 82 Variables to Consider in an Assessment 84 Observing Children 91 Accounting for Poor Test Performance 99 Steps in a Behavioral and Clinical Assessment 100 Computer-Based Administration, Scoring, and Report Writing 109 Examiner Stress 115 Strategies for Becoming an Effective Examiner 117 Concluding Comment on Challenges in Assessing Children 118 Thinking Through the Issues 119 Summary 120 Key Terms, Concepts, and Names 123 Study Questions 124
Chapter 4. Culturally and Linguistically Diverse Children 125 Background Considerations 127 General Considerations in the Assessment of Culturally and Linguistically Diverse Groups 137 Dynamics of Cross-Ethnic and Cross-Cultural Assessment 141 Assessment of Bilingual Children 143 Evaluating Bias 145 Translations of Assessment Instruments 147 Interpreters 147 Recommendations 150 Thinking Through the Issues 153 Summary 154 Key Terms, Concepts, and Names 158 Study Questions 158
SECTION II. INTERVIEW METHODS - Chapter 5. General Interviewing Techniques 161Clinical Assessment Interviews versus Ordinary Conversations and Other Types of Interviews 162 Strengths and Weaknesses of the Clinical Assessment Interview 163 Purposes of Clinical Assessment Interviews 164 Degrees of Structure in Initial Clinical Assessment Interviews 165 Introduction to Interviewing Guidelines 168 External Factors and Atmosphere 170 Forming Impressions 170 Listening and Attending Skills 171 Analytical Listening 171 Establishing Rapport 173 Developmentally Sensitive Interviewing 175 Timing Questions Appropriately 177 Changing Topics 177 Formulating Appropriate Questions 177 Avoiding Certain Types of Questions 179 Probing Effectively 182 Using Structuring Statements 189 Dealing with Difficult Situations 190 Striving for Objectivity 197 Recording Information and Scheduling Appointments 197 Thinking Through the Issues 199 Summary 200 Key Terms, Concepts, and Names 203 Study Questions 204
Chapter 6. Interviewing Children, Parents, Teachers, and Families 205 Interviewing Children 206 Interviewing Parents 215 Interviewing Teachers 220 Interviewing the Family 223 Thinking Through the Issues 231 Summary 231 Key Terms, Concepts, and Names 233 Study Questions 234
Chapter 7. Other Considerations Related to the Interview 235Closing the Initial Interview 236 The Post-Assessment Interview 237 The Follow-Up Interview 245 Reliability and Validity of Interviews 246 Malingering 249 Evaluating Your Interview Techniques 251 Thinking Through the Issues 252 Summary 253 Key Terms, Concepts, and Names 255 Study Questions 255
SECTION III. BEHAVIORAL OBSERVATIONS - Chapter 8. Observational Methods, Part I 257 General Considerations When Conducting Observations 258 Narrative Recording 264 Interval Recording 273 Event Recording 278 Ratings Recording 284 Comment on Recording Methods 287 Thinking Through the Issues 289 Summary 289 Key Terms, Concepts, and Names 293 Study Questions 293
Chapter 9. Observational Methods, Part II 295 Observational Coding Systems 296 Reliability of Observational Coding Systems 301 Validity of Observational Coding Systems 314 Procedures for Reducing Errors in Observations 316 Observation of Infants 318 Self-Monitoring Assessment 321 Reporting Behavioral Observations 326 Comment on the Observation of Behavior 328 Case Study 328 Thinking Through the Issues 328 Summary 328 Key Terms, Concepts, and Names 333 Study Questions 333
