Practical handbook of school psychology: effective practices for the 21st century
Gespeichert in:
| Format: | Buch |
|---|---|
| Sprache: | English |
| Veröffentlicht: |
New York [u.a.]
Guilford Press
2010
|
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis Klappentext |
| Beschreibung: | XIII, 626 S. graph. Darst. |
| ISBN: | 9781593856977 |
Internformat
MARC
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Datensatz im Suchindex
| _version_ | 1804140657970774016 |
|---|---|
| adam_text | Contents
PART I. THE SCHOOL PSYCHOLOGIST AS A PROBLEM SOLVER:
ESTABLISHING A FOUNDATION AND A VISION
1.
The School Psychologist as a Problem Solver in the 21st Century:
3
Rationale and Role Definition
Ruth
A. Ervin,
Gretchen
Gimpel
Peacock, and Kenneth W. Merrell
2.
Choosing Targets for Assessment and Intervention:
13
Improving Important Student Outcomes
Renee O. Hawkins, David W. Barnett, Julie Q. Morrison, andShobana Musti-Rao
PART II. ASSESSMENT AND ANALYSIS: FOCUS ON ACADEMIC OUTCOMES
3.
Analysis of Universal Academic Data to Plan, Implement, and Evaluate
33
Schoolwide Improvement
Amanda M. VanDerHeyden
4.
Assessment of Cognitive Abilities and Cognitive Processes: Issues, Applications,
48
and Fit within a Problem-Solving Model
Randy G. Floyd
5.
Assessment of Academic Skills in Reading within a Problem-Solving Model
67
Amanda
M. Marcotte
and John M. Hintze
6.
Assessment of Academic Skills in Math within a Problem-Solving Model
86
Matthew K. Burns and David A.
Klingbeil
7.
Assessment of Skills in Written Expression within a Problem-Solving Model
99
Kristin A. Gansle and George H. Noell
8.
Selecting Academic Interventions for Individual Students
115
Edward}. Daly
III, Kristi
L.
Hofstadter,
Rebecca S. Martinez, and Melissa Andersen
PART ill. ASSESSMENT AND ANALYSIS:
FOCUS ON SOCIAL-EMOTIONAL AND BEHAVIORAL OUTCOMES
9.
Schoolwide Analysis of Data for Social Behavior Problems: Assessing Outcomes,
135
Selecting Targets for Intervention, and Identifying Need for Support
Kent Mclntosh, Wendy M. Reinke, and Keith C. Herman
xi
xii
Contents
10.
Assessing Disruptive Behavior within a Problem-Solving Model
157
Brian K. Martens and Scott P. Ardoin
11.
Assessing Internalizing Problems and Well-Being
175
David
N.Miller
12.
Using Functional Assessment to Select Behavioral Interventions
192
Kevin M. Jones and
Katherine
F. Wickstrom
PART IV. IMPLEMENTING PREVENTION AND INTERVENTION STRATEGIES
13.
Guidelines for Evidence-Based Practice in Selecting Interventions
213
Karen
Callan
Stoiber
and Jennifer
L. DeSmet
14.
Proactive Strategies for Promoting Learning
235
Kenneth W. Howell and Joan Schumann
15.
Proactive Strategies for Promoting Social Competence and Resilience
254
Kenneth W. Merrell, Verity H. Levitt, and Barbara A. Gueldner
16.
Evidence-Based Reading Instruction: Developing and Implementing Reading
274
Programs at the Core, Supplemental, and Intervention Levels
Sylvia Ltnan-Thompson and Sharon Vaughn
17.
Evidence-Based Math Instruction: Developing and Implementing Math Programs
287
at the Core, Supplemental, and Intervention Levels
David J. Chard, LeanneR. Ketterlin-Geller, Kathleen
Jungjohann,
and Scott
К.
Baker
18.
Evidence-Based Written Language Instruction: Developing and Implementing
300
Written Language Programs at the Core, Supplemental, and Intervention Levels
Merilee McCurdy, Stephanie
Schmitz,
and Amanda
Albertson
19.
Peer-Mediated Intervention Strategies
319
Leslie MacKay, Theresa
Andreou,
and Ruth
A. Ervin
20.
Self-Management Interventions
337
Kathryn E.
