000			08563cam a2200253 i 4500
003			MIUC
005			20191002105203.0
008			191002s2014 nyua 000 0 eng
020			_a9780199348404
040			_aDLC _cDLC _beng _dMIUC
082	0	0	_a370.15
245	0	4	_aThe Oxford handbook of school psychology / _cedited by Melissa A. Bray and Thomas J. Kehle.
260			_aNew York : _bOxford University Press, _c2014.
300			_axx, 894 p. : _bill. b&w ; _c26 cm.
490	0		_aOxford library of psychology
504			_aIncludes bibliographical references and index.
505	0	0	_gPt. 1. _tIntroduction and Overview -- _gCh. 1. _tIntroduction: On Such a Full Sea and We Continue to Flounder / _rThomas J. Kehle and Melissa A. Bray -- _gPt. 2. _tHistorical and Contemporary Issues -- _gCh. 2. _tThe History of School Psychology: Understanding the Past to Not Repeat It / _rRik Carl D'Amato, Christina Zafiris, Erica McConnell, and Raymond S. Dean -- _gCh. 3. _tThe Expanding Role of School Psychology / _rCarrie Ball, Eric Pierson, and David E. McIntosh -- _gPt. 3. _tTheoretical Perspectives / _gCh. 4. _tIndividual Differences / _rIndividual Differences -- _gCh. 5. _tTheories of Intelligence / _rMichael K. Gardner -- _gPt. 4. _tResearch Methodology and Data Analysis -- _gCh. 6. _tResearch Methodology for Decision-Making in School Psychology / _rHariharan Swaminathan, H. Jane Rogers, and Rohini Sen -- _gCh. 7. _tData Analysis for Effective Decision Making / _rHoi K. Suen, Pui-Wa Lei, and Hongli Li -- _gPt. 5. _tAssessment -- _gCh. 8. _tAdvances in Neuroscience and Reading Disabilities / _rElaine Clark and Janiece L. Pompa -- _gCh. 9. _tFunctional Assessment of Behavior / _rT. Steuart Watson, Mark W. Steege, and Tonya S. Watson -- _gCh. 10. _tAcademic Assessment / _rEdward S. Shapiro, Jaime Benson, Nathan Clemens, and Karen L. Gischlar -- _gCh. 11. _tThe Development and Model of Therapeutic Assessment with Children: Application to School-based Assessment / _rDeborah J. Tharinger, Lauren S. Krumholz, Cynthia Austin, and May Matson _gCh. 12. _tAssessment of Classroom Environments / _rMaribeth Gettinger, Clarissa Schienebeck, Stephanie Seigel, and Laura Vollmer -- _gCh. 13. _tAssessment of Externalizing Behavioral Deficits / _rRobert J. Volpe and Sandra M. Chafouleas -- _gCh. 14. _tAssessment of Internalizing Behavioral Deficits / _rRandy W. Kamphaus and Kristen L. Mays -- _gCh. 15. _tLearning Disabilities: Assessment, Identification and Treatment / _rH. Lee Swanson -- _gCh. 16. _tThe Clinical Interview in Mathmatics Assesment and Intervention: The Case of Fractions / _rZheng Zhou -- _gPt. 6. _tIntervention -- _gCh. 17. _tPrevention as Early Intervention for Young Children at Risk: Recognition and Response in Early Childhood / _rCathryn Lehman, Jennifer L. Salaway, Stephen J. Bagnato, Robert M. Grom, and Barbara Willard -- _gCh. 18. _tExternalizing Disorders in Children and Adolescents: Behavioral Excess and Behavioral Deficits / _rWilliam R. Jenson, Sarah Harward, and Julie M. Bowen -- _gCh. 19. _tInterventions for Students with Internalizing Behavioral Deficits / _rBarbara A. Gueldner and Kenneth W. Merrell -- _gCh. 20. _tClassroom Interventions for Attention and Hyperactivity / _rGeorge J. DuPaul, Jocelyn R. Helwig, and Peter M. Slay -- _gCh. 21. _tSocial Skills Assessment and Intervention / _rRichard J. Cowan -- _gCh. 22. _tChallenging