Practical Handbook of School Psychology
Effective Practices for the 21st Century
Herausgeber: Gimpel Peacock, Gretchen; Merrell, Kenneth W; Daly, Edward J; Ervin, Ruth A
Practical Handbook of School Psychology
Effective Practices for the 21st Century
Herausgeber: Gimpel Peacock, Gretchen; Merrell, Kenneth W; Daly, Edward J; Ervin, Ruth A
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Bringing together leading authorities, this state-of-the-science handbook delves 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,…mehr
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- Produktdetails
- Verlag: Guilford Publications
- Seitenzahl: 626
- Erscheinungstermin: 2. September 2009
- Englisch
- Abmessung: 262mm x 186mm x 41mm
- Gewicht: 1314g
- ISBN-13: 9781593856977
- ISBN-10: 1593856970
- Artikelnr.: 26506851
- Verlag: Guilford Publications
- Seitenzahl: 626
- Erscheinungstermin: 2. September 2009
- Englisch
- Abmessung: 262mm x 186mm x 41mm
- Gewicht: 1314g
- ISBN-13: 9781593856977
- ISBN-10: 1593856970
- Artikelnr.: 26506851
Ruth A. Ervin
Gretchen Gimpel Peacock
and Kenneth W. Merrell 2. Choosing Targets for Assessment and Intervention: Improving Important Student Outcomes
Renee O. Hawkins
David W. Barnett
Julie Q. Morrison
and Shobana Musti-Rao II. Assessment and Analysis: Focus on Academic Outcomes 3. Analysis of Universal Academic Data to Plan
Implement
and Evaluate Schoolwide Improvement
Amanda M. VanDerHeyden 4. Assessment of Cognitive Abilities and Cognitive Processes: Issues
Applications
and Fit within a Problem-Solving Model
Randy G. Floyd 5. Assessment of Academic Skills in Reading within a Problem-Solving Model
Amanda M. Marcotte and John M. Hintze 6. Assessment of Academic Skills in Math within a Problem-Solving Model
Matthew K. Burns and David A. Klingbeil 7. Assessment of Academic Skills in Written Expression within a Problem-Solving Model
Kristin A. Gansle and George H. Noell 8. Selecting Academic Interventions for Individual Students
Edward J. Daly III
Kristi L. Hofstadter
Rebecca S. Martinez
and Melissa Andersen III. Assessment and Analysis: Focus on Social Emotional and Behavioral Outcomes 9. Schoolwide Analysis of Data for Social Behavior Problems: Assessing Outcomes
Selecting Targets for Intervention
and Identifying Need for Support
Kent McIntosh
Wendy M. Reinke
and Keith C. Herman 10. Assessing Disruptive Behavior within a Problem-Solving Model
Brian K. Martens and Scott P. Ardoin 11. Assessing Internalizing Problems and Well-Being
David N. Miller 12. Using Functional Assessment to Select Behavioral Interventions
Kevin M. Jones and Katherine F. Wickstrom IV. Implementing Prevention and Intervention Strategies 13. Guidelines for Evidence-Based Practice in Selecting Interventions
Karen Callan Stoiber and Jennifer L. DeSmet 14. Proactive Strategies for Promoting Learning
Kenneth W. Howell and Joan Schumann 15. Proactive Strategies for Promoting Social Competence and Resilience
Kenneth W. Merrell
Verity H. Levitt
and Barbara A. Gueldner 16. Evidence-Based Reading Instruction: Developing and Implementing Reading Programs at the Core
Supplemental
and Intervention Levels
Sylvia Linan-Thompson and Sharon Vaughn 17. Evidence-Based Math Instruction: Developing and Implementing Math Intervention Programs at the Core
Supplemental
and Intervention Levels
David J. Chard
Leanne R. Ketterlin-Geller
Kathleen Jungjohann
and Scott K. Baker 18. Evidence-Based Written Language Instruction: Teaching Written Language Skills at the Core
Merilee McCurdy
Stephanie Schmitz
and Amanda Albertson 19. Peer-Mediated Intervention Strategies
Leslie MacKay
Theresa Andreou
and Ruth A. Ervin 20. Self-Management Interventions
Kathryn E. Hoff and Kristin D. Sawka-Miller 21. Interventions for Homework Problems
Donna Gilbertson and Rebecca Sonnek 22. Teaching Functional Life Skills to Children with Developmental Disabilities: Acquisition
Generalization
and Maintenance
Ronnie Detrich and Thomas S. Higbee 23. Parents and School Psychologists as Child Behavior Problem-Solving Partners: Helpful Concepts and Applications
Patrick C. Friman
Jennifer L. Volz
and Kimberly A. Haugen 24. Parent Training: Working with Families to Develop and Implement Interventions
Mark D. Shriver and Keith D. Allen 25. Problem-Solving Skills Training: Theory and Practice in the School Setting
Bryan Bushman and Gretchen Gimpel Peacock 26. Cognitive-Behavioral Interventions for Depression and Anxiety
Susan M. Swearer
Jami E. Givens
and Lynae J. Frerichs 27. Strategies for Working with Severe Challenging and Violent Behavior
Lee Kern
Jaime L. Benson
and Nathan H. Clemens 28. Psychopharmacological Interventions
George J. DuPaul
Lisa L. Weyandt
and Genery D. Booster V. Evaluating Interventions 29. Summarizing
Evaluating
and Drawing Inferences from Intervention Data
Edward J. Daly III
David W. Barnett
Sara Kupzyk
Kristi Hofstadter
and Elizabeth Barkley 30. Empirical and Pragmatic Issues in Assessing and Supporting Intervention Implementation in Schools
