Handbook of Psychoeducational Assessment: Ability, Achievement, and Behavior in Children is composed of an introductory chapter followed by 15 chapters distributed across 4 sections. The challenge of creating this book was to present some of the most frequently used and most recently published empirically validated tests within the context of clinical practice, thereby addressing the realities of today's psychoeducational assessment environment while guiding the reader toward a consideration of emerging developments. When we first proposed this book to Academic Press, several of the tests we wanted to include were under revision. We felt it imperative to describe these new tests as much as possible, even as they were still moving toward final completion. We think our goals have been achieved because of the expertise and extensive experience that the authors bring to their respective chapters. All of the contributors either have authored or been actively involved in the construction of the assessment instruments highlighted in this book or have played key roles in the evolution of the theoretical and empirical foundations, as well as practice, of psychological testing. This combination of psychological knowledge, psychometric expertise, and clinical sensitivity is reflected throughout the chapters of this book. Thus, while all of the chapters focus on one or more tests, the intent is to go beyond a summary overview of the test or a technical review of the research literature. It is here that the authors also share their rich insights and knowledge, which certainly contributes to our understanding of why these tests have become so important in the psychological and educational assessment of children and youth. AI~though the critical importance of other methods (e.g., observation, interviews) is recognized, there is little disagreement that psychologists make ex-
tensive use of tests in the assessment process.