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The Oxford Handbook of School Psychology / Edition 1

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Overview


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.

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Editorial Reviews

Doody's Review Service
Reviewer: Gary B Kaniuk, Psy.D.(Cermak Health Services)
Description: This is a compendium of the latest research findings in school psychology, with an emphasis on assessment, intervention, and professional issues. Part of the Oxford Library of Psychology series, it covers 43 different topics in its 894 pages.
Purpose: According to the series editor, "each handbook undertakes to review one of psychology's major subdisciplines with breadth, comprehensiveness, and exemplary scholarship."
Audience: This book targets practitioners, students, and faculty, as well as parents seeking information on school psychology practices. Melissa A. Bray, professor of school psychology at the University of Connecticut, does research on interventions in disruptive classroom behavior and communication. Thomas J. Kehle, professor and director of school psychology at the University of Connecticut, does research on psychological wellness and selective mutism.
Features: The introduction has an interesting history of school psychology beginning with Lightner Witmer in 1896. The book then addresses issues in assessment including academic assessment, assessment of classroom environments, internalizing behavioral deficits, and learning disabilities. The discussion of intervention issues covers externalizing and internalizing disorders, social skills, special education, and autistic spectrum disorders. The book also addresses chronic medical illnesses such as obesity, lead exposure, and prenatal cocaine exposure as well as psychopharmacology issues. It ends with a look at professional issues including ethics, academic training, and program planning and evaluation. Technology has shaped the work of school psychologists in helping them deliver services more efficiently. The chapters are organized rather uniformly, with an abstract, keywords, text, conclusion, and references, and the book is easy to read, with numerous tables and figures that help clarify the text.
Assessment: All the latest legislation is included in this book, which is a resource that should be in the libraries of all professionals who work in school systems.
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Product Details

  • ISBN-13: 9780195369809
  • Publisher: Oxford University Press, USA
  • Publication date: 2/18/2011
  • Series: Oxford Library of Psychology Series
  • Edition number: 1
  • Pages: 920
  • Product dimensions: 7.40 (w) x 10.20 (h) x 1.90 (d)

Meet the Author

Melissa A. Bray is Associate Professor in the Department of Educational Psychology and the School Psychology Program at the University of Connecticut.

Thomas J. Kehle is Professor and Director of School Psychology at the University of Connecticut.

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Table of Contents

Part One: Introduction and Overview

1. Introduction: On Such a Full Sea and We Continue to Flounder
Thomas J. Kehle and Melissa A. Bray

Part Two: Historical and Contemporary Issues

2. The History of School Psychology: Understanding the Past to Not Repeat It
Rik Carl D'Amato, Christina Zafiris, Erica McConnell, and Raymond S. Dean

3. The Expanding Role of School Psychology
Carrie Ball, Eric Pierson, and David E. McIntosh

Part Three: Theoretical Perspectives

4. Individual Differences
Thomas J. Kehle and Melissa A. Bray

5. Theories of Intelligence
Michael K. Gardner

Part Four: Research Methodology and Data Analysis

6. Research Methodology for Decision-Making in School Psychology
Hariharan Swaminathan, H. Jane Rogers, and Rohini Sen

7. Data Analysis for Effective Decision Making
Hoi K. Suen, Pui-Wa Lei, and Hongli Li

Part Five: Assessment

8. Advances in Neuroscience and Reading Disabilities
Elaine Clark and Janiece L. Pompa

9. Functional Assessment of Behavior
T. Steuart Watson, Mark W. Steege, and Tonya S. Watson

10. Academic Assessment
Edward S. Shapiro, Jaime Benson, Nathan Clemens, and Karen L. Gischlar

11. The Development and Model of Therapeutic Assessment with Children: Application to School-based Assessment
Deborah J. Tharinger, Lauren S. Krumholz, Cynthia Austin, and May Matson

