ERIC Number: ED535758
Record Type: Non-Journal
Publication Date: 2009-Sep
Reference Count: 0
Practical Handbook of School Psychology: Effective Practices for the 21st Century
Peacock, Gretchen Gimpel, Ed.; Ervin, Ruth A., Ed.; Daly, Edward J., III, Ed.; Merrell, Kenneth W., Ed.
This authoritative guide addresses all aspects of school psychology practice in a response-to-intervention (RTI) framework. Thirty-four focused chapters present effective methods for problem-solving-based assessment, instruction, and intervention. Specific guidelines are provided for promoting success in core academic domains--reading, writing, and math--and supporting students' positive behavior and social-emotional functioning. The book also describes ways to team with teachers and parents to develop collaborative solutions and overcome obstacles. Grounded in research, this is an indispensable resource for daily practice and an invaluable text for school psychology training programs. This book contains five parts. Part I, The School Psychologist As a Problem Solver: Establishing a Foundation and a Vision, contains: (1) The School Psychologist as a Problem Solver in the 21st Century: Rationale and Role Definition (Ruth A. Ervin, Gretchen Gimpel Peacock, and Kenneth W. Merrell); and (2) Choosing Targets for Assessment and Intervention: Improving Important Student Outcomes (Renee O. Hawkins, David W. Barnett, Julie Q. Morrison, and Shobana Musti-Rao). Part II, Assessment and Analysis: Focus On Academic Outcomes, contains: (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); and (8) Selecting Academic Interventions for Individual Students (Edward J. Daly III, Kristi L. Hofstadter, Rebecca S. Martinez, and Melissa Andersen). Part III, Assessment and Analysis: Focus On Social Emotional and Behavioral Outcomes, contains: (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); and (12) Using Functional Assessment to Select Behavioral Interventions (Kevin M. Jones and Katherine F. Wickstrom). Part IV, Implementing Prevention and Intervention Strategies, contains: (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); and (28) Psychopharmacological Interventions (George J. DuPaul, Lisa L. Weyandt, and Genery D. Booster). Part V, Evaluating Interventions, contains: (29) Summarizing, Evaluating, and Drawing Inferences from Intervention Data (Edward J. Daly III, David W. Barnett, Sara Kupzyk, Kristi Hofstadter, and Elizabeth Barkley); and (30) Empirical and Pragmatic Issues in Assessing and Supporting Intervention Implementation in Schools (George H. Noell). Part VI, Building Systems to Support the Problem-Solving Model, contains: (31) Collaboration across Systems to Support Children and Families (Susan M. Sheridan, Katie L. Magee, Carrie A. Blevins, and Michelle S. Swanger-Gagne); (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); and (34) Making Problem-Solving School Psychology Work in Schools (W. David Tilly III, Bradley C. Niebling, and Alecia Rahn-Blakeslee).
Descriptors: Violence, Cognitive Ability, Evidence, Program Effectiveness, Social Behavior, Behavior Problems, Guidelines, Reading Instruction, Reading Programs, Teaching Methods, School Psychologists, School Psychology, Response to Intervention, Problem Solving, Academic Achievement, Cooperation, Cognitive Processes, Counselor Role, Mathematics Skills, Reading Skills, Writing Skills, Prevention, Homework, Developmental Disabilities, Parents, Parent Education, Depression (Psychology), Anxiety, Drug Therapy
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Publication Type: Books; Collected Works - General
Education Level: Elementary Secondary Education
Authoring Institution: N/A