Practical Handbook of School Psychology Effective Practices for the 21st Century 1st Edition by Gretchen Gimpel Peacock, Ruth Ervin 9781606233887 1606233882
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ISBN 10: 1606233882
ISBN 13: 9781606233887
Author: Gretchen Gimpel Peacock PhD, Ruth A. Ervin PhD, Edward J. Daly III PhD, Kenneth W. Merrell PhD
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.
Practical Handbook of School Psychology Effective Practices for the 21st Century 1st Table of contents:
Part I – The School Psychologist as a Problem Solver: Establishing a Foundation and a Vision
Chapter 1 – The School Psychologist as a Problem Solver in the 21st Century: Rationale and Role Definition
Chapter 2 – Choosing Targets for Assessment and Intervention: Improving Important Student Outcomes
Part II – Assessment and Analysis: Focus on Academic Outcomes
Chapter 3 – Analysis of Universal Academic Data to Plan, Implement, and Evaluate Schoolwide Improvement
Chapter 4 – Assessment of Cognitive Abilities and Cognitive Processes: Issues, Applications, and Fit within a Problem-Solving Model
Chapter 5 – Assessment of Academic Skills in Reading within a Problem-Solving Model
Chapter 6 – Assessment of Academic Skills in Math within a Problem-Solving Model
Chapter 7 – Assessment of Skills in Written Expression within a Problem-Solving Model
Chapter 8 – Selecting Academic Interventions for Individual Students
Part III – Assessment and Analysis: Focus on Social–Emotional and Behavioral Outcomes
Chapter 9 – Schoolwide Analysis of Data for Social Behavior Problems: Assessing Outcomes, Selecting Targets for Intervention, and Identifying Need for Support
Chapter 10 – Assessing Disruptive Behavior within a Problem-Solving Model
Chapter 11 – Assessing Internalizing Problems and Well-Being
Chapter 12 – Using Functional Assessment to Select Behavioral Interventions
Part IV – Implementing Prevention and Intervention Strategies
Chapter 13 – Guidelines for Evidence-Based Practice in Selecting Interventions
Chapter 14 – Proactive Strategies for Promoting Learning
Chapter 15 – Proactive Strategies for Promoting Social Competence and Resilience
Chapter 16 – Evidence-Based Reading Instruction: Developing and Implementing Reading Programs at the Core, Supplemental, and Intervention Levels
Chapter 17 – Evidence-Based Math Instruction: Developing and Implementing Math Programs at the Core, Supplemental, and Intervention Levels
Chapter 18 – Evidence-Based Written Language Instruction: Developing and Implementing Written Language Programs at the Core, Supplemental, and Intervention Levels
Chapter 19 – Peer-Mediated Intervention Strategies
Chapter 20 – Self-Management Interventions
Chapter 21 – Interventions for Homework Problems
Chapter 22 – Teaching Functional Life Skills to Children with Developmental Disabilities: Acquisition, Generalization, and Maintenance
Chapter 23 – Parents and School Psychologists as Child Behavior Problem-Solving Partners: Helpful Concepts and Applications
Chapter 24 – Parent Training: Working with Families to Develop and Implement Interventions
Chapter 25 – Problem-Solving Skills Training: Theory and Practice in the School Setting
Chapter 26 – Cognitive-Behavioral Interventions for Depression and Anxiety
Chapter 27 – Strategies for Working with Severe Challenging and Violent Behavior
Chapter 28 – Psychopharmacological Interventions
Part V – Evaluating Interventions
Chapter 29 – Summarizing, Evaluating, and Drawing Inferences from Intervention Data
Chapter 30 – Empirical and Pragmatic Issues in Assessing and Supporting Intervention Implementation in Schools
Part VI – Building Systems to Support the Problem-Solving Model
Chapter 31 – Collaboration across Systems to Support Children and Families
Chapter 32 – The School Psychologist’s Role in Assisting School Staff in Establishing Systems to Manage, Understand, and Use Data
Chapter 33 – Implementing the Problem-Solving Model with Culturally and Linguistically Diverse Students
Chapter 34 – Making Problem-Solving School Psychology Work in Schools
Author Index
Subject Index
About Guilford Publications
From the Publisher
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