The Oxford Handbook of School Psychology (Oxford Library of Psychology)

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

16.The Clinical Interview in Mathmatics Assesment and Intervention: The Case of Fractions.

Part Six: Intervention

17. 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

18 Externalizing Disorders in Children and Adolescents: Behavioral Excess and Behavioral Deficits

William R. Jenson, Sarah Harward, and Julie M. Bowen

19. Interventions for Students with Internalizing Behavioral Deficits

Barbara A. Gueldner and Kenneth W. Merrell

20. Classroom Interventions for Attention and Hyperactivity

George J. DuPaul, Jocelyn R. Helwig, and Peter M. Slay

21. Social Skills Assessment and Intervention

Richard J. Cowan

22. Challenging Gifted and Talented Learners with a Continuum of Research-Based Interventions Strategies

Sally M. Reis and Joseph S. Renzulli

23. Interventions to Address School Crises and Violence

Steven G. Little, Angeleque Akin-Little, and Natasha S. Medley

24. Promoting Subjective Well-Being

Shannon M. Suldo, E. Scott Huebner, Jessica Michalowski, and Amanda Thalji

 

25. Efficacy of Special Education

Kenneth A. Kavale and Lucinda S. Spaulding

 

26. 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

27. 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

28. The ClassMaps Framework for Data-Based, Classwide Classroom Management

Beth Doll, Kristin Jones, Allison Champion, Allison Osborn, Sharon Zumbrunn, Alyssa Collaro, and Chelsie Guerrero

29. Response to Intervention: Conceptual Foundations and Evidence-Based Practices

Frank M. Gresham

 

30. Counseling in the Practice of School Psychology

Tony D. Crespi and Denise E. Laframboise

31. Systems-Based Service Delivery in School Psychology

Susan G. Forman and Jeffrey S. Selman

32. Positive Behavioral Supports

Lisa M. Hagermoser Sanetti and Brandi Simonsen

33. 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

34. Pediatric Health-Related Disorders: Prevention and Early Intervention

LeAdelle Phelps

35. Pediatric Psychopharmacology

Thomas Kubiszyn

36. 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

 

37. The Influence of Legislation on the Practice of School Psychology

Angie Dahl, Kathryn E. Hoff, Gretchen Gimpel Peacock, and Ruth A. Ervin

38. Ethical Considerations in the Practice of School Psychology

Kathleen M. McNamara

39. Emerging Trends in the Preparation of School Psychologists for Practice

Rich Gilman, Kristen Missall, and Ryan Macks

40. Program Planning and Evaluation

Laura M. Crothers, Lea A. Theodore, and Tammy L. Hughes

41. International Development of School Psychology

Bonnie Kaul Nastasi and Kris Varjas

Part Nine: Conclusions and Future Directions

42. Technology in the Practice of School Psychology: The Future is Past Tense

Jack A. Cummings

43. Conclusion: Evolution of School Psychology

Tanya L. Eckert

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.