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Desk Reference in School Psychology
9780190092344
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Description
Best practices related to assessment, consultation, and intervention have been well-documented throughout the school psychology literature, with ample empirical support. Unfortunately, despite this vast knowledge base, many practitioners continue to use outdated and ineffective assessment practices, educational interventions, and therapies, many of which lack research support. The Desk References editors aim to change that by providing practitioners, academics, andstudents with a compendium of current, evidence-based, and state-of-the-art best practices in education and psychology.The Desk References comprehensive coverage of diverse populations and important niche matters confronting school personnel are systematically addressed in a uniform step-by-step manner replete with evidence-based practices that can be implemented immediately by practicing professionals. Doing what works is the basis of evidence-based best practices, and when services work, they lead to consistent, efficacious, and documented benefits.Composed of contributed chapters from leading school psychology authors, the Desk Reference emphasizes sound application and comprehensive coverage within five topical sections:: Assessment and Intervention (Cognitive, Academic, Social Emotional, Neuropsychology); Consultation; Medical Problems; Diversity in Learning; and Crises, Conditions, and Responses. This comprehensive, detailed, and empirically supported resource renders the Desk Reference an ideal, practical go-to guidefor all school-based professionals, including classroom teachers, counselors, social workers, and school psychologists.
Product Details
101667
9780190092344
9780190092344
Data sheet
- Publication date
- 2024
- Issue number
- 1
- Cover
- hard cover
- Pages count
- 880
- Dimensions (mm)
- 178 x 254
- Weight (g)
- 1701
- Preface; Lea A. Theodore, Bruce A. Bracken, Melissa A. Bray; Part One: Assessment and Intervention; Cognitive; Chapter 1: Cognitive-Intellectual Assessment of School-Age Children; John D. Wasserman; Chapter 2. Assessment of Gifted and Talented Children and Adolescents; Nicholas Gelbar, Sally M. Reis, and Joseph S. Renzulli; Chapter 3. Nonverbal Assessment; Natalie R. Hassett, R. Steve McCallum, and Bruce A. Bracken ; Chapter 4. Preschool Assessment; Vincent C. Alfonso, Joseph R. Engler, and Esther Stavrou; Chapter 5. Intellectual Disabilities; Stephen Greenspan, John Driscoll, and Gail Loughlin Rogers; Academic; Chapter 6. Academic Assessment and Intervention; Rachel Brown-Chidsey ; Chapter 7. Supporting Student Achievement in Elementary Mathematics: The Role of the School Psychologist; Ben Clarke, Marah Sutherland, Taylor Lesner; Chapter 8. Mathematics Disabilities, Low Achievement, and Relevant Evidence-Based Interventions; Elizabeth McCallum, Kathleen B. Aspiranti, and Ara J. Schmitt; Chapter 9. Dyslexia; R. Steve McCallum and Sherry Mee Bell; Chapter 10. Homework and Study Strategies; Lea A. Theodore and Dana E. Boccio; Chapter 11. Homeschooling in Children and Adolescents; Mary Louise Cashel and Lea A. Theodore ; Social Emotional; Chapter 12. Personality, Social-Emotional, and Behavioral Assessment in Children and Adolescents; Sara Whitcomb and Hee Kyung Park; Chapter 13. Functional Behavioral Assessment and Behavior Intervention Plans; Tammy L. Hughes, Mary Comis, and Jeffrey A. Miller; Chapter 14. Disruptive Behavior Disorders in Children and Adolescents; Jeffrey D. Burke, Emilie J. Butler, and Asia G. Perkins; Chapter 15. Attention-Deficit/Hyperactivity Disorder; George J. DuPaul, Chelsea