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 Unfortunately, despite this vast knowledge base, many practitioners continue to use outdated and ineffective assessment practices, educational interventions, and therapies, many of which lack research support.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 Reference's editors aim to change that by providing practitioners, academics, and students with a compendium of current, evidence-based, and state-of-the-art best practices in education and psychology.
The Desk Reference's 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
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 María Ramírez, 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 Gonzálvez, 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 García-Vázquez and Luis A. Vázquez 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. O'Hara, 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
Lea A. Theodore, PhD, Professor of School Psychology at Adelphi University, licensed psychologist, and Past President of Division 16 of the APA, consults with schools, behavioral health settings, publishing companies, and the judiciary as an expert witness. Her more than two-decade career and a multitude of articles, chapters, and books advance effective intervention strategies to improve student functioning. Bruce A. Bracken, PhD, is an emeritus professor at The College of William & Mary. Dr. Bracken has published scores of articles, chapters, books, and tests; cofounded the Journal of Psychoeducational Assessment; and is Past President of the International Test Commission. He has received several awards, including the Senior Scientist award from the American Psychological Association. Melissa A. Bray, PhD, is a professor and director of the School of Psychology program at the University of Connecticut, a licensed psychologist, and Past President of Division 16 of the APA. Dr. Bray's professional experience spans more than 30 years as a consultant, school psychologist, speech-language pathologist, professor, and school psychology discipline coordinator. She has more than 215 publications.
Reviews for Desk Reference in School Psychology
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