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\"Thousands of practitioners using prior versions of DSM have relied on this key resource to optimize their diagnostic practices in PreK-12 settings. Now significantly revised for DSM-5, the book cuts through the overwhelming length and complexity of the diagnostic manual by focusing thematically on the most common child and adolescent concerns. Tips are provided for diagnostic decision making and coding, and technical terms are demystified. Emphasis is given to using diagnosis as a foundation for effective intervention. The book highlights links to special education eligibility under IDEA and discusses ethical and professional issues in school-based assessment. New to This Edition *Revised throughout for DSM-5. *Restructured chapters on learning, communication, and motor problems; mood problems; anxiety problems; conduct problems; and impulse-control problems. *Updated content on IDEA 2004. *DSM-IV-TR Notes encapsulating changes to each set of diagnostic criteria. *Author Commentary sidebars sharing clinical insights and experiences\"-- Provided by publisher.

Regulation is one of the central aspects of daily life. Researchers have examined various components of regulatory processes, but much is still unknown about these processes. The present study uses a social exchange situation as a vehicle for studying individual and situational differences in emotion regulation. More specifically, we examined Agreeableness, the motive to maintain smooth interpersonal relations, and the presence of a parent as predictors of emotional displays. Based on the Mistaken Gift paradigm (Saarni, 1984; Cole, 1986), child participants (n = 117) received a desirable gift after performing a book-rating task. This first exchange created the expectation in child participants that the receipt of a desirable gift would follow future help in the book-rating task. After completing the second book-rating task, however, child participants received an undesirable gift and their reactions to these gifts were captured on videotape for later observational coding. Observational coders rated each child's emotional responding on ten items using five-point Likert-type scales. After assessing the reliability of observational coding, these ten emotional responding items were reduced further to two factors, negative and positive affect. Regression analyses indicated that Agreeableness was a significant predictor of negative affect displays following the receipt of undesirable gifts. Children high in Agreeableness displayed less negative affect than did children low in Agreeableness. Agreeableness also demonstrated a curvilinear interaction with parent condition, such that children high in Agreeableness showed the least negative emotion in the absence of a parent. When in the presence of a parent, children high in Agreeableness showed as much negative affect as their peers. The parent condition was most pronounced in children whose Agreeableness scores fell in the middle range on the continuum. Parental presence and sex also predicted positive affect such that girls displayed more positive affect than did boys. These and other results are discussed in terms of the five-factor structural approach to personality and links to emotional self-regulation. Applications and future directions of this research also are discussed.