The Oxford handbook of school psychology /
The Oxford handbook of school psychology /
edited by Melissa A. Bray and Thomas J. Kehle.
- New York : Oxford University Press, 2014.
- xx, 894 p. : ill. b&w ; 26 cm.
- Oxford library of psychology .
Includes bibliographical references and index.
Introduction and Overview -- Introduction: On Such a Full Sea and We Continue to Flounder / Historical and Contemporary Issues -- The History of School Psychology: Understanding the Past to Not Repeat It / The Expanding Role of School Psychology / Theoretical Perspectives / Individual Differences / Theories of Intelligence / Research Methodology and Data Analysis -- Research Methodology for Decision-Making in School Psychology / Data Analysis for Effective Decision Making / Assessment -- Advances in Neuroscience and Reading Disabilities / Functional Assessment of Behavior / Academic Assessment / The Development and Model of Therapeutic Assessment with Children: Application to School-based Assessment / Assessment of Classroom Environments / Assessment of Externalizing Behavioral Deficits /
Assessment of Internalizing Behavioral Deficits /
Learning Disabilities: Assessment, Identification and Treatment / The Clinical Interview in Mathmatics Assesment and Intervention: The Case of Fractions / Intervention -- Prevention as Early Intervention for Young Children at Risk: Recognition and Response in Early Childhood / Externalizing Disorders in Children and Adolescents: Behavioral Excess and Behavioral Deficits / Interventions for Students with Internalizing Behavioral Deficits / Classroom Interventions for Attention and Hyperactivity / Social Skills Assessment and Intervention /
Challenging Gifted and Talented Learners with a Continuum of Research-Based Interventions Strategies / Interventions to Address School Crises and Violence / Promoting Subjective Well-Being / Efficacy of Special Education / Academic Interventions: What School Psychologists Need to Know for Their Assessment and Problem Solving Consultation Roles /
Evidence-based Practice and Autism Spectrum Disorders / The ClassMaps Framework for Data-Based, Classwide Classroom Management / Response to Intervention: Conceptual Foundations and Evidence-Based Practices / Counseling in the Practice of School Psychology /
Systems-Based Service Delivery in School Psychology / Positive Behavioral Supports / Problem Solving Consultation: Applications in Evidence-Based Prevention and Intervention / Medical Problems -- Pediatric Health-Related Disorders: Prevention and Early Intervention / Pediatric Psychopharmacology / Psychologically-Based Treatments for Children with Medical Problems / Professional Issues -- The Influence of Legislation on the Practice of School Psychology / Ethical Considerations in the Practice of School Psychology / Emerging Trends in the Preparation of School Psychologists for Practice / Program Planning and Evaluation / International Development of School Psychology / Conclusions and Future Directions -- Technology in the Practice of School Psychology: The Future is Past Tense / Conclusion: Evolution of School Psychology / Thomas J. Kehle and Melissa A. Bray -- Rik Carl D'Amato, Christina Zafiris, Erica McConnell, and Raymond S. Dean -- Carrie Ball, Eric Pierson, and David E. McIntosh -- Individual Differences -- Michael K. Gardner -- Hariharan Swaminathan, H. Jane Rogers, and Rohini Sen -- Hoi K. Suen, Pui-Wa Lei, and Hongli Li -- Elaine Clark and Janiece L. Pompa -- T. Steuart Watson, Mark W. Steege, and Tonya S. Watson -- Edward S. Shapiro, Jaime Benson, Nathan Clemens, and Karen L. Gischlar -- Deborah J. Tharinger, Lauren S. Krumholz, Cynthia Austin, and May Matson Maribeth Gettinger, Clarissa Schienebeck, Stephanie Seigel, and Laura Vollmer -- Robert J. Volpe and Sandra M. Chafouleas -- Randy W. Kamphaus and Kristen L. Mays -- H. Lee Swanson -- Zheng Zhou -- Cathryn Lehman, Jennifer