SECTION IV. BEHAVIORL, PERSONALITY, FAMILY, AND SENSORY MOTOR ABILITIES - Chapter 10. Broad Measures of Behavioral, Social, and Emotional Functioning and of Parenting and Family Variables 335 Background Considerations for the Assessment of Behavior 336 Personality Tests 336 Adolescent Psychopathology Scale and Adolescent Psychopathology Scale-Short Form 337 Millon Adolescent Clinical Inventory 339 Minnesota Multiphasic Personality Inventory-Adolescent 340 Personality Inventory for Youth 341 Other Measures of Personality 342 Behavior Rating and Checklist Measures 343 Behavior Assessment System for Children, Second Edition 344 Behavior Dimensions Scale, Second Edition: School Version and Behavior Dimensions Scale, Second Edition: Home Version 347 Child Behavior Checklist for Ages 6-18, Teacher's Report Form, Youth Self-Report, Child Behavior Checklist for Ages 1½-5, and Caregiver-Teacher Report Form 348 Conners 3rd Edition 351 Conners Comprehensive Behavior Rating Scales 352 Devereux Scales of Mental Disorders 353 Eyberg Child Behavior Inventory and Sutter-Eyberg Student Behavior Inventory-Revised 354 Jesness Inventory-Revised 355 Personality Inventory for Children, Second Edition 356 Revised Behavior Problem Checklist 358 Reynolds Adolescent Adjustment Screening Inventory 358 Social Skills Improvement System 359 Student Behavior Survey 360 Projective Techniques 361 Draw-A-Person Test 362 Children's Apperception Test 363 Roberts–2 363 Exner's Comprehensive System for the Rorschach Inkblot Test 365 Measures of Parenting and Family Variables 365 Parent-Child Relationship Inventory 366 Parenting Relationship Questionnaire 366 Parenting Satisfaction Scale 367
Parenting Stress Index, Fourth
Edition and Parenting Stress Index, Stress Index for Parents of Adolescents 369 Thinking Through the Issues 369 Summary 369 Key Terms, Concepts, and Names 374 Study Questions 374
Chapter 11. Adaptive Behavior 375 Definition of Adaptive Behavior 376 Assessment Considerations 377 Vineland Adaptive Behavior Scales, Second Edition 378 AAMR Adaptive Behavior Scale-School, Second Edition 381 AAMR Adaptive Behavior Scale-Residential and Community, Second Edition 383 Scales of Independent Behavior-Revised 385 Adaptive Behavior Assessment System, Second Edition 387 Battelle Developmental Inventory, Second Edition 389 Adaptive Behavior Evaluation Scale, Revised Second Edition 391 Thinking Through the Issues 393 Summary 393 Key Terms, Concepts, and Names 394 Study Questions 394
Chapter 12. Visual-Motor Perception and Motor Proficiency 395 Guidelines for Administering and Interpreting Visual-Motor Tests 396 Bender Visual Motor Gestalt Test 399 Bender-Gestalt II 403 Koppitz Developmental Scoring System for the Bender Gestalt Test, Second Edition 406 Beery VMI 407 Bruininks-Oseretsky Test of Motor Proficiency, Second Edition 409 Thinking Through the Issues 410 Summary 411 Key Terms, Concepts, and Names 412 Study Questions 412
Chapter 13. Functional Behavioral Assessment 413 When Is a Functional Behavioral Assessment Needed? 414 Conditions Surrounding the Problem Behavior 415 Functions of Challenging Behavior 415 Guidelines for Conducting a Functional Behavioral Assessment 416 Assessing Behavior Through Observations 417 Assessing Behavior Through Interviews 417 Formulating Hypotheses to Account for the Problem Behavior 419 Behavioral Intervention Plans 420 Thinking Through the Issues 424 Summary 424 Key Terms, Concepts, and Names 427 Study Question 428
SECTION V. CHILDREN WITH SPECIAL NEEDS - Chapter 14. Disruptive Disorders, Anxiety and Mood Disorders, and Substance-Related Disorders 429 Oppositional Defiant Disorder 430 Conduct Disorder 430 Risk of School Violence 432 Aggression Questionnaire 435 Beck Disruptive Behavior Inventory for Youth and Beck Anger Inventory for Youth 435 Other Measures of Disruptive, Impulse-Control, and Conduct Disorders 436 Anxiety Disorders 436 Beck Anxiety Inventory for Youth 438 Multidimensional Anxiety Scale for Children, Second Edition 439 Revised Children's Manifest Anxiety Scale, Second Edition 439 Depressive Disorders 440 Beck Depression Inventory for Youth 442 Children's Depression Inventory, Second Edition 442 Reynolds Child Depression Scale, Second Edition and Reynolds Adolescent Depression Scale, Second Edition 443 Suicide Risk 444 Substance-Related Disorders 447 Thinking Through the Issues 449 Summary 450 Key Terms, Concepts, and Names 453 Study Questions 454
