Practical Handbook of School Psychology Effective Practices for the 21st Century

ISBN-10: 1462507778
ISBN-13: 9781462507771
Edition: 2010
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Description: Bringing together leading authorities, this concise, state-of-the-science Handbookdelves into all aspects of problem solving-based school psychology practice. Thirty-four focused chapters present data-based methods for assessment, analysis,  More...

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Book details

List price: $50.00
Copyright year: 2010
Publisher: Guilford Publications
Publication date: 7/20/2012
Binding: Paperback
Pages: 626
Size: 6.75" wide x 9.75" long x 1.50" tall
Weight: 2.354
Language: English

Bringing together leading authorities, this concise, state-of-the-science Handbookdelves into all aspects of problem solving-based school psychology practice. Thirty-four focused chapters present data-based methods for assessment, analysis, intervention, and evaluation, with special attention given to working in a response-to-intervention framework. Tools and guidelines are provided for promoting success in key academic domains: reading, writing, and math. Social-emotional and behavioral skills are thoroughly addressed in chapters on self-management interventions, peer and family support, cognitive-behavioral interventions, medication use, and more. This accessible work is an invaluable reference for practitioners and an ideal resource for school psychology training programs.

Kenneth W. Merrell, PhD, is Professor and Director of the School Psychology Program at the University of Oregon, where he teaches courses in school psychology and leads the Oregon Resiliency Project. Earlier in his career he worked for 3 years full-time as a school psychologist, and he has worked as a consulting school psychologist in three states while working as a university educator. Dr. Merrell’s teaching and research interests are focused on social-emotional assessment and intervention for at-risk children and adolescents, as well as social-emotional learning in schools. He has a long list of publications, including five books and five nationally normed assessment instruments related to these areas. He is a Fellow in both the Division of School Psychology (Division 16) and the Society for Clinical Child and Adolescent Psychology (Division 53) of the American Psychological Association. Having previously served as an editorial board member or consulting editor for several professional and scientific journals, Dr. Merrell currently serves as an editorial board member for School Psychology Review, and is the series editor for The Guilford Practical Intervention in the Schools Series. Ruth A. Ervin, PhD, is Associate Professor of School Psychology and Special Education at the University of British Columbia, Vancouver, Canada. Her professional teaching and research interests lie within the domains of promoting systems-level change to address research-to-practice gaps in school settings; collaborative consultation with school personnel, parents, and other service providers for the prevention and treatment of emotional and/or behavioral disorders such as attention-deficit/hyperactivity disorder and oppositional defiant disorder via a data-driven, solution-oriented problem-solving approach; and linking assessment to intervention to promote academic performance and socially significant outcomes for school-age children. Emphasis in Dr. Ervin’s work has been placed on systems-level change and the merging of research and practice agendas to support school personnel in the timely provision of primary, secondary, and tertiary prevention efforts to address student needs. Gretchen A. Gimpel, PhD, is Associate Professor of Psychology at Utah State University, where she coordinates the National Association of School Psychologists-approved master’s degree program in school psychology and is on the program faculty of the combined (school/clinical/counseling) American Psychological Association-accredited PhD program. Dr. Gimpel is a licensed psychologist and certified school psychologist. She teaches core child therapy and behavioral assessment courses for psychology graduate students and is the faculty internship supervisor for school psychology students. Dr. Gimpel also coordinates child therapy services within the Psychology Department’s Community Clinic and supervises graduate students who provide services in this clinic. Her publications and professional presentations are in the area of child behavior problems and family issues as related to child behaviors. Dr. Gimpel currently serves on the editorial advisory boards of several school psychology-related journals.

The School Psychologist as a Problem Solver: Establishing a Foundation and a Vision
The School Psychologist as a Problem Solver in the 21st Century: Rationale and Role Definition
Choosing Targets for Assessment and Intervention: Improving Important Student Outcomes
Assessment and Analysis: Focus on Academic Outcomes
Analysis of Universal Academic Data to Plan, Implement, and Evaluate Schoolwide Improvement
Assessment of Cognitive Abilities and Cognitive Processes: Issues, Applications, and Fit within a Problem-solving Model: Focusing on Academic Achievement
Assessment of Academic Skills in Reading within a Problem-solving Model
Assessment of Academic Skills in Math within a Problem-solving Model
Assessment of Academic Skills in Written Expression within a Problem-solving Model
Selecting Academic Interventions for Individual Students
Assessment and Analysis: Focus on Social Emotional and Behavioral Outcomes
Schoolwide Analysis of Data for Social Behavior Problems: Assessing Outcomes, Selecting Targets for Intervention, and Identifying Need for Support
Assessing Disruptive Behavior within a Problem-solving Model
Assessing Internalizing Problems and Well-being
Using Functional Assessment to Select Behavioral Interventions
Implementing Prevention and Intervention Strategies
Guidelines for Evidence-based Practice in Selecting Interventions
Proactive Strategies for Promoting Learning
Proactive Strategies for Promoting Social Competence and Resilience
Evidence-based Reading Instruction: Developing and Implementing Reading Programs at the Core, Supplemental, and Intervention Levels
Evidence-based Math Instruction: Developing and Implementing Math Intervention Programs at the Core, Supplemental, and Intervention Levels
Evidence-based Written Language Instruction: Teaching Written Language Skills at the Core
Peer-mediated Intervention Strategies
Self-management Interventions
Interventions for Homework Problems
Teaching Functional Life Skills to Children with Developmental Disabilities: Acquisition, Generalization, and Maintenance
Parents and School Psychologists as Child Behavior Problem-solving Partners: Helpful Concepts and Applications
Parent Training: Working with Families to Develop and Implement Interventions
Problem-solving Skills Training: Theory and Practice in the School Setting
Cognitive-Behavioral Interventions for Depression and Anxiety
Strategies for Working with Severe Challenging and Violent Behavior
Psychopharmacological Interventions
Evaluating Interventions
Summarizing, Evaluating, and Drawing Inferences from Intervention Data
Empirical and Pragmatic Issues in Assessing and Supporting Intervention Implementation in Schools
Building Systems to Support the Problem-solving Model
Collaboration across Systems to Support Children and Families
The School Psychologist's Role in Assisting School Staff in Establishing Systems to Manage, Understand, and Use Data
Implementing the Problem-solving Model with Culturally and Linguistically Diverse Students
Making Problem-solving School Psychology Work in Schools

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