Gifted and Talented Learners with a Continuum of Research-Based Interventions Strategies / _rSally M. Reis and Joseph S. Renzulli -- _gCh. 23. _tInterventions to Address School Crises and Violence / _rSteven G. Little, Angeleque Akin-Little, and Natasha S. Medley -- _gCh. 24. _tPromoting Subjective Well-Being / _rShannon M. Suldo, E. Scott Huebner, Jessica Michalowski, and Amanda Thalji -- _gCh. 25. _tEfficacy of Special Education / _rKenneth A. Kavale and Lucinda S. Spaulding -- _gCh. 26. _tAcademic Interventions: What School Psychologists Need to Know for Their Assessment and Problem Solving Consultation Roles / _rVirginia W. Berninger, Michel Fayol, and Nicole Alston-Abel -- _gCh. 27. _tEvidence-based Practice and Autism Spectrum Disorders / _rSusan M. Wilczynski, Laura Fisher, Leslie Sutro, Jennifer Bass, Dipti Mudgal, Victoria Zeiger, Lauren Christian, and Jesse Logue -- _gCh. 28. _tThe ClassMaps Framework for Data-Based, Classwide Classroom Management / _rBeth Doll, Kristin Jones, Allison Champion, Allison Osborn, Sharon Zumbrunn, Alyssa Collaro, and Chelsie Guerrero -- _gCh. 29. _tResponse to Intervention: Conceptual Foundations and Evidence-Based Practices / _rFrank M. Gresham -- _gCh. 30. _tCounseling in the Practice of School Psychology / _rTony D. Crespi and Denise E. Laframboise -- _gCh. 31. _tSystems-Based Service Delivery in School Psychology / _rSusan G. Forman and Jeffrey S. Selman -- _gCh. 32. _tPositive Behavioral Supports / _rLisa M. Hagermoser Sanetti and Brandi Simonsen -- _gCh. 33. _tProblem Solving Consultation: Applications in Evidence-Based Prevention and Intervention / _rCaroline N. Racine Gilles, Thomas R. Kratochwill, Jacquelyn N. Felt, Clarissa Schienebeck, and Cara A. Vaccarello -- _gPt. 7. _tMedical Problems -- _gCh. 34. _tPediatric Health-Related Disorders: Prevention and Early Intervention / _rLeAdelle Phelps -- _gCh. 35 _tPediatric Psychopharmacology / _rThomas Kubiszyn -- _gCh. 36. _tPsychologically-Based Treatments for Children with Medical Problems / _rLaura B. Allen, Jennie C. I. Tsao, Caryn Freeman, and Lonnie K. Zeltzer -- _gPt. 8. _tProfessional Issues -- _gCh. 37. _tThe Influence of Legislation on the Practice of School Psychology / _rAngie Dahl, Kathryn E. Hoff, Gretchen Gimpel Peacock, and Ruth A. Ervin -- _gCh. 38 _tEthical Considerations in the Practice of School Psychology / _rKathleen M. McNamara -- _gCh. 39. _tEmerging Trends in the Preparation of School Psychologists for Practice / _rRich Gilman, Kristen Missall, and Ryan Macks -- _gCh. 40. _tProgram Planning and Evaluation / _rLaura M. Crothers, Lea A. Theodore, and Tammy L. Hughes -- _gCh. 41. _tInternational Development of School Psychology / _rBonnie Kaul Nastasi and Kris Varjas -- _gPt. 9. _tConclusions and Future Directions -- _gCh. 42. _t Technology in the Practice of School Psychology: The Future is Past Tense / _rJack A. Cummings -- _gCh. 43. _tConclusion: Evolution of School Psychology / _rTanya L. Eckert.
520			_aWith 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.
650		0	_aSchool psychology _vHandbooks, manuals, etc. _92222
650		0	_aEducational psychology _vHandbooks, manuals, etc. _92105
700	1		_aBray, Melissa A., _d1964- _4edt _92223
700	1		_aKehle, Thomas J., _d1943- _92224
942			_2ddc _cBK