L. Salaway, Stephen J. Bagnato, Robert M. Grom, and Barbara Willard -- William R. Jenson, Sarah Harward, and Julie M. Bowen -- Barbara A. Gueldner and Kenneth W. Merrell -- George J. DuPaul, Jocelyn R. Helwig, and Peter M. Slay -- Richard J. Cowan -- Sally M. Reis and Joseph S. Renzulli -- Steven G. Little, Angeleque Akin-Little, and Natasha S. Medley -- Shannon M. Suldo, E. Scott Huebner, Jessica Michalowski, and Amanda Thalji -- Kenneth A. Kavale and Lucinda S. Spaulding -- Virginia W. Berninger, Michel Fayol, and Nicole Alston-Abel -- Susan M. Wilczynski, Laura Fisher, Leslie Sutro, Jennifer Bass, Dipti Mudgal, Victoria Zeiger, Lauren Christian, and Jesse Logue -- Beth Doll, Kristin Jones, Allison Champion, Allison Osborn, Sharon Zumbrunn, Alyssa Collaro, and Chelsie Guerrero -- Frank M. Gresham -- Tony D. Crespi and Denise E. Laframboise -- Susan G. Forman and Jeffrey S. Selman -- Lisa M. Hagermoser Sanetti and Brandi Simonsen -- Caroline N. Racine Gilles, Thomas R. Kratochwill, Jacquelyn N. Felt, Clarissa Schienebeck, and Cara A. Vaccarello -- LeAdelle Phelps -- Thomas Kubiszyn -- Laura B. Allen, Jennie C. I. Tsao, Caryn Freeman, and Lonnie K. Zeltzer -- Angie Dahl, Kathryn E. Hoff, Gretchen Gimpel Peacock, and Ruth A. Ervin -- Kathleen M. McNamara -- Rich Gilman, Kristen Missall, and Ryan Macks -- Laura M. Crothers, Lea A. Theodore, and Tammy L. Hughes -- Bonnie Kaul Nastasi and Kris Varjas -- Jack A. Cummings -- Tanya L. Eckert. Pt. 1. Ch. 1. Pt. 2. Ch. 2. Ch. 3. Pt. 3. Ch. 4. Ch. 5. Pt. 4. Ch. 6. Ch. 7. Pt. 5. Ch. 8. Ch. 9. Ch. 10. Ch. 11. Ch. 12. Ch. 13. Ch. 14. Ch. 15. Ch. 16. Pt. 6. Ch. 17. Ch. 18. Ch. 19. Ch. 20. Ch. 21. Ch. 22. Ch. 23. Ch. 24. Ch. 25. Ch. 26. Ch. 27. Ch. 28. Ch. 29. Ch. 30. Ch. 31. Ch. 32. Ch. 33. Pt. 7. Ch. 34. Ch. 35 Ch. 36. Pt. 8. Ch. 37. Ch. 38 Ch. 39. Ch. 40. Ch. 41. Pt. 9. Ch. 42. Ch. 43.
With its roots in clinical and educational psychology, school psychology is an ever-changing field that encompasses a diversity of topics. The Oxford Handbook of School Psychology synthesizes the most vital and relevant literature in all of these areas, producing a state-of-the-art, authoritative resource for practitioners, researchers, and parents.
Comprising chapters authored by the leading figures in school psychology, The Oxford Handbook of School Psychology focuses on the significant issues, new developments, and scientific findings that continue to change the practical landscape. The handbook's focuses include:
- allegiance to the reciprocal relationship between science and practice to promote problem-solving and enrichment models
- service delivery designed to improve competencies of all students
- the relationship between general cognitive ability and important life outcomes
- the development of viable and enduring educational, family, and community systems to support students
- increasing student diversity and the necessity of increased sensitivity to the influences of social, cultural, political, and legislative variables of schooling
- outlining tenable reasons why, since the end of World War II, children from kindergarten through the secondary grades have generally not been the recipients of a superior or efficient educational system
- all relevant legislation, including the No Child Left Behind Act, and the ongoing question of who or what is responsible for the inadequate academic preparation of inner-city children
- building a cumulative knowledge base to better facilitate students' academic, social, and personal competencies including the promotion of positive mental health and subjective well-being
The scholarship compiled here is a must-read for practitioners, students, and faculty, and an ideal resource for parents seeking a scientific approach to the efficacy of school psychology practices. In both breadth and depth, this handbook promises to serve as the benchmark reference work for years to come.