Chapter 15. Attention-Deficit/Hyperactivity Disorder 455 DSM-5 Diagnostic Criteria for ADHD 456 Disorders Comorbid with ADHD 457 Developmental Progression 457 Other Types of Deficits in ADHD 458 Parents of Children with ADHD 459 Etiology of ADHD 459 Assessment of ADHD 460 Interventions for ADHD 465 Thinking Through the Issues 468 Summary 468 Key Terms, Concepts, and Names 471 Study Questions 472
Chapter 16. Specific Learning Disabilities: Background Considerations 473 Definitions of Specific Learning Disabilities 474 Etiology of Specific Learning Disabilities 478 Precursors of Specific Learning Disabilities Among Children of Preschool Age 479 Specific Learning Disabilities Among School-Age Children 480 Reading Disorder 483 Mathematics Disorder 485 Disorder of Written Expression 485 Communication Disorders 487 Nonverbal Learning Disability 488 Thinking Through the Issues 488 Summary 488 Key Terms, Concepts, and Names 491 Study Questions 492
Chapter 17. Specific Learning Disabilities: Assessment and Intervention 493 IDEA 2004 and Specific Learning Disabilities 494 Response to Intervention 494 Discrepancy Model 496 Patterns of Strengths and Weaknesses Models 497 Comment on RTI, the Discrepancy Model, and PSW Models 498 Assessment of Specific Learning Disabilities 498 Interventions for Specific Learning Disabilities 507 Older Adolescents and Young Adults with Specific Learning Disabilities 512 Thinking Through the Issues 513 Summary 513 Key Terms, Concepts, and Names 515 Study Questions 515
Chapter 18. Intellectual Disability 517 Defining and Understanding Intellectual Disability 518 Distribution of Intellectual Disability in the Population 521 Etiology of Intellectual Disability 522 Disorders Co-occurring with Intellectual Disability 528 Relationship Between Measured Intelligence and Adaptive Behavior 529 Assessment of Intellectual Disability 529 Interventions for Intellectual Disability 531 Concluding Comment on Intellectual Disability 533 Thinking Through the Issues 533 Summary 534 Key Terms, Concepts, and Names 536 Study Questions 537
Chapter 19. Giftedness 539 Intellectual and Personality Characteristics of Children Who Are Gifted 540 Children Who Are Gifted and Female 541 Children Who Are Gifted and Underachieving 542 Children Who Are Twice Exceptional 543 Preschool Children Who Are Gifted 545 Long-Term Studies of Individuals Who Are Gifted 546 Promoting Psychosocial Adjustment in Children Who Are Gifted 546 Educating Children Who Are Gifted 547 Creativity 548 Suggestions for Maintaining and Enhancing Creativity in Children 549 Identifying and Assessing Giftedness and Creativity 550 Working with Parents of Children Who Are Gifted 552 Comment on Enhancing the Development of Children Who Are Gifted 553 Thinking Through the Issues 553 Summary 554 Key Terms, Concepts, and Names 556 Study Questions 556
Chapter 20. Visual Impairments 557 Clues to Potential Visual Difficulties 558 Structure of the Eye 559 Disorders That Affect Vision 559 Clarity of Vision 560 Developmental Considerations 563 Assessment Considerations 564 Interventions 568 Thinking Through the Issues 572 Summary 572 Key Terms, Concepts, and Names 574 Study Question 575
Chapter 21. Hearing Loss 577 Clues to Potential Hearing Difficulties 579 Structure of the Ear 580 A Profile of Children with Hearing Loss 580 Disorders That Affect Hearing 582 Acuity of Hearing 583 Assessment Considerations 584 Interventions 591 Thinking Through the Issues 593 Summary 594 Key Terms, Concepts, and Names 596 Study Question 597
