Educational psychology Books

Book SynopsisThe development of studentsâ conceptual understanding of the world is vital to their academic success at all grade levels (preschool through high school) and across content areas. This professional resource and course text presents expert perspectives on building conceptual knowledge and vocabulary through reading, writing, and classroom discussion. Topics include the importance of word study and informational texts in early literacy, discussion practices that boost comprehension, the use of multimodal and appropriately complex texts, engaging digital literacies, and discipline-specific writing. Ways to strengthen English learnersâ conceptual skills are highlighted. Each chapter describes current research, explains how to plan and scaffold instruction, distills Implications for Professional Learning, and offers Questions for Discussion.Trade Review"By addressing how students acquire concepts related to language and reasoning, this book provides teachers with a range of ideas important to literacy development across grades and contexts. Each chapter presents a cohesive framework for considering multiple aspects of language, both oral and written. The volume supplies a needed perspective on the complex array of skills and knowledge that must develop in concert across time and experience to support school success. It will be a valuable text for courses focused on early reading/literacy development and instruction, and an excellent supplemental text for graduate courses on content-area/disciplinary literacies."--Carol A. Donovan, PhD, Director, Belser–Parton Literacy Center, University of Alabama "This volume shows how educators can help students use language in all its forms to prepare them to engage effectively in the world of knowledge. It presents strategies for developing students' language and literacy skills in ways that build both conceptual understanding and the abilities to think critically and communicate competently. Readers will benefit from a breadth of accessible practices for supporting students across grades and throughout their school learning experiences. Importantly, the book is designed to help bridge the gap between research and practice. The key takeaways for teachers and the discussion questions make the text especially useful for preservice teacher training and professional learning."--Alison K. Billman, PhD, Director of Early Elementary Curriculum, Lawrence Hall of Science, University of California, Berkeley "This book is an excellent resource for classroom teachers, literacy leaders, and teacher educators. The contributors present a holistic view of language and literacy development, reminding us that language and literacy are essential tools for constructing meaning and for exploring the world around us. The central topic of conceptual knowledge development is extremely timely and relevant. Every chapter is written with the clear goal of using current research to suggest implications for classroom practice. The book is full of concrete examples and recommendations, making it a terrific text for use in a teacher study group or professional learning community. It would also serve well as a core text for graduate-level education courses."--Juliet L. Halladay, PhD, Department of Education, University of Vermont-Table of ContentsForeword, Elfrieda H. Hiebert 1. Introduction, Melanie R. Kuhn 2. Developing Vocabulary Skills While Developing Conceptual Knowledge: Strategies from the PAVEd for Success Kindergarten and Prekindergarten Program, Claire E. Hamilton & Paula J. Schwanenflugel 3. “I Don’t Just Want to Read, I Want to Learn Something”: Best Practices for Using Informational Texts to Build Young Children’s Conceptual Knowledge, Mariam Jean Dreher & Sharon B. Kletzien 4. What Does Discussion Add to Reading for Conceptual Learning?, Pei-Yu Marian Pan, Brian W. Miller, & Richard C. Anderson 5. Using Multimodal Text Sets to Support Conceptual Understandings, Jeanne Swafford 6. Developing Conceptual Knowledge in the Content Areas: Overlooked Features of Texts That Influence Complexity, Heidi Anne E. Mesmer 7. Teaching and Learning in a Digital World: Digital Literacies for Disciplinary Learning, Jill Castek & Michael Manderino 8. Teaching to Write and Writing to Learn: Conceptual Development through Discipline-Specific Writing, Estanislado S. Barrera IV & Kim Skinner 9. Addressing Complexities of Science Texts to Facilitate English Language Learners’ Conceptual Development, Marco A. Bravo, Saúl I. Maldonado, & Jorge L. Solís 10. Amplifying Diverse Voices with Read-Alouds in Elementary, Middle, and High School Classrooms: Connecting Concepts to Practice, Catherine Lammert, Stacia L. Long, & Jo Worthy 11. What’s Involved in Preparing Students for Workplace Writing Success?: Linking Conceptual and Practical Knowledge, Maria Grant, Diane Lapp, & Thomas DeVere Wolsey Index