9780199348404
School psychology--Handbooks, manuals, etc.
Educational psychology--Handbooks, manuals, etc.
370.15
Includes bibliographical references and index.
Introduction and Overview -- Introduction: On Such a Full Sea and We Continue to Flounder / Historical and Contemporary Issues -- The History of School Psychology: Understanding the Past to Not Repeat It / The Expanding Role of School Psychology / Theoretical Perspectives / Individual Differences / Theories of Intelligence / Research Methodology and Data Analysis -- Research Methodology for Decision-Making in School Psychology / Data Analysis for Effective Decision Making / Assessment -- Advances in Neuroscience and Reading Disabilities / Functional Assessment of Behavior / Academic Assessment / The Development and Model of Therapeutic Assessment with Children: Application to School-based Assessment / Assessment of Classroom Environments / Assessment of Externalizing Behavioral Deficits /
Assessment of Internalizing Behavioral Deficits /
Learning Disabilities: Assessment, Identification and Treatment / The Clinical Interview in Mathmatics Assesment and Intervention: The Case of Fractions / Intervention -- Prevention as Early Intervention for Young Children at Risk: Recognition and Response in Early Childhood / Externalizing Disorders in Children and Adolescents: Behavioral Excess and Behavioral Deficits / Interventions for Students with Internalizing Behavioral Deficits / Classroom Interventions for Attention and Hyperactivity / Social Skills Assessment and Intervention /
Challenging Gifted and Talented Learners with a Continuum of Research-Based Interventions Strategies / Interventions to Address School Crises and Violence / Promoting Subjective Well-Being / Efficacy of Special Education / Academic Interventions: What School Psychologists Need to Know for Their Assessment and Problem Solving Consultation Roles /
Evidence-based Practice and Autism Spectrum Disorders / The ClassMaps Framework for Data-Based, Classwide Classroom Management / Response to Intervention: Conceptual Foundations and Evidence-Based Practices / Counseling in the Practice of School Psychology /
Systems-Based Service Delivery in School Psychology / Positive Behavioral Supports / Problem Solving Consultation: Applications in Evidence-Based Prevention and Intervention / Medical Problems -- Pediatric Health-Related Disorders: Prevention and Early Intervention / Pediatric Psychopharmacology / Psychologically-Based Treatments for Children with Medical Problems / Professional Issues -- The Influence of Legislation on the Practice of School Psychology / Ethical Considerations in the Practice of School Psychology / Emerging Trends in the Preparation of School Psychologists for Practice / Program Planning and Evaluation / International Development of School Psychology / Conclusions and Future Directions -- Technology in the Practice of School Psychology: The Future is Past Tense / Conclusion: Evolution of School Psychology / Thomas J. Kehle and Melissa A. Bray -- Rik Carl D'Amato, Christina Zafiris, Erica McConnell, and Raymond S. Dean -- Carrie Ball, Eric Pierson, and David E. McIntosh -- Individual Differences -- Michael K. Gardner -- Hariharan Swaminathan, H. Jane Rogers, and Rohini Sen -- Hoi K. Suen, Pui-Wa Lei, and Hongli Li -- Elaine Clark and Janiece L. Pompa -- T. Steuart Watson, Mark W. Steege, and Tonya S. Watson -- Edward S. Shapiro, Jaime Benson, Nathan Clemens, and Karen L. Gischlar -- Deborah J. Tharinger, Lauren S. Krumholz, Cynthia Austin, and May Matson Maribeth Gettinger, Clarissa Schienebeck, Stephanie Seigel, and Laura Vollmer -- Robert J. Volpe and Sandra M. Chafouleas -- Randy W. Kamphaus and Kristen L. Mays -- H. Lee Swanson -- Zheng Zhou -- Cathryn Lehman, Jennifer L. Salaway, Stephen J. Bagnato, Robert M. Grom, and Barbara Willard -- William R. Jenson, Sarah Harward, and Julie M. Bowen -- Barbara A. Gueldner and Kenneth W. Merrell -- George J. DuPaul, Jocelyn R. Helwig, and Peter M. Slay -- Richard J. Cowan -- Sally M. Reis and Joseph S. Renzulli -- Steven G. Little, Angeleque Akin-Little, and Natasha S. Medley -- Shannon M. Suldo, E. Scott Huebner, Jessica Michalowski, and Amanda Thalji -- Kenneth A. Kavale and Lucinda S. Spaulding -- Virginia W. Berninger, Michel Fayol, and Nicole Alston-Abel -- Susan M. Wilczynski, Laura Fisher, Leslie Sutro, Jennifer Bass, Dipti Mudgal, Victoria Zeiger, Lauren Christian, and Jesse Logue -- Beth Doll, Kristin Jones, Allison Champion, Allison Osborn, Sharon Zumbrunn, Alyssa Collaro, and Chelsie Guerrero -- Frank M. Gresham -- Tony D. Crespi and Denise E. Laframboise -- Susan G. Forman and Jeffrey S. Selman -- Lisa M. Hagermoser Sanetti and Brandi Simonsen -- Caroline N. Racine Gilles, Thomas R. Kratochwill, Jacquelyn N. Felt, Clarissa Schienebeck, and Cara A. Vaccarello -- LeAdelle Phelps -- Thomas Kubiszyn -- Laura B. Allen, Jennie C. I. Tsao, Caryn Freeman, and Lonnie K. Zeltzer -- Angie Dahl, Kathryn E. Hoff, Gretchen Gimpel Peacock, and Ruth A. Ervin -- Kathleen M. McNamara -- Rich Gilman, Kristen Missall, and Ryan Macks -- Laura M. Crothers, Lea A. Theodore, and Tammy L. Hughes -- Bonnie Kaul Nastasi and Kris Varjas -- Jack A. Cummings -- Tanya L. Eckert. Pt. 1. Ch. 1. Pt. 2. Ch. 2. Ch. 3. Pt. 3. Ch. 4. Ch. 5. Pt. 4. Ch. 6. Ch. 7. Pt. 5. Ch. 8. Ch. 9. Ch. 10. Ch. 11. Ch. 12. Ch. 13. Ch. 14. Ch. 15. Ch. 16. Pt. 6. Ch. 17. Ch. 18. Ch. 19. Ch. 20. Ch. 21. Ch. 22. Ch. 23. Ch. 24. Ch. 25. Ch. 26. Ch. 27. Ch. 28. Ch. 29. Ch. 30. Ch. 31. Ch. 32. Ch. 33. Pt. 7. Ch. 34. Ch. 35 Ch. 36. Pt. 8. Ch. 37. Ch. 38 Ch. 39. Ch. 40. Ch. 41. Pt. 9. Ch. 42. Ch. 43.
With its roots in clinical and educational psychology, school psychology is an ever-changing field that encompasses a diversity of topics. The Oxford Handbook of School Psychology synthesizes the most vital and relevant literature in all of these areas, producing a state-of-the-art, authoritative resource for practitioners, researchers, and parents.
Comprising chapters authored by the leading figures in school psychology, The Oxford Handbook of School Psychology focuses on the significant issues, new developments, and scientific findings that continue to change the practical landscape. The handbook's focuses include:
- allegiance to the reciprocal relationship between science and practice to promote problem-solving and enrichment models
- service delivery designed to improve competencies of all students
- the relationship between general cognitive ability and important life outcomes
- the development of viable and enduring educational, family, and community systems to support students
- increasing student diversity and the necessity of increased sensitivity to the influences of social, cultural, political, and legislative variables of schooling
- outlining tenable reasons why, since the end of World War II, children from kindergarten through the secondary grades have generally not been the recipients of a superior or efficient educational system
- all relevant legislation, including the No Child Left Behind Act, and the ongoing question of who or what is responsible for the inadequate academic preparation of inner-city children
- building a cumulative knowledge base to better facilitate students' academic, social, and personal competencies including the promotion of positive mental health and subjective well-being
The scholarship compiled here is a must-read for practitioners, students, and faculty, and an ideal resource for parents seeking a scientific approach to the efficacy of school psychology practices. In both breadth and depth, this handbook promises to serve as the benchmark reference work for years to come.
9780199348404
School psychology--Handbooks, manuals, etc.
Educational psychology--Handbooks, manuals, etc.
370.15