Chapter 22. Autism Spectrum Disorder 599 Etiology of Autism Spectrum Disorder 600 DSM-5 Classification of Autism Spectrum Disorder 602 Associated Features of Autism Spectrum Disorder 604 Disorders Comorbid with Autism Spectrum Disorder 604 Intellectual Functioning of Children with Autism Spectrum Disorder 604 Assessment of Children for Autism Spectrum Disorder 605 Interventions for Children with Autism Spectrum Disorder 609 Prognosis for Children with Autism Spectrum Disorder 613 Comment on Autism Spectrum Disorder 613 Thinking Through the Issues 614 Summary 614 Key Terms, Concepts, and Names 616 Study Question 617
Chapter 23. Brain Injuries: Theory and Rehabilitation 619 Overview of Brain Development and Brain Functions 620 Lateralization 623 Attention and Memory 626 Language and Symbolic Disorders 627 Traumatic Brain Injury 629 Sports-Related Concussions 634 Rehabilitation Programs 638 Protecting Children from Traumatic Brain Injuries 643 Thinking Through the Issues 644 Summary 644 Key Terms, Concepts, and Names 648 Study Questions 650
Chapter 24. Brain Injuries: Assessment 651 Suggestions for Conducting an Evaluation 652 Symptoms and Behaviors of Children with Brain Injuries 654 Neurological Examination 656 Neuropsychological Examination 660 Halstead‑Reitan Neuropsychological Test Battery for Older Children and Reitan‑Indiana Neuropsychological Test Battery for Children 662 NEPSY-II 665 NIH Toolbox 669 Contributions to Neuropsychological Assessment Battery 669 Wechsler Tests as Part of a Neuropsychological Test Battery 669 Additional Procedures for the Assessment of Children with Brain Injuries 675 Evaluating the Assessment Findings 682 Thinking Through the Issues 689 Summary 689 Key Terms, Concepts, and Names 692 Study Questions 693
SECTION VI. REPORT WRITING Chapter 25. Report Writing 695 Introduction to Psychological Report Writing 696 Sections of a Psychological Report 701 Principles of Report Writing 709 Concluding Comment on Report Writing 727 Thinking Through the Issues 727 Summary 731 Key Terms, Concepts, and Names 732 Study Questions 732 - References 733 Name Index 781
Subject Index 795
- Table A-1. Background Questionnaire 1 Table A-2. Personal Data Questionnaire 11 Table A-3. School Referral Questionnaire 17
Appendix B. Semistructured Interviews Table B-1. Semistructured Interview Questions for a Child or Adolescent of School Age 20 Table B-2. Semistructured Interview Questions for an Older Child or Adolescent in a Mental Status Evaluation 25 Table B-3. Semistructured Interview Questions for an Older Child or Adolescent with Depression 26 Table B-4. Semistructured Interview Questions for an Older Child or Adolescent Who May Be Suicidal 28 Table B-5. Semistructured Interview Questions for an Adolescent or Older Child Being Screened for Alcohol Abuse or Dependence 30 Table B-6. Semistructured Interview Questions for an Adolescent or Older Child with a Drug Abuse Problem 32 Table B-7. Semistructured Interview Questions for a Child or Adolescent with a Learning Disability 35 Table B-8. Semistructured Interview Questions for an Older Child or Adolescent with Traumatic Brain Injury 38 Table B-9. Semistructured Interview Questions for a Parent of a Child Who May Have a Psychological or Educational Problem or Disorder 40 Table B-10. Semistructured Interview Questions to Obtain a Detailed Developmental History from a Mother Covering Her Child’s Early Years and to Evaluate Parenting Skills 44 Table B-11. Semistructured Interview Questions for a Parent Regarding a Brief Screening of Her or His Preschool-Age Child 56 Table B-12. Semistructured Interview Questions for a Parent Regarding How Her or His Preschool-Age or Elementary School-Age Child Spends a Typical Day 57 Table B-13. Semistructured Interview Questions for a Parent of a Child Who May Have an Autism Spectrum Disorder 60 Table B-14. Semistructured Interview Questions for a Family 66 Table B-15. Semistructured Interview Questions for a Teacher of a Child Referred for School Difficulties 67 Table B-16. Semistructured Interview Questions for a Student About Bullying at School 71 Table B-17. Semistructured Interview Questions for a Victim of Bullying 72 Table B-18. Semistructured Interview Questions for a Student Who Has Witnessed Bullying 73 Table B-19. Semistructured Interview Questions for a Student Who Has Bullied Another Student 74 Table B-20. Asking the Right Questions About a School’s Anti-Bullying Policies 75 Table B-21. Semistructured Interview Questions for a Student Who May Pose a Threat 76