Read more less

Book SynopsisThe development of studentsâ conceptual understanding of the world is vital to their academic success at all grade levels (preschool through high school) and across content areas. This professional resource and course text presents expert perspectives on building conceptual knowledge and vocabulary through reading, writing, and classroom discussion. Topics include the importance of word study and informational texts in early literacy, discussion practices that boost comprehension, the use of multimodal and appropriately complex texts, engaging digital literacies, and discipline-specific writing. Ways to strengthen English learnersâ conceptual skills are highlighted. Each chapter describes current research, explains how to plan and scaffold instruction, distills Implications for Professional Learning, and offers Questions for Discussion.Trade Review"By addressing how students acquire concepts related to language and reasoning, this book provides teachers with a range of ideas important to literacy development across grades and contexts. Each chapter presents a cohesive framework for considering multiple aspects of language, both oral and written. The volume supplies a needed perspective on the complex array of skills and knowledge that must develop in concert across time and experience to support school success. It will be a valuable text for courses focused on early reading/literacy development and instruction, and an excellent supplemental text for graduate courses on content-area/disciplinary literacies."--Carol A. Donovan, PhD, Director, Belser–Parton Literacy Center, University of Alabama "This volume shows how educators can help students use language in all its forms to prepare them to engage effectively in the world of knowledge. It presents strategies for developing students' language and literacy skills in ways that build both conceptual understanding and the abilities to think critically and communicate competently. Readers will benefit from a breadth of accessible practices for supporting students across grades and throughout their school learning experiences. Importantly, the book is designed to help bridge the gap between research and practice. The key takeaways for teachers and the discussion questions make the text especially useful for preservice teacher training and professional learning."--Alison K. Billman, PhD, Director of Early Elementary Curriculum, Lawrence Hall of Science, University of California, Berkeley "This book is an excellent resource for classroom teachers, literacy leaders, and teacher educators. The contributors present a holistic view of language and literacy development, reminding us that language and literacy are essential tools for constructing meaning and for exploring the world around us. The central topic of conceptual knowledge development is extremely timely and relevant. Every chapter is written with the clear goal of using current research to suggest implications for classroom practice. The book is full of concrete examples and recommendations, making it a terrific text for use in a teacher study group or professional learning community. It would also serve well as a core text for graduate-level education courses."--Juliet L. Halladay, PhD, Department of Education, University of Vermont-Table of ContentsForeword, Elfrieda H. Hiebert 1. Introduction, Melanie R. Kuhn 2. Developing Vocabulary Skills While Developing Conceptual Knowledge: Strategies from the PAVEd for Success Kindergarten and Prekindergarten Program, Claire E. Hamilton & Paula J. Schwanenflugel 3. “I Don’t Just Want to Read, I Want to Learn Something”: Best Practices for Using Informational Texts to Build Young Children’s Conceptual Knowledge, Mariam Jean Dreher & Sharon B. Kletzien 4. What Does Discussion Add to Reading for Conceptual Learning?, Pei-Yu Marian Pan, Brian W. Miller, & Richard C. Anderson 5. Using Multimodal Text Sets to Support Conceptual Understandings, Jeanne Swafford 6. Developing Conceptual Knowledge in the Content Areas: Overlooked Features of Texts That Influence Complexity, Heidi Anne E. Mesmer 7. Teaching and Learning in a Digital World: Digital Literacies for Disciplinary Learning, Jill Castek & Michael Manderino 8. Teaching to Write and Writing to Learn: Conceptual Development through Discipline-Specific Writing, Estanislado S. Barrera IV & Kim Skinner 9. Addressing Complexities of Science Texts to Facilitate English Language Learners’ Conceptual Development, Marco A. Bravo, Saúl I. Maldonado, & Jorge L. Solís 10. Amplifying Diverse Voices with Read-Alouds in Elementary, Middle, and High School Classrooms: Connecting Concepts to Practice, Catherine Lammert, Stacia L. Long, & Jo Worthy 11. What’s Involved in Preparing Students for Workplace Writing Success?: Linking Conceptual and Practical Knowledge, Maria Grant, Diane Lapp, & Thomas DeVere Wolsey Index

