RENT TEXTBOOKS

by: Edited by Gretchen Gimpel Peacock, PhD, Utah State University; Ruth A. Ervin, Ph

ISBN: 9781462507771 | 1462507778

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 obsta... MOREcles. Grounded in research, this is an indispensable resource for daily practice and an invaluable text for school psychology training programs.

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Bringing together leading authorities, this concise, state-of-the-science Handbookdelves into all aspects of problem solving-based school psychology practice. Thirty-four focused chapters present data-based methods for assessment, analysis, intervention, and evaluation, with special attention given to working in a response-to-intervention framework. Tools and guidelines are provided for promoting success in key academic domains: reading, writing, and math. Social-emotional and behavioral skills are thoroughly addressed in chapters on self-management interventions, peer and family support, cognitive-behavioral interventions, medication use, and more. This accessible work is an invaluable reference for practitioners and an ideal resource for school psychology training programs.

CONTENTSI. The School Psychologist as a Problem Solver: Establishing a Foundation and a Vision1. The School Psychologist as a Problem Solver in the 21st Century: Rationale and Role Definition, Ruth A. Ervin, Gretchen Gimpel Peacock, and Kenneth W. Merrell2. Choosing Targets for Assessment and Intervention: Improving Important Student Outcomes, Renee O. Hawkins, David W. Barnett, Julie Q. Morrison, and Shobana Musti-RaoII. Assessment and Analysis: Focus on Academic Outcomes3. Analysis of Universal Academic Data to Plan, Implement, and ... MOREEvaluate Schoolwide Improvement, Amanda M. VanDerHeyden4. Assessment of Cognitive Abilities and Cognitive Processes: Issues, Applications, and Fit within a Problem-Solving Model: Focusing on Academic Achievement, Randy G. Floyd5. Assessment of Academic Skills in Reading within a Problem-Solving Model, Amanda M. Marcotte and John M. Hintze6. Assessment of Academic Skills in Math within a Problem-Solving Model, Matthew K. Burns and David A. Klingbeil7. Assessment of Academic Skills in Written Expression within a Problem-Solving Model, Kristin A. Gansle and George H. Noell8. Selecting Academic Interventions for Individual Students, Edward J. Daly III, Kristi L. Hofstadter, Rebecca S. Martinez, and Melissa AndersenIII. Assessment and Analysis: Focus on Social Emotional and Behavioral Outcomes9. Schoolwide Analysis of Data for Social Behavior Problems: Assessing Outcomes, Selecting Targets for Intervention, and Identifying Need for Support, Kent McIntosh, Wendy M. Reinke, and Keith C. Herman10. Assessing Disruptive Behavior within a Problem-Solving Model, Brian K. Martens and Scott P. Ardoin11. Assessing Internalizing Problems and Well-Being, David N. Miller12. Using Functional Assessment to Select Behavioral Interventions, Kevin M. Jones and Katherine F. WickstromIV. Implementing Prevention and Intervention Strategies13. Guidelines for Evidence-Based Practice in Selecting Interventions, Karen Callan Stoiber and Jennifer L. DeSmet14. Proactive Strategies for Promoting Learning, Kenneth W. Howell and Joan Schumann15. Proactive Strategies for Promoting Social Competence and Resilience, Kenneth W. Merrell, Verity H. Levitt, and Barbara A. Gueldner16. Evidence-Based Reading Instruction: Developing and Implementing Reading Programs at the Core, Supplemental, and Intervention Levels, Sylvia Linan-Thompson and Sharon Vaughn17. Evidence-Based Math Instruction: Developing and Implementing Math Intervention Programs at the Core, Supplemental, and Intervention Levels, David J. Chard, Leanne R. Ketterlin-Geller, Kathleen Jungjohann, and Scott K. Baker18. Evidence-Based Written Language Instruction: Teaching Written Language Skills at the Core, Merilee McCurdy, Stephanie Schmitz, and Amanda Albertson19. Peer-Mediated Intervention Strategies, Leslie MacKay, Theresa Andreou, and Ruth A. Ervin20. Self-Management Interventions, Kathryn E. Hoff and Kristin D. Sawka-Miller21. Interventions for Homework Problems, Donna Gilbertson and Rebecca Sonnek22. Teaching Functional Life Skills to Children with Developmental Disabilities: Acquisition, Generalization, and Maintenance, Ronnie Detrich and Thomas S. Higbee23. Parents and School Psychologists as Child Behavior Problem-Solving Partners: Helpful Concepts and Applications, Patrick C. Friman, Jennifer L. Volz, and Kimberly A. Haugen24. Parent Training: Working with Families to Develop and Implement Interventions, Mark D. Shriver and Keith D. Allen25. Problem-Solving Skills Training: Theory and Practice in the School Setting, Bryan Bushman and Gretchen Gimpel Peacock 26. Cognitive-Behavioral Interventions for Depression and Anxiety, Susan M. Swearer, Jami E. Givens, and Lynae J. Frerichs27. Strategies for Working with Severe Challenging and Violent Behavior, Lee Kern, Jaime L. Benson, and Nathan H. Clemens28. Psychopharmacological Interventions, George J. DuPaul, Lisa L. Weyandt, and Genery D. BoosterV. Evaluating Interventions 29. Summarizing, Evaluating, and Drawing Inferences from Intervention Data, Edward J. Daly III, David W. Barnett, Sara Kupzyk, Kristi Hofstadter, and Elizabeth Barkley 30. Empirical and Pragmatic Issues in Assessing and Supporting Intervention Implementation in Schools, George H. NoellVI. Building Systems to Support the Problem-Solving Model31. Collaboration across Systems to Support Children and Families, Susan M. Sheridan, Katie L. Magee, Carrie A. Blevins, and Michelle S. Swanger-Gagné32. The School Psychologist’s Role in Assisting School Staff in Establishing Systems to Manage, Understand, and Use Data, Elizabeth Schaughency, Brent Alsop, and Anna Dawson33. Implementing the Problem-Solving Model with Culturally and Linguistically Diverse Students, Robert L. Rhodes34. Making Problem-Solving School Psychology Work in Schools, W. David Tilly III, Bradley C. Niebling, and Alecia Rahn-Blakeslee