Z. Busch, and Alicia Chunta; Chapter 16. Depressive Disorders in Children and Adolescents; Ralph E. Cash, Alyssa Newman, Shannon Worton, and Natalia Maria Ramirez, and Sarah Valley-Gray; Chapter 17. Pediatric Bipolar Disorder in Children and Adolescents; Mary A. Fristad ; Chapter 18. Anxiety Disorders (Social, Separation, General) in Children and Adolescents; John S. Carlson and Sally Askar; Chapter 19. Obsessive-Compulsive Disorder in Children and Adolescents; Morgan M. McNeel, Stacey C. Grebe, Amanda Palo, Wayne K. Goodman, Eric A. Storch, and Sophie C. Schneider; Chapter 20. Specific Phobia in Children and Adolescents; Laura D. Seligman, Liza Talavera-Garza, and Thomas H. Ollendick; Chapter 21. School Attendance Problems; Christopher A. Kearney, Carolina Gonzalvez, and Victoria Bacon; Chapter 22. Post-Traumatic Stress Disorder in Children and Adolescents; Stephen E. Brock; Chapter 23. Youth Suicidal Behavior; James J. Mazza and David N. Miller; Chapter 24. Nonsuicidal Self-Injury; David N. Miller and James J. Mazza; Neuropsychology; Chapter 25. Neuropsychological Assessment in Children and Adolescents: Applications for the School Psychologist; Stephen R. Hooper, Peter Duquette, Cari Pittleman, and Hanna Leong; Chapter 26. Autism Spectrum Disorder; Jonathan M. Campbell, Karena Cooper-Duffy, and Johanna Price; Chapter 27. Tourette Syndrome in Children and Adolescents; Aarti P. Bellara, Emily L. Winter, Johanna M. deLeyer-Tiarks, and Laura R. Freise; Chapter 28. Traumatic Brain Injury and Concussions in Children and Adolescents; Margaret Semrud-Clikeman; Part Two: Consultation; Chapter 29. Behavioral Consultation: Linking Referral Concerns, Intervention, and Outcomes; George H. Noell, Kristin A. Gansle, and Anna C. J. Long; Chapter 30. Conjoint Behavioral Consultation; Henry P. Bass, Karalynn E. Brown, and Susan M. Sheridan ; Chapter 31. Instructional Consultation; Sylvia Rosenfield, Lauren Kaiser, and Kate Cramer; Chapter 32. Program Evaluation and Cultural Engagement: View with a 21st Century Lens; Enedina Garcia-Vazquez and Luis A. Vazquez; Part Three: Medical Problems; Chapter 33. Asthma in Children and Adolescents; Melissa A. Bray, Emily Winter, Adeline Bray, Johanna M. deLeyer-Tiarks, and Sai Aravala; Chapter 34. Childhood Cancer in Children and Adolescents; Karen L. Cross, Lauren Gammie, and Cheryl Maykel; Chapter 35. Epidemiological Research in Schools: From Theory to Practice; Rich Gilman; Chapter 36. Adolescent Sexual Behavior: Prevalence, Risks, and Health-Affirming Supports; Adena B. Meyers and Laura Finan; Part Four: Diversity in Learning; Chapter 37. Social Emotional Learning in Children and Adolescents; Frank M. Gresham; Chapter 38. Evidence-Based Interventions for Children and Adolescents Who Experience Parental Separation and Divorce; Karey L. OHara, C. Aubrey Rhodes, and Sharlene A. Wolchik; Chapter 39. Positive Psychology in Education; Shannon M. Suldo, Letty DiLeo, and Katrina Scarimbolo; Chapter 40. Culturally Responsive Interventions: Issues, Status, Resources, and Steps-in-Adaptations; Margaret R. Rogers; Chapter 41. Sexual and Gender Minorities (SGM) in the Schools; Alan Smerbeck; Part Five: Crises, Conditions, and Responses; Chapter 42. Crisis Prevention, Preparation, and Intervention; Shane R. Jimerson, Mihya Weber, and Yuexin Zhang; Chapter 43. Supporting Students and Schools in the Aftermath of Natural Disasters; Philip J. Lazarus and Annela Costa; Chapter 44. Trauma-Informed Care in Children and Adolescents; Jacqueline A. Brown, Ashlyn Kincaid, and Jennifer Rotzal; Chapter 45. Threat Assessment; Dewey Cornell; Chapter 46. Resilience; Kathleen A. Yu and Frank C. Worrell;
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