Read more less

Book SynopsisWhen your child struggles with learning to read, it can feel overwhelming. What causes reading difficulties? How can you support your child on the road to a rich and rewarding literacy life? Drawing on her dual expertise as a literacy specialist and a psychotherapist, Diane Tracey takes a unique and holistic approach to supporting children's health and emotional well-being along with their reading skills. In this straightforward, knowledgeable guide, she explains exactly how the reading process works and what you can do to foster literacy development every step of the way. Filled with checklists, fun activities to do with kids, and insightful stories, this compassionate resource gives you tools to help a struggling reader of any age become an avid book lover.Trade Review“Dr. Tracey has written a winner! This is an essential guide for any parent whose child has difficulties with reading. It has a strong research and practical base, plentiful examples, and hands-on activities at the end of each chapter. For me, this book is the best on the market.”--Patricia A. Edwards, PhD, Department of Teacher Education, Michigan State University "I love this book. I'm not a teacher by trade, and I had no clue about how to help my daughter with reading. Dr. Tracey provides suggested books and engaging activities that make learning fun."--Lisa K., parent "I read this book with great interest as both a parent and an educator, and came away inspired with ideas to help my own children and share with colleagues. Dr. Tracey takes us inside the life of the developing reader and provides a positive roadmap for joining children on their literacy journeys. The book offers stories of real kids and families alongside practical tools, resources, and easy-to-implement activities. A 'must read' for all parents who want to support the developing readers in their lives!"--Heather Kenyon Casey, PhD, Department of Teacher Education, Rider University-Table of Contents1. Help! I'm Overwhelmed! 2. The Foundations of Reading 3. The Parts of the Reading Process 4. How Can I Tell What’s Causing My Child’s Reading Difficulty? 5. What Should I Do If My Child Is Having Difficulty with Visual Processing? 6. What Should I Do If My Child Is Having Difficulty with Auditory Processing? 7. What Should I Do If My Child Is Having Difficulty with Phonics? 8. What Should I Do If My Child Is Having Difficulty with Vocabulary? 9. What Should I Do If My Child Is Having Difficulty with Reading Comprehension? 10. What Should I Do If My Child Is Having Difficulty with Attention and/or Motivation? A Few Final Words: Putting It All Together Appendix: Word Family and Sight Word Lists Index

