Assessment for Intervention, First Edition: A Problem-Solving Approach / Edition 1

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Overview

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.
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Editorial Reviews

From The Critics
"This book brings together all the threads of problem-solving based assessment into a single, cohesive model. It presents best practices for functional behavioral assessment, links assessment and intervention to important systems like families and medical providers, incorporates teacher perspectives, and implements population-based prevention strategies. The volume reflects the work of strong scholars in the field and is a much-needed resource for practitioners who are serious about accountability and evidence-based practice. Special education and school psychology trainers will want to assign this text as part of coursework to teach future practitioners how to use state-of-the-art assessment and intervention methods while working within a coherent model for practice."--Edward J. Daly III, PhD, School Psychology Program, University of Nebraska-Lincoln

"An excellent and up-to-date resource for anyone conducting behavioral and academic assessment in the schools. Brown-Chidsey brings together some of the best-known authors in the area of problem-solving assessment, with a nice mix of conceptual foundation chapters and chapters geared toward specific applications. The book also addresses the implementation of a problem-solving approach at both the student and systems levels by including information on administrative roles, report writing, treatment integrity, and identifying schoolwide problems. This is an appropriate text for graduate-level courses in special education, school psychology, and educational administration. It is a welcome and needed addition to the assessment literature."--Lisa Habedank Stewart, PhD, School Psychology Program, Minnesota State University Moorhead

"This book offers the most comprehensive discussion I have seen of this important topic. The problem-solving conceptual model presented is applicable for systems ranging in scope from a national perspective to an individual classroom or school, and the case examples should greatly enhance implementation. I am confident that this book will make a lasting contribution to school psychology training and practice."--Matthew K. Burns, PhD, School Psychology Program, University of Minnesota

"An essential professional reference for any practitioner implementing a response-to-intervention model in the schools."--Tom Delaney, MEd, School Psychologist, Lake Washington School District, Redmond, Kirkland, and Sammamish, Washington

"In today's educational environment of high-stakes testing and standards-based assessment, this book is a welcome resource. It provides a wealth of information and effective problem-solving strategies designed to address the needs of the whole child. It will be a valuable tool for school psychologists."--Stephen Marsh, MA, School Psychologist, Muncie, Indiana

From the Publisher

"This book brings together all the threads of problem-solving based assessment into a single, cohesive model. It presents best practices for functional behavioral assessment, links assessment and intervention to important systems like families and medical providers, incorporates teacher perspectives, and implements population-based prevention strategies. The volume reflects the work of strong scholars in the field and is a much-needed resource for practitioners who are serious about accountability and evidence-based practice. Special education and school psychology trainers will want to assign this text as part of coursework to teach future practitioners how to use state-of-the-art assessment and intervention methods while working within a coherent model for practice."--Edward J. Daly III, PhD, School Psychology Program, University of Nebraska-Lincoln

"An excellent and up-to-date resource for anyone conducting behavioral and academic assessment in the schools. Brown-Chidsey brings together some of the best-known authors in the area of problem-solving assessment, with a nice mix of conceptual foundation chapters and chapters geared toward specific applications. The book also addresses the implementation of a problem-solving approach at both the student and systems levels by including information on administrative roles, report writing, treatment integrity, and identifying schoolwide problems. This is an appropriate text for graduate-level courses in special education, school psychology, and educational administration. It is a welcome and needed addition to the assessment literature."--Lisa Habedank Stewart, PhD, School Psychology Program, Minnesota State University Moorhead

"This book offers the most comprehensive discussion I have seen of this important topic. The problem-solving conceptual model presented is applicable for systems ranging in scope from a national perspective to an individual classroom or school, and the case examples should greatly enhance implementation. I am confident that this book will make a lasting contribution to school psychology training and practice."--Matthew K. Burns, PhD, School Psychology Program, University of Minnesota

"An essential professional reference for any practitioner implementing a response-to-intervention model in the schools."--Tom Delaney, MEd, School Psychologist, Lake Washington School District, Redmond, Kirkland, and Sammamish, Washington

"In today's educational environment of high-stakes testing and standards-based assessment, this book is a welcome resource. It provides a wealth of information and effective problem-solving strategies designed to address the needs of the whole child. It will be a valuable tool for school psychologists."--Stephen Marsh, MA, School Psychologist, Muncie, Indiana

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Product Details

  • ISBN-13: 9781593856908
  • Publisher: Guilford Publications, Inc.
  • Publication date: 11/30/2007
  • Series: The Guilford School Practitioner Series Series
  • Edition description: Reprint
  • Edition number: 1
  • Pages: 382
  • Product dimensions: 5.80 (w) x 8.90 (h) x 1.10 (d)

Meet the Author

Rachel Brown-Chidsey received her PhD in school psychology from the University of Massachusetts-Amherst. She is Program Coordinator and Associate Professor of School Psychology at the University of Southern Maine. Prior to obtaining her doctorate, Dr. Brown-Chidsey worked for 10 years as a general and special education teacher. Her publications and research address solution-focused assessment for intervention, including applications of curriculum-based measurement and response-to-intervention (RTI) methods. Dr. Brown-Chidsey was an on-site participant in the 2002 Multi-Site Conference on the Future of School Psychology in Indianapolis, Indiana. This book is a product of the collaboration and idea-sharing fostered by the conference.
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Table of Contents

I. Introduction

1. Introduction to Problem-Solving Assessment, Rachel Brown-Chidsey

2. Problem-Solving Assessment, Stanley L. Deno

II. Defining Problems Children Experience in Schools

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

6. Physiological Factors in Students' School Success, George W. Brown and Carolyn V. Brown

III. Assessing School-Related Problems and Situations

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

12. The Role of Published Norm-Referenced Tests in Problem-Solving-Based Assessment, Rachel Brown-Chidsey

IV. Identifying Solutions for School Problems

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 for Educational Intervention, Mary Lynn Boscardin

15. Treatment Integrity Assessment within a Problem-Solving Model, Lisa Hagermoser Sanetti and Thomas R. Kratochwill

V. Implementing and Monitoring Solutions

16. Evaluating Intervention Outcomes, Craig A. Albers, Stephen N. Elliott, Ryan J. Kettler, and Andrew T. Roach

17. Student Success Stories, Mary Jean O'Reilly and Kevin Tobin

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