The author was favorably impressed with the breadth, scope, and quality of the articles in this issue that dealt with the various aspects and correlates of social behavioral functioning as well as assessment and intervention considerations. Each of these articles dealt with a unique aspect of social behavioral functioning in children and youth and…

This special series focused on treatment integrity in the child mental health and education field is timely. The articles do a laudable job of reviewing (a) the current status of treatment integrity research and measurement, (b) existing conceptual models of treatment integrity, and (c) the limitations of prior research. Overall, this thoughtful…

Describes significant gains that have been made over past decade in development of measures for assessment of depression in children and adolescents. Summarizes results of control-group psychological treatment studies that suggest that psychotherapeutic interventions with moderately depressed children and adolescents are effective. (Author/NB)

Describes recent advances in assessment and treatment of anxiety disorders in children and adolescents. Presents findings of descriptive studies of childhood anxiety disorders, types of assessment approaches used to evaluate anxiety, treatment strategies that have been applied to anxiety problems, and correlates of anxiety in childhood. Discusses…

A meta-analysis examining effects of school-based interventions for children and adolescents with attention-deficit hyperactivity disorder (ADHD) was undertaken with 63 outcome studies. Gives separate analysis for studies employing between-subject, within-subject, and single-subject experimental designs. Reports positive and significant overall…

Childhood, in our culture, does not preclude exposure to trauma. Sexual abuse, physical abuse, natural disaster, urban violence, school violence, and terrorism result in significant numbers of children with posttraumatic stress disorder (PTSD) symptomatology. Many factors contribute to symptomatic expression, with some children showing few effects…

A defense of the articles published in the September 1981 issue of "School Psychology Review" is provided. Concerns raised regarding the integration and application of neuropsychological knowledge in the school environment are addressed. Readers are urged to reevaluate their concepts regarding the learning problem child. (Author/AL)

Responds to previous article by McConaughy by discussing key issues and assumptions which underlie use of behavior rating scales for assessing children's emotional problems. Advances three arguments supporting use of structured informant reports in social-emotional assessment: informant reports initiate intervention efforts; reliable instruments…

Responds to previous article by McConaughy on use of behavior rating scales to assess children's behavioral and emotional problems. Analyzes advances in syndromal assessment described by McConaughy with respect to two related themes: what can be said with confidence and what can be said that might be helpful. (Author/NB)

Author of article (this issue) describing research program to advance assessment of children's behavioral and emotional problems; presenting conceptual framework for multiaxial empirically based assessment; and summarizing research efforts to develop cross-informant scales for scoring parent, teacher, and self-reports responds to commentaries on…

It is proposed that the identification and description of students with communication problems requires assessments in four domains: (1) linguistic ability; (2) cognitive ability; (3) social skill; and (4) pragmatic competence. Evidence from research on individuals with mental retardation and other developmental disorders is presented. (SLD)

The role of the school psychologist in assessing communication skills of students with severe disabilities is explored, and the psychologist's role as educational team leader in interventions is discussed. A contextual assessment procedure is recommended for its practical value to direct service providers. (SLD)

The other articles in the September 1981 issue of "School Psychology Review" are discussed and criticized. Distinction between the general strategy of neuropsychology and other conceptualizations used by school psychologists is made. A discussion on whether the neuropsychological conceptualization makes a unique contribution to school…