Read more less

Book SynopsisThis comprehensive resource--now revised and expanded--provides school practitioners with an evidence-based framework for preventing and effectively responding to youth suicidal behavior. David N. Miller guides readers to understand, screen, and assess for suicide risk in students in grades K-12. He presents collaborative strategies for intervening appropriately within a multi-tiered system of support. The book also shows how to develop a coordinated plan for postvention in the aftermath of a suicide, offering specific dos and don'ts for supporting students, parents, and school personnel. User-friendly tools include reproducible handouts; the book's large-size format facilitates photocopying. Purchasers get access to a webpage where they can download and print the reproducible materials. New to This Edition *Chapter on the roles and responsibilities of the school-based suicide prevention team. *Significantly revised coverage of screening and suicide risk assesTrade Review"Miller, a seasoned school psychologist and an authority on suicidal behavior in young people, has provided what I view as the single most important work on this topic for any professional working in school settings. The thoroughly updated second edition reflects many changes in the field and includes new material on such crucial topics as coordination of care within schools and the prevention of burnout among school personnel. A practical, accessible, and complete treatment of this concerning public health problem."--Thomas E. Joiner, PhD, The Robert O. Lawton Distinguished Professor of Psychology, Florida State University "When reviewing a resource for schools, I look for three things--whether it is well researched, speaks to education professionals, and gives practical guidance to elevate practice and improve the lives, safety, and health of our next generation. Child and Adolescent Suicidal Behavior, Second Edition, ticks all these boxes. Miller provides a thorough grounding in theory, research, and practice in a way that is readable and engaging. Suicidal behavior is on a steady upward climb among our nation’s youth, making this a critical and timely read for school-based professionals and school leaders.”--Pat Breux, RN, BSN, youth suicide prevention specialist, New York State "Once again, Miller has provided a 'must-have' book for school personnel, educators, and clinicians. Miller shares his expertise and knowledge regarding the complex topic of youth suicidal behavior in an easy-to-understand manner. Resource-rich chapters address screening, identification, and comprehensive school-based suicide prevention programming. Clinicians will appreciate the coverage of youth-focused assessment measures as well as specific topics that need to be addressed during clinical interviews. This book has become my go-to resource, both when developing my university lectures and when working with elementary and secondary schools."--James J. Mazza, PhD, College of Education, University of Washington "Miller has been a long-time leading expert in the area of youth suicide and an important voice in advocacy for school-based prevention, intervention, and postvention. He poignantly explains that while the topic of suicide is challenging for schools and communities to address, avoiding it too often results in further loss of life. The good news is that this book provides a comprehensive 'how-to' guide for schools to follow. Miller presents useful, evidence-based strategies and programs for school and clinical professionals. The second edition is even more user friendly and informative than the first, with an emphasis on incorporating suicide prevention into multi-tiered systems of support."--John Kelly, PhD, school psychologist, Commack School District, New York; past president, National Association of School Psychologists-Every school should make this book required reading….This is a practical resource guide….The author is an authority on the subject of suicide and suicidal behaviors in youth and imbues this second edition with every ounce of his passion to make a difference for kids and the school personnel who want to give youth their very best. This book is user-friendly, including handouts and assessment measures, information on taking care of caregivers, and evidence-based strategies for many levels of support. Please buy this book. Kids matter!--Doody’s Review Service, 10/03/3021Table of ContentsForeword, William M. Reynolds 1. Suicidal Behavior in Children and Adolescents: An Introduction and Overview 2. Youth Suicidal Behavior and the Schools 3. Teamwork, Roles and Responsibilities, and Self-Care in Schools 4. Public Health Approaches to Youth Suicide Prevention 5. Tier 1 School-Based Suicide Prevention Programs for All Students 6. Identifying Tier 2 and Tier 3 Students and Linking Assessment to Intervention 7. Tier 2 and Tier 3 Interventions for At-Risk and High-Risk Students 8. School-Based Suicide Postvention Epilogue Appendix. Online Resources References Index