Appendix C. Observation Forms Table C-1. Classroom Observation Checklist 78 Table C-2. Observation Checklist for Rating a Child in a Classroom 80 Table C-3. Observation Protocol Combining Interval and Event Recording 82 Table C-4. Interval Recording Form 83 Table C-5. Classroom Observation Code: A Modification of the Stony Brook Code 84 Table C-6. Playground Observer Impression Form 91 Table C-7. Abbreviated Coding System for Observing Children's Play 92 Table C-8. Social Competence Observation Schedule 93 Table C-9. Preschool Children's Social, Behavioral, and Motor Competence Checklist 95
Appendix D. Self-Monitoring Forms Table D-1. Self-Monitoring Form for Recording Stressful Situations 97 Table D-2. Self-Monitoring Form for Recording Daily Exercise 98 Table D-3. Self-Monitoring Form for Recording Attention 98 Table D-4. Student Diary Form for Describing a Target Behavior 99 Table D-5. Self-Monitoring Form for Recording Target Behavior 100 Table D-6. Self-Monitoring Form for Recording Intensity of Reaction 100 Table D-7. Self-Monitoring Form for Recording Homework Assignments 101 Table D-8. Self-Monitoring Form for Younger Children for Recording Behavior in Two Categories 102 Table D-9. Self-Monitoring Form for Younger Children for Recording Behavior in Five Categories 103
Appendix E. DSM-5 Disorders That May Be Evident in Childhood and Early Adulthood 104
Appendix F. Functional Behavioral Assessment Table F-1. Functional Behavioral Assessment Recording Form 113 Table F-2. Functional Behavioral Assessment Brief Recording Form 116 Table F-3. Checklist of Possible Antecedent Events, Behaviors, and Consequent Events 117
Appendix G. Attention Deficit/Hyperactivity Disorder Table G-1. Structured Observation of Academic and Play Settings (SOAPS) 119 Table G-2. ADHD Questionnaire 124 Table G-3. DSM-5 Checklist for Attention-Deficit/Hyperactivity Disorder 125
Appendix H. Specific Learning Disabilities Table H-1. Informal Tests of Word Prediction Abilities 127 Table H-2. Strip Initial Consonant Task 130 Table H-3. Phonological Memory Test 131 Table H-4. Phonological Oddity Task 132 Table H-5. List of Regular Words, Irregular Words, and Nonsense Words 134 Table H-6. Auditory Analysis Test 135 Table H-7. Yopp-Singer Test of Phoneme Segmentation 136 Table H-8. Informal Writing Inventory 137 Table H-9. Diagnostic Spelling Test 139 Table H-10. Elements Tested in the Diagnostic Spelling Test 140 Table H-11. Informal Assessment of Arithmetic 141 Table H-12. Stories for Meaningful Memory Recall 142 Table H-13. Questions to Help You Learn About a Child's Attitude Toward Reading and Writing 143 Table H-14. Sentence Completion Technique for Children Who May Have Learning Problems 145 Table H-15. Reading Study Skills Questionnaire 147 Table H-16. Self-Evaluation of Note-Taking Ability 148 Table H-17. Self-Monitoring Procedure to Improve Reading Comprehension 149 Table H-18. Checklist of Problems Associated with Learning Disabilities 151
Appendix I. Giftedness Table I-1. Teacher and Parent Recommendation Form for Children Who Are Gifted and Talented 152 Table I-2. Parent and Teacher Recommendation Form for Preschool Children Who Are Gifted and Talented 153 Table I-3. Checklist for Identifying Children Who Are Creative 154