Hoff
and Kristin D. Sawka-Miller
21.
Interventions for Homework Problems
353
Donna Gilbertson and Rebecca Sonnek
22.
Teaching Functional Life Skills to Children with Developmental Disabilities:
371
Acquisition, Generalization, and Maintenance
Ronnie Detrich and Thomas S. Higbee
23.
Parents and School Psychologists as Child Behavior Problem-Solving Partners:
390
Helpful Concepts and Applications
Patricke.
Friman,
Jennifer
L.
Volz, and Kimberly A. Haugen
24.
Parent Training: Working with Families to Develop and Implement Interventions
408
MarkD. Shriver and Keith D. Allen
25.
Problem-Solving Skills Training: Theory and Practice in the School Setting
422
Bryan Bushman and
Gretchen
Gimpel
Peacock
26.
Cognitive-Behavioral Interventions for Depression and Anxiety
440
Susan M. Swearer,
Jami
E.
Givens,
andLynaeJ. Frerichs
Contents xiii
27.
Strategies for Working with Severe Challenging and Violent Behavior
459
Lee Kern, Jaime L. Benson, and Nathan H. Clemens
28.
Psychopharmacological Interventions
475
George
].
DuPaul, Lisa L. Weyandt, and Genery D. Booster
PART V. EVALUATING INTERVENTIONS
29.
Summarizing, Evaluating, and Drawing Inferences from Intervention Data
497
Edward].
Daly III, David W. Barnett, Sara Kupzyk,
Kristi
L.
Hofstadter,
and Elizabeth Barkley
30.
Empirical and Pragmatic Issues in Assessing and Supporting
513
Intervention Implementation in Schools
George H. Noell
PART VI. BUILDING SYSTEMS TO SUPPORT THE PROBLEM-SOLVING MODEL
31.
Collaboration across Systems to Support Children and Families
531
SusanM. Sheridan, Katie L. Magee, Carrie A. Blevins, and Michelle
S. Swanger-Gagné
32.
The School Psychologist s Role in Assisting School Staff in Establishing Systems
548
to Manage, Understand, and Use Data
Elizabeth Schaughency, Brent Alsop, and Anna Dawson
33.
Implementing the Problem-Solving Model with Culturally and Linguistically
566
Diverse Students
Robert L. Rhodes
34.
Making Problem-Solving School Psychology Work in Schools
579
W. David Tilly III, Bradley
C. Niebling,
and
Aleda Rahn-Blakeslee
Author Index
597
Subject Index
613
Bringing together leading authorities, this state-of-
the-science handbook delves into all aspects of prob¬
lem solving-based school psychology practice. The
volume demonstrates what the problem-solving
model looks like and how to implement it to address
frequently encountered learning and behavior chal¬
lenges. Providing evidence-based tools and strategies
for real-world elementary and secondary settings,
this accessible work is an invaluable reference for
practitioners and an ideal resource for school
psychology training programs.
The Handbook presents applications for intervening
at multiple levels, from supporting individual stu¬
dents to problem solving witb groups, whole class¬
rooms, or an entire school. The book is organized
around four basic questions that encapsulate the
decision-making process of effective practitioners:
•
What is the problem?
•
Why is it occurring?
•
What can be done about it?
•
Did the intervention work?
Concise, focused chapters showcase data-based
methods for assessment, analysis, intervention, and
evaluation, with special attention to working in a
response-to-intervention framework. Clear-cut
procedures are described for improving learning
outcomes in key academic domains: reading, writ¬
ing, and math. Social-emotional and behavioral
skills are thoroughly discussed in chapters on
self-management interventions, peer and family
support, cognitive-behavioral interventions, med¬
ication use, promoting social competence and
resilience, and more. The volume also details
how practitioners can team successfully with
teachers, parents, and other intervention par¬
ticipants to develop collaborative solutions and
overcome obstacles.
Designed for optimal utility for day-to-day
clinical practice, this handbook belongs on the
desks of all school psychologists and counselors,
and will also be of interest to special educators
and child and adolescent clinical psychologists.
School psychology graduate students will find it
an outstanding text.
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| title | Practical handbook of school psychology effective practices for the 21st century |
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| title_short | Practical handbook of school psychology |
| title_sort | practical handbook of school psychology effective practices for the 21st century |
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