Read more less

Book SynopsisThis comprehensive resource--now revised and expanded--provides school practitioners with an evidence-based framework for preventing and effectively responding to youth suicidal behavior. David N. Miller guides readers to understand, screen, and assess for suicide risk in students in grades K-12. He presents collaborative strategies for intervening appropriately within a multi-tiered system of support. The book also shows how to develop a coordinated plan for postvention in the aftermath of a suicide, offering specific dos and don'ts for supporting students, parents, and school personnel. User-friendly tools include reproducible handouts; the book's large-size format facilitates photocopying. Purchasers get access to a webpage where they can download and print the reproducible materials. New to This Edition *Chapter on the roles and responsibilities of the school-based suicide prevention team. *Significantly revised coverage of screening and suicide risk assesTrade Review"Miller, a seasoned school psychologist and an authority on suicidal behavior in young people, has provided what I view as the single most important work on this topic for any professional working in school settings. The thoroughly updated second edition reflects many changes in the field and includes new material on such crucial topics as coordination of care within schools and the prevention of burnout among school personnel. A practical, accessible, and complete treatment of this concerning public health problem."--Thomas E. Joiner, PhD, The Robert O. Lawton Distinguished Professor of Psychology, Florida State University "When reviewing a resource for schools, I look for three things--whether it is well researched, speaks to education professionals, and gives practical guidance to elevate practice and improve the lives, safety, and health of our next generation. Child and Adolescent Suicidal Behavior, Second Edition, ticks all these boxes. Miller provides a thorough grounding in theory, research, and practice in a way that is readable and engaging. Suicidal behavior is on a steady upward climb among our nation’s youth, making this a critical and timely read for school-based professionals and school leaders.”--Pat Breux, RN, BSN, youth suicide prevention specialist, New York State "Once again, Miller has provided a 'must-have' book for school personnel, educators, and clinicians. Miller shares his expertise and knowledge regarding the complex topic of youth suicidal behavior in an easy-to-understand manner. Resource-rich chapters address screening, identification, and comprehensive school-based suicide prevention programming. Clinicians will appreciate the coverage of youth-focused assessment measures as well as specific topics that need to be addressed during clinical interviews. This book has become my go-to resource, both when developing my university lectures and when working with elementary and secondary schools."--James J. Mazza, PhD, College of Education, University of Washington "Miller has been a long-time leading expert in the area of youth suicide and an important voice in advocacy for school-based prevention, intervention, and postvention. He poignantly explains that while the topic of suicide is challenging for schools and communities to address, avoiding it too often results in further loss of life. The good news is that this book provides a comprehensive 'how-to' guide for schools to follow. Miller presents useful, evidence-based strategies and programs for school and clinical professionals. The second edition is even more user friendly and informative than the first, with an emphasis on incorporating suicide prevention into multi-tiered systems of support."--John Kelly, PhD, school psychologist, Commack School District, New York; past president, National Association of School Psychologists-Every school should make this book required reading….This is a practical resource guide….The author is an authority on the subject of suicide and suicidal behaviors in youth and imbues this second edition with every ounce of his passion to make a difference for kids and the school personnel who want to give youth their very best. This book is user-friendly, including handouts and assessment measures, information on taking care of caregivers, and evidence-based strategies for many levels of support. Please buy this book. Kids matter!--Doody’s Review Service, 10/03/3021Table of ContentsForeword, William M. Reynolds 1. Suicidal Behavior in Children and Adolescents: An Introduction and Overview 2. Youth Suicidal Behavior and the Schools 3. Teamwork, Roles and Responsibilities, and Self-Care in Schools 4. Public Health Approaches to Youth Suicide Prevention 5. Tier 1 School-Based Suicide Prevention Programs for All Students 6. Identifying Tier 2 and Tier 3 Students and Linking Assessment to Intervention 7. Tier 2 and Tier 3 Interventions for At-Risk and High-Risk Students 8. School-Based Suicide Postvention Epilogue Appendix. Online Resources References Index