George H. Noell VI. Building Systems to Support the Problem-Solving Model 31. Collaboration across Systems to Support Children and Families
Susan M. 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 to Manage
Understand
and Use Data
Elizabeth Schaughency
Brent Alsop
and Anna Dawson 33. Implementing the Problem-Solving Model with Culturally and Linguistically Diverse Students
Robert L. Rhodes 34. Making Problem-Solving School Psychology Work in Schools
W. David Tilly III
Bradley C. Niebling
and Alecia Rahn-Blakeslee
Ruth A. Ervin
Gretchen Gimpel Peacock
and Kenneth W. Merrell 2. Choosing Targets for Assessment and Intervention: Improving Important Student Outcomes
Renee O. Hawkins
David W. Barnett
Julie Q. Morrison
and Shobana Musti-Rao II. Assessment and Analysis: Focus on Academic Outcomes 3. Analysis of Universal Academic Data to Plan
Implement
and Evaluate Schoolwide Improvement
Amanda M. VanDerHeyden 4. Assessment of Cognitive Abilities and Cognitive Processes: Issues
Applications
and Fit within a Problem-Solving Model
Randy G. Floyd 5. Assessment of Academic Skills in Reading within a Problem-Solving Model
Amanda M. Marcotte and John M. Hintze 6. Assessment of Academic Skills in Math within a Problem-Solving Model
Matthew K. Burns and David A. Klingbeil 7. Assessment of Academic Skills in Written Expression within a Problem-Solving Model
Kristin A. Gansle and George H. Noell 8. Selecting Academic Interventions for Individual Students
Edward J. Daly III
Kristi L. Hofstadter
Rebecca S. Martinez
and Melissa Andersen III. Assessment and Analysis: Focus on Social Emotional and Behavioral Outcomes 9. Schoolwide Analysis of Data for Social Behavior Problems: Assessing Outcomes
Selecting Targets for Intervention
and Identifying Need for Support
Kent McIntosh
Wendy M. Reinke
and Keith C. Herman 10. Assessing Disruptive Behavior within a Problem-Solving Model
Brian K. Martens and Scott P. Ardoin 11. Assessing Internalizing Problems and Well-Being
David N. Miller 12. Using Functional Assessment to Select Behavioral Interventions
Kevin M. Jones and Katherine F. Wickstrom IV. Implementing Prevention and Intervention Strategies 13. Guidelines for Evidence-Based Practice in Selecting Interventions
Karen Callan Stoiber and Jennifer L. DeSmet 14. Proactive Strategies for Promoting Learning
Kenneth W. Howell and Joan Schumann 15. Proactive Strategies for Promoting Social Competence and Resilience
Kenneth W. Merrell
Verity H. Levitt
and Barbara A. Gueldner 16. Evidence-Based Reading Instruction: Developing and Implementing Reading Programs at the Core
Supplemental
and Intervention Levels
Sylvia Linan-Thompson and Sharon Vaughn 17. Evidence-Based Math Instruction: Developing and Implementing Math Intervention Programs at the Core
Supplemental
and Intervention Levels
David J. Chard
Leanne R. Ketterlin-Geller
Kathleen Jungjohann
and Scott K. Baker 18. Evidence-Based Written Language Instruction: Teaching Written Language Skills at the Core
Merilee McCurdy
Stephanie Schmitz
and Amanda Albertson 19. Peer-Mediated Intervention Strategies
Leslie MacKay
Theresa Andreou
and Ruth A. Ervin 20. Self-Management Interventions
Kathryn E. Hoff and Kristin D. Sawka-Miller 21. Interventions for Homework Problems
Donna Gilbertson and Rebecca Sonnek 22. Teaching Functional Life Skills to Children with Developmental Disabilities: Acquisition
Generalization
and Maintenance
Ronnie Detrich and Thomas S. Higbee 23. Parents and School Psychologists as Child Behavior Problem-Solving Partners: Helpful Concepts and Applications
Patrick C. Friman
Jennifer L. Volz
and Kimberly A. Haugen 24. Parent Training: Working with Families to Develop and Implement Interventions
Mark D. Shriver and Keith D. Allen 25. Problem-Solving Skills Training: Theory and Practice in the School Setting
Bryan Bushman and Gretchen Gimpel Peacock 26. Cognitive-Behavioral Interventions for Depression and Anxiety
Susan M. Swearer
Jami E. Givens
and Lynae J. Frerichs 27. Strategies for Working with Severe Challenging and Violent Behavior
Lee Kern
Jaime L. Benson
and Nathan H. Clemens 28. Psychopharmacological Interventions
George J. DuPaul
Lisa L. Weyandt
and Genery D. Booster V. Evaluating Interventions 29. Summarizing
Evaluating
and Drawing Inferences from Intervention Data
Edward J. Daly III
David W. Barnett
Sara Kupzyk
Kristi Hofstadter
and Elizabeth Barkley 30. Empirical and Pragmatic Issues in Assessing and Supporting Intervention Implementation in Schools
George H. Noell VI. Building Systems to Support the Problem-Solving Model 31. Collaboration across Systems to Support Children and Families
Susan M. 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 to Manage
Understand
and Use Data
Elizabeth Schaughency
Brent Alsop
and Anna Dawson 33. Implementing the Problem-Solving Model with Culturally and Linguistically Diverse Students
Robert L. Rhodes 34. Making Problem-Solving School Psychology Work in Schools
W. David Tilly III
Bradley C. Niebling
and Alecia Rahn-Blakeslee