This cutting-edge volume offers a complete primer on conducting problem-solving based assessments in school or clinical settings. Presented are an effective framework and up-to-date tools for identifying and remediating the many environmental factors that may contribute to a student's academic, emotional, or behavioral difficulties, and for improving all children's educational outcomes. Concise, consistently formatted chapters from leading researchers describe problem-solving based applications of such core assessment methods as interviews, observations, rating scales, curriculum-based measurement, functional behavioral assessment, and published tests. Including helpful case examples to demonstrate each method in action, the volume also offers invaluable tips on collaborating with teachers and school administrators, writing solution-focused psychoeducational reports, and evaluating the effectiveness of interventions. This book is divided into five parts. Part I, Introduction, includes the following chapters: (1) Introduction to Problem-Solving Assessment (Rachel Brown-Chidsey); and (2) Problem-Solving Assessment (Stanley L. Deno). Part II, Defining Problems Children Experience in Schools, contains the next chapters in the book: (3) Ecological Variables in School-Based Assessment and Intervention Planning (Susan M. Sheridan and Meriliee McCurdy); (4) The Role of Teacher Perspectives in Diagnostic and Program Evaluation Decision Making (Tanya L. Eckert and Lauren A. Arbolino); (5) Population-Based Strategies for Identifying Schoolwide Problems (Beth Doll and Mary Kelly Haack); and (6) Physiological Factors in Students' School Success (George W. Brown and Carolyn V. Brown). Part III, Assessing School-Related Problems and Situations, includes chapters: (7) Functional Behavioral Assessment: The Cornerstone of Effective Problem Solving (Mark W. Steege and Rachel Brown-Chidsey); (8) Using Interviews to Understand Different Perspectives in School-Related Problems (Peg Dawson); (9) Conducting Systematic Direct Classroom Observations to Define School-Related Problems (Edward S. Shapiro and Nathan H. Clemens); (10) Rating Scale Applications within the Problem-Solving Model (R. T. Busse); (11) Identifying and Validating Academic Problems in a Problem-Solving Model (Mark R. Shinn); and (12) The Role of Published Norm-Referenced Tests in Problem-Solving- Based Assessment (Rachel Brown Chidsey). Part IV, Identifying Solutions for School Problems, includes: (13) Solution-Focused Psychoeducational Reports (Rachel Brown-Chidsey and Mark W. Steege); (14) The Administrative Role in Transforming Schools to Support Problem-Solving-Based Assessment (Mary Lynn Boscardin); and (15) Treatment Integrity Assessment within a Problem-Solving Model (Lisa Hagermoser Sanetti and Thomas R. Kratochwill). Finally, the final part of the book, Implementing and Monitoring Solutions, presents the concluding chapters: (16) Evaluating Intervention Outcomes (Craig A. Albers, Stephen N. Elliott, Ryan J. Kettler, and Andrew T. Roach); and (17) Student Success Stories (Mary Jean O'Reilly and Kevin Tobin).