Read more less

Book SynopsisWhen your child struggles with learning to read, it can feel overwhelming. What causes reading difficulties? How can you support your child on the road to a rich and rewarding literacy life? Drawing on her dual expertise as a literacy specialist and a psychotherapist, Diane Tracey takes a unique and holistic approach to supporting children's health and emotional well-being along with their reading skills. In this straightforward, knowledgeable guide, she explains exactly how the reading process works and what you can do to foster literacy development every step of the way. Filled with checklists, fun activities to do with kids, and insightful stories, this compassionate resource gives you tools to help a struggling reader of any age become an avid book lover.Trade Review“Dr. Tracey has written a winner! This is an essential guide for any parent whose child has difficulties with reading. It has a strong research and practical base, plentiful examples, and hands-on activities at the end of each chapter. For me, this book is the best on the market.”--Patricia A. Edwards, PhD, Department of Teacher Education, Michigan State University "I love this book. I'm not a teacher by trade, and I had no clue about how to help my daughter with reading. Dr. Tracey provides suggested books and engaging activities that make learning fun."--Lisa K., parent "I read this book with great interest as both a parent and an educator, and came away inspired with ideas to help my own children and share with colleagues. Dr. Tracey takes us inside the life of the developing reader and provides a positive roadmap for joining children on their literacy journeys. The book offers stories of real kids and families alongside practical tools, resources, and easy-to-implement activities. A 'must read' for all parents who want to support the developing readers in their lives!"--Heather Kenyon Casey, PhD, Department of Teacher Education, Rider University-Table of Contents1. Help! I'm Overwhelmed! 2. The Foundations of Reading 3. The Parts of the Reading Process 4. How Can I Tell What’s Causing My Child’s Reading Difficulty? 5. What Should I Do If My Child Is Having Difficulty with Visual Processing? 6. What Should I Do If My Child Is Having Difficulty with Auditory Processing? 7. What Should I Do If My Child Is Having Difficulty with Phonics? 8. What Should I Do If My Child Is Having Difficulty with Vocabulary? 9. What Should I Do If My Child Is Having Difficulty with Reading Comprehension? 10. What Should I Do If My Child Is Having Difficulty with Attention and/or Motivation? A Few Final Words: Putting It All Together Appendix: Word Family and Sight Word Lists Index

Read more less

Book SynopsisThis highly practical reference is organized around the problem behaviors that K-6 teachers see as the greatest barriers to student success--and the positive behaviors they value the most. Of particular value to educators, the book matches proven intervention techniques to specific target behaviors. Hill M. Walker presents exemplary strategies for managing such classroom challenges as defiance, low motivation, and aggression. He also reviews ways to build all students' skills for following directions, staying on task, coping with frustration, getting along with peers, and more. The book includes illustrative case examples and a section that clearly explains key principles of behavior management. Reproducible handouts and forms can be downloaded and printed in a convenient 8 1/2 x 11 size.Trade Review“This multifunctional work is unique in both content and format--it provides an almost instant source of practical, evidence-based strategies for management and motivation of students with emotional or behavioral problems. This book will serve as a wonderful methods textbook for teacher preparation courses in general and special education, and as a critical resource for professionals in school counseling, educational administration, school psychology, and child psychiatry. The volume is thoroughly evidence based; it is built on the bedrock of comprehensive research reviews, many of these informed by Walker’s own widely regarded career record of research and development.”--Steven R. Forness, EdD, Distinguished Professor Emeritus of Psychiatry and Biobehavioral Sciences, University of California, Los Angeles "Bravo! This book is truly a gift to the fields of education and school psychology, and a 'must read' for every professional providing instruction and support to K-6 students. Professors committed to preparing general and special educators will appreciate the lifetime of wisdom on preventing and responding to challenging behaviors that is reflected in the pages of this book. Each chapter provides clearly articulated guidance on how to implement research-based strategies, practices, and programs in school settings. I can see the case studies being used in university classrooms with preservice teachers, as well as by technical assistance providers working with inservice educators. Educators everywhere will appreciate the guidance and the clarity!"--Kathleen Lynne Lane, PhD, BCBA-D, Roy A. Roberts Distinguished Professor of Special Education and Associate Vice Chancellor for Research, University of Kansas "A welcome addition to the literature on student behavior and instruction in school, from one of the most prolific scholars in education. Walker provides teachers with quick and effective instructional information to solve common student behavior problems. Principles and techniques of behavioral technology--specifically, methods for increasing appropriate and decreasing inappropriate student behavior--are highlighted in a narrative that teachers at all levels will find accessible. This book is a 'must have' for general and special educators and teachers in training who seek to become skilled behavior interventionists in the classroom."--Edward J. Sabornie, PhD, Professor Emeritus of Special Education, North Carolina State University "In a time of teacher burnout and school staffing shortages, Walker provides a comprehensive approach for proactively responding to critical behavior issues in the classroom. The book illustrates common behavior issues with case studies, checklists, and concrete strategies that are easily implemented into a busy school day. This is a needed reference for new and veteran teachers, academic coaches, and school counselors looking for positive approaches to supporting students in today’s classrooms."--Ashleigh Glickley, MEd, NBCT, academic instructional coach, Hawthorne Elementary School, Louisville, Kentucky-Table of ContentsPreface I. Strategies for Solving Problems with Students Who Do Not Meet Teacher Expectations for Appropriate Classroom Behavior 1. Enhancing Student Compliance with Teacher Requests and Directives 2. Improving Student Completion of Seatwork Assignments According to Instructions 3. Motivating Students to Produce Academic Work of Acceptable Quality for Their Skill Level 4. Teaching Students to Have Positive Interactions/Conversations with Peers 5. Developing Students’ Ability to Follow Classroom Rules and Behavioral Expectations 6. Helping Students Cope with Disappointment, Frustration, and Failure II. Strategies for Teaching Students How to Avoid and Reduce Challenging Behavior 7. Teaching Students to Avoid Damaging Others’ Property and Possessions 8. Reducing Insubordination and Enhancing Students’ Respect for the Teacher 9. Teaching Students Not to Have Tantrums When Unable to Get Their Way 10. Reducing Students’ Aggression in Schooling Contexts 11. Coping with Teacher Defiance When Managing the Classroom Behavior of Oppositional Students 12. Addressing Student Lying, Cheating, and Stealing at School III. Strategies for Increasing Desirable Behavior, Decreasing Undesirable Behavior, and Sustaining Achieved Behavior Change Over Time 13. How to Increase Desirable Student Behavior 14. How to Decrease Undesirable Student Behavior 15. How to Sustain Behavioral Change(s) Over Time and Across Settings Appendix 1. Short Form of The SBS Inventory Appendix 2. Recommended Additional Resources for Use by Teachers Appendix 3. Handout for Parents on How to Debrief Daily with Their Children about School Appendix 4. Coping With the Impact of Psychiatric Disorders in Schooling References Index