12. Assessment of Classroom Environments
Maribeth Gettinger, Clarissa Schienebeck, Stephanie Seigel, and Laura Vollmer

13. Assessment of Externalizing Behavioral Deficits
Robert J. Volpe and Sandra M. Chafouleas

14. Assessment of Internalizing Behavioral Deficits
Randy W. Kamphaus and Kristen L. Mays

15. Learning Disabilities: Assessment, Identification and Treatment
H. Lee Swanson

Part Six: Intervention

16. Prevention as Early Intervention for Young Children at Risk: Recognition and Response in Early Childhood
Cathryn Lehman, Jennifer L. Salaway, Stephen J. Bagnato, Robert M. Grom, and Barbara Willard

17. Externalizing Disorders in Children and Adolescents: Behavioral Excess and Behavioral Deficits
William R. Jenson, Sarah Harward, and Julie M. Bowen

18. Interventions for Students with Internalizing Behavioral Deficits
Barbara A. Gueldner and Kenneth W. Merrell

19. Classroom Interventions for Attention and Hyperactivity
George J. DuPaul, Jocelyn R. Helwig, and Peter M. Slay

20. Social Skills Assessment and Intervention
Richard J. Cowan

21. Challenging Gifted and Talented Learners with a Continuum of Research-Based Interventions Strategies
Sally M. Reis and Joseph S. Renzulli

22. Interventions to Address School Crises and Violence
Steven G. Little, Angeleque Akin-Little, and Natasha S. Medley

23. Promoting Subjective Well-Being
Shannon M. Suldo, E. Scott Huebner, Jessica Michalowski, and Amanda Thalji

24. Efficacy of Special Education
Kenneth A. Kavale and Lucinda S. Spaulding

25. Academic Interventions: What School Psychologists Need to Know for Their Assessment and Problem Solving Consultation Roles
Virginia W. Berninger, Michel Fayol, and Nicole Alston-Abel

26. Evidence-based Practice and Autism Spectrum Disorders
Susan M. Wilczynski, Laura Fisher, Leslie Sutro, Jennifer Bass, Dipti Mudgal, Victoria Zeiger, Lauren Christian, and Jesse Logue

27. The ClassMaps Framework for Data-Based, Classwide Classroom Management
Beth Doll, Kristin Jones, Allison Champion, Allison Osborn, Sharon Zumbrunn, Alyssa Collaro, and Chelsie Guerrero

28. Response to Intervention: Conceptual Foundations and Evidence-Based Practices
Frank M. Gresham

29. Counseling in the Practice of School Psychology
Tony D. Crespi and Denise E. Laframboise

30. Systems-Based Service Delivery in School Psychology
Susan G. Forman and Jeffrey S. Selman

31. Positive Behavioral Supports
Lisa M. Hagermoser Sanetti and Brandi Simonsen

32. Problem Solving Consultation: Applications in Evidence-Based Prevention and Intervention
Caroline N. Racine Gilles, Thomas R. Kratochwill, Jacquelyn N. Felt, Clarissa Schienebeck, and Cara A. Vaccarello

Part Seven: Medical Problems

33. Pediatric Health-Related Disorders: Prevention and Early Intervention
LeAdelle Phelps

34. Pediatric Psychopharmacology
Thomas Kubiszyn

35. Psychologically-Based Treatments for Children with Medical Problems
Laura B. Allen, Jennie C. I. Tsao, Caryn Freeman, and Lonnie K. Zeltzer

Part Eight: Professional Issues

36. The Influence of Legislation on the Practice of School Psychology
Angie Dahl, Kathryn E. Hoff, Gretchen Gimpel Peacock, and Ruth A. Ervin

37. Ethical Considerations in the Practice of School Psychology
Kathleen M. McNamara

38. Emerging Trends in the Preparation of School Psychologists for Practice
Rich Gilman, Kristen Missall, and Ryan Macks

39. Program Planning and Evaluation
Laura M. Crothers, Lea A. Theodore, and Tammy L. Hughes

40. International Development of School Psychology
Bonnie Kaul Nastasi and Kris Varjas

Part Nine: Conclusions and Future Directions

41. Technology in the Practice of School Psychology: The Future is Past Tense
Jack A. Cummings

42. The Clinical Interview in Mathematics Assessment and Intervention: The Case of Fractions
Zheng Zhou

43. Conclusion: Evolution of School Psychology
Tanya L. Eckert

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