Gretchen Gimpel Peacock, PhD, is Professor of Psychology at Utah State University, where she has coordinated the specialist-level program in school psychology and is on the program faculty of the Combined Psychology (School/Clinical/Counseling) PhD program. Dr. Gimpel Peacock’s publications and professional presentations focus on child behavior problems and family issues as related to child behaviors, as well as professional issues in school psychology. Ruth A. Ervin, PhD, is Associate Professor at the University of British Columbia. Dr. Ervin's research addresses the research-to-practice needs of local school districts and promotes a preventative and problem-solving approach to addressing the academic and emotional-behavioral needs of children and adolescents. Edward J. Daly III, PhD, is Professor of Educational (School) Psychology at the University of Nebraska-Lincoln. Dr. Daly’s research and publications are in the areas of developing functional assessment methods for reading problems and the measurement and evaluation of academic and behavioral interventions. Kenneth W. Merrell, PhD, until his death in 2011, was Professor of School Psychology and Director of the Oregon Resiliency Project at the University of Oregon. For 25 years, Dr. Merrell's influential teaching and research focused on social-emotional assessment and intervention for at-risk children and adolescents and social-emotional learning in schools. He published over 90 peer-reviewed journal articles; several books and nationally normed assessment instruments; and the Strong Kids programs, a comprehensive social and emotional learning curriculum. Dr. Merrell was a Fellow of the Division of School Psychology (Division 16) and the Society for Clinical Child and Adolescent Psychology (Division 53) of the American Psychological Association. He received the Senior Scientist Award from Division 16, the Division's highest honor for excellence in science.