Read more less

Book SynopsisFrom leading authorities, this indispensable work is now in a revised and expanded second edition, presenting state-of-the-art tools and procedures for practitioners. The book shows how to use response to intervention (RTI) to evaluate K-12 students for specific learning disabilities (SLD). The second edition gives increased attention to optimizing the instructional environment in the context of a multi-tiered system of supports (MTSS). Procedures are described for screening at-risk students; using RTI to intensify instruction in reading, writing, and math; identifying SLD; determining eligibility for special education; and planning individualized education programs. Case examples and pointers for practice are woven throughout. In a convenient large-size format, the book includes reproducible tools that can be downloaded and printed for repeated use. New to This Edition *Incorporates contemporary perspectives on SLD, upgraded procedures for implementing an MTSS, nTrade Review"This book accurately captures our evolving understanding of RTI within MTSS and clearly illustrates how to leverage the essential components of MTSS to identify significant learning disabilities. The second edition's additional focus on prevention--through the accurate use of screening data, appropriate instructional intensity, and effective Tier 1 core programming--will support school teams in effectively integrating special education requirements and promoting ambitious growth for students with disabilities. Professional learning providers and faculty will find the numerous case examples featuring commonly available assessments to be useful for modeling RTI decision making and facilitating robust discussions. Practitioners will find the decision-making flowcharts and implementation checklists invaluable for guiding efficient and effective implementation of RTI."--Tessie Bailey, PhD, Director, Center on Multi-Tiered System of Supports and PROGRESS Center, American Institutes for Research "It is rare to see a book that is so grounded in research yet so practical, but Kovaleski et al. provide just such a resource. The second edition remains the most comprehensive book available on how to identify SLD in schools, and includes recent information about legal decisions, best practices for screening, and how to meet the classroom observation requirement so that it actually informs decisions. This book is a 'must read' for practitioners who are just beginning to use RTI for SLD identification, or for anyone working to have a more effective, legally defensible practice that improves children's lives. It is also a great text for school psychology training courses."--Matthew K. Burns, PhD, Herbert W. Schooling Faculty Member and Professor of Special Education, University of Missouri–Columbia “We referred to the first edition as our 'recipe book' for implementation of RTI-based SLD evaluation practices in North Carolina. The ingredients added to the second edition are spot-on and provide many needed details, including the critical role of the MTSS infrastructure, considerations for effective screening practices, and establishing the data requirements to rule out inadequate instruction as a cause for academic difficulties. I look forward to using the second edition in our statewide effort to scale evaluation and identification practices that begin with a focus on effective instruction for all.”--Lynn Kalinoski Makor, MA, CAGS, Consultant for Psychological Services, North Carolina Department of Public Instruction-Table of Contents1. Historical Background for Response to Intervention 2. The Legal Boundaries for RTI/MTSS 3. The MTSS: Instructional Prerequisites for Using RTI for Eligibility Decision Making 4. Determining Student Risk: Contemporary Best Practices in Academic Screening 5. Determining Inadequate Academic Achievement 6. Determining Responsiveness to Intervention 7. Ruling Out Other Conditions and Inadequate Instruction 8. Observing the Student within the Instruction–Intervention Process 9. Synthesizing Data to Determine Eligibility, Write the Evaluation Report, and Build the IEP 10. Using RTI to Evaluate SLD in Reading 11. Using RTI to Evaluate SLD in Written Expression 12. Using RTI to Evaluate SLD in Mathematics References Index

