Scott L. Graves, Jr., PhD, is an associate professor in the Department of Counseling, Psychology and Special Education at Duquesne University. He earned his doctorate in educational psychology from the University of Kentucky in 2006. His interests can be broadly categorized as understanding protective factors that lead to appropriate development in early childhood. His research agenda is focused on identifying strengths in African American children that lead to positive social-emotional and academic outcomes. Dr. Graves has published widely in these areas. Currently, he is an elected member of the APA Committee on Ethnic Minority Affairs. Jamilia J. Blake, PhD, LSSP, is a licensed psychologist and associate professor at Texas A&M University in the school psychology program. She earned her doctoral degree from the University of Georgia in educational psychology. Dr. Blake's research examines the developmental trajectory of peer-directed aggression, bullying, and victimization in socially marginalized youth; and racial disparities in school discipline. She has published studies examining the social and psychological consequences of aggression for African American girls and the degree to which parental beliefs about aggression differentially influence African American and European American girls' use of aggression. She teaches courses in emotional and behavioral assessment, child therapy, consultation, educational disparities, and multicultural counseling.
Inhaltsangabe
Contributors Series Foreword David Shriberg Introduction Scott L. Graves, Jr., and Jamilia J. Blake Part I: Historical Context and Current Issues Related to the Assessment of Ethnic Minority Children Chapter 1: History of Psychological Assessment and Intervention With Minority Populations Scott L. Graves, Jr., and Candice Aston Chapter 2: Theoretical Frameworks of Ethnic Minority Youth Achievement Jamilia J. Blake, Leann V. Smith, and Alicia D. Knight Chapter 3: 2014 Standards for Educational and Psychological Testing: Implications for Ethnic Minority Youth Frank C. Worrell and Cyrell C. B. Roberson Part II: Assessment of Ethnic Minority Students Chapter 4: Intellectual Assessment of Ethnic Minority Children Scott L. Graves, Jr., and Kayla Nichols Chapter 5: Academic Assessment of Diverse Students Leah M. Nellis and Alyce M. Hopple Chapter 6: Social–Emotional and Behavioral Assessment Jamilia J. Blake, Rebecca R. Winters, and Laura B. Frame Chapter 7: Early Childhood Assessment for Diverse Learners Kara E. McGoey, Allison McCobin, and Lindsey G. Venesky Chapter 8: Neuropsychological Assessment of Ethnic Minority Children April D. Thames, Ahoo Karimian, and Alexander J. Steiner Part III: Promising Practices in Intervention for Ethnic Minority Students Chapter 9: Assessment-Based Intervention Frameworks: An Example of a Tier 1 Reading Intervention in an Urban School Matthew K. Burns, Sandra M. Pulles, Lori Helman, and Jennifer McComas Chapter 10: Manualized School-Based Social–Emotional Curricula for Ethnic Minority Populations Sara M. Castro-Olivo, Kristine Cramer, and Nicole M. Garcia Chapter 11: Consultation-Based Intervention Services for Racial Minority Students Markeda Newell Chapter 12: Implementing Community-Based Research and Prevention Programs to Decrease Health Disparities Tiffany G. Townsend and Stephanie Hargrove Chapter 13: Increasing Academic Performance of Ethnically Diverse Learners Through Single-Subject Research Laurice M. Joseph Chapter 14: Improving Service Delivery to Ethnic and Racial Minority Students Through Multicultural Program Training Sherrie L. Proctor and Chamane Simpson Index About the Editors
Contributors Series Foreword David Shriberg Introduction Scott L. Graves, Jr., and Jamilia J. Blake Part I: Historical Context and Current Issues Related to the Assessment of Ethnic Minority Children Chapter 1: History of Psychological Assessment and Intervention With Minority Populations Scott L. Graves, Jr., and Candice Aston Chapter 2: Theoretical Frameworks of Ethnic Minority Youth Achievement Jamilia J. Blake, Leann V. Smith, and Alicia D. Knight Chapter 3: 2014 Standards for Educational and Psychological Testing: Implications for Ethnic Minority Youth Frank C. Worrell and Cyrell C. B. Roberson Part II: Assessment of Ethnic Minority Students Chapter 4: Intellectual Assessment of Ethnic Minority Children Scott L. Graves, Jr., and Kayla Nichols Chapter 5: Academic Assessment of Diverse Students Leah M. Nellis and Alyce M. Hopple Chapter 6: Social–Emotional and Behavioral Assessment Jamilia J. Blake, Rebecca R. Winters, and Laura B. Frame Chapter 7: Early Childhood Assessment for Diverse Learners Kara E. McGoey, Allison McCobin, and Lindsey G. Venesky Chapter 8: Neuropsychological Assessment of Ethnic Minority Children April D. Thames, Ahoo Karimian, and Alexander J. Steiner Part III: Promising Practices in Intervention for Ethnic Minority Students Chapter 9: Assessment-Based Intervention Frameworks: An Example of a Tier 1 Reading Intervention in an Urban School Matthew K. Burns, Sandra M. Pulles, Lori Helman, and Jennifer McComas Chapter 10: Manualized School-Based Social–Emotional Curricula for Ethnic Minority Populations Sara M. Castro-Olivo, Kristine Cramer, and Nicole M. Garcia Chapter 11: Consultation-Based Intervention Services for Racial Minority Students Markeda Newell Chapter 12: Implementing Community-Based Research and Prevention Programs to Decrease Health Disparities Tiffany G. Townsend and Stephanie Hargrove Chapter 13: Increasing Academic Performance of Ethnically Diverse Learners Through Single-Subject Research Laurice M. Joseph Chapter 14: Improving Service Delivery to Ethnic and Racial Minority Students Through Multicultural Program Training Sherrie L. Proctor and Chamane Simpson Index About the Editors
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