Appendix J. Autism Spectrum Disorder Table J-1. Observation Form for Recording Behaviors That May Reflect Autism Spectrum Disorder and Positive Behaviors 155 Table J-2. Modified Checklist for Autism Disorder in Toddlers (M-CHAT) 157 Table J-3. Autism Spectrum Disorder Questionnaire for Parents 158 Table J-4. Checklist of Possible Signs of an Autism Spectrum Disorder 160 Table J-5. DSM-5 Checklist for Autism Spectrum Disorder 161
Appendix K. Instructional and Behavioral Support Strategies for Parents and Teachers Handout K-1. Handout for Parents: Guidelines for Working with Children with Special Needs 162 Handout K-2. Handout for Parents: Strategies for Preventing and Dealing with Bullying, Cyberbullying, and Other Internet Issues 177 Handout K-3. Handout for Teachers: Instructional and Behavioral Support Strategies for Students with Special Needs 185 Handout K-4. Handout for Teachers: Strategies for Preventing and Dealing with Bullying, Cyberbullying, and Other Internet Issues 210
Appendix L. Miscellaneous Tables Table L-1. Interview Techniques Checklist 218 Table L-2. Checklist for an Interviewee's Evaluation of an Interviewer 220 Table L-3. Checklist of Risk Factors for Child Maltreatment 221 Table L-4. Child Risk Factors Checklist 223 Table L-5. Child Protective Factors Checklist 224 Table L-6. Checklist of Risk Factors for Child or Adolescent Suicide 225 Table L-7. Indicators of Psychological or Physical Difficulties 226 Table L-8. Explanation of Indicators of Psychological or Physical Difficulties from Table L-7 228 Table L-9. Acculturative Stress Inventory for Children 232 Table L-10. Student Oral Language Observation Matrix (SOLOM) 233 Table L-11. Sentence-Completion Technique 234 Table L-12. Positive Reinforcement Sentence Completion 235 Table L-13. Informal Checklist of Adaptive Behavior 236 Table L-14. Checklist of Symptoms Associated with Brain Injury 237 Table L-15. Adolescent Brain Injury Symptom Checklist 238 Table L-16. Worksheet for Writing a Neuropsychological Report for a Child of School Age 239 Table L-17. Checklist for Accuracy and Completeness of an Assessment Report 241 Table L-18. Executive Functions Checklist 242 Table L-19. Checklist of Risk Factors for Potential Violence 243 Table L-20. Ten-Item Personality Inventory (TIPI) 245
Appendix M. Executive Functions Primary Executive Functions 247Three Models of Executive Functions 247 Developmental Aspects of Executive Functions 249 Intelligence, Achievement, and Executive Functions 250 How Executive Functions Are Compromised 250 Assessment of Executive Functions 251 Improving Deficits in Executive Functions 259 Thinking Through the Issues 260 Summary 260 Key Terms, Concepts, and Names 261 Study Questions 262
Appendix N. Bullying and Cyberbullying Characteristics of Bullying 265 Characteristics of Cyberbullying 266 Characteristics of Bullies 267Characteristics of Victims 268 Dimensions of Bullying 270 Incidence of Bullying 270
Bystander Reluctance to Report Bullying 271
Correlates of Bullying 271
Consultation 272 Laws to Prevent Bullying 277 The Role of the Court in Cases Involving Bullying and Cyberbullying 277 Concluding Comment 278 Thinking Through The Issues 278 Summary 278 Key Terms, Concepts, and Names 282 Study Questions 282
Appendix O. Challenges of Being an Expert Witness Frye Standard and Daubert Standard 284 Standards of Proof 285 Reasonable Certainty of Opinion 285 Testifying as an Expert Witness 285 Effectiveness as an Expert Witness 298 Concluding Comment 298 Thinking Through the Issues 298 Summary 298 Key Terms, Concepts, and Names 300 Study Questions 300
Glossaries Glossary of Abbreviations and Acronyms 301Glossary of Legal Terms and Concepts 304Glossary of Measurement Terms 313
References 319 Name Index 329 Subject Index 333
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