Read more less

Book SynopsisThis highly practical reference is organized around the problem behaviors that K-6 teachers see as the greatest barriers to student success--and the positive behaviors they value the most. Of particular value to educators, the book matches proven intervention techniques to specific target behaviors. Hill M. Walker presents exemplary strategies for managing such classroom challenges as defiance, low motivation, and aggression. He also reviews ways to build all students' skills for following directions, staying on task, coping with frustration, getting along with peers, and more. The book includes illustrative case examples and a section that clearly explains key principles of behavior management. Reproducible handouts and forms can be downloaded and printed in a convenient 8 1/2 x 11 size.Trade Review“This multifunctional work is unique in both content and format--it provides an almost instant source of practical, evidence-based strategies for management and motivation of students with emotional or behavioral problems. This book will serve as a wonderful methods textbook for teacher preparation courses in general and special education, and as a critical resource for professionals in school counseling, educational administration, school psychology, and child psychiatry. The volume is thoroughly evidence based; it is built on the bedrock of comprehensive research reviews, many of these informed by Walker’s own widely regarded career record of research and development.”--Steven R. Forness, EdD, Distinguished Professor Emeritus of Psychiatry and Biobehavioral Sciences, University of California, Los Angeles "Bravo! This book is truly a gift to the fields of education and school psychology, and a 'must read' for every professional providing instruction and support to K-6 students. Professors committed to preparing general and special educators will appreciate the lifetime of wisdom on preventing and responding to challenging behaviors that is reflected in the pages of this book. Each chapter provides clearly articulated guidance on how to implement research-based strategies, practices, and programs in school settings. I can see the case studies being used in university classrooms with preservice teachers, as well as by technical assistance providers working with inservice educators. Educators everywhere will appreciate the guidance and the clarity!"--Kathleen Lynne Lane, PhD, BCBA-D, Roy A. Roberts Distinguished Professor of Special Education and Associate Vice Chancellor for Research, University of Kansas "A welcome addition to the literature on student behavior and instruction in school, from one of the most prolific scholars in education. Walker provides teachers with quick and effective instructional information to solve common student behavior problems. Principles and techniques of behavioral technology--specifically, methods for increasing appropriate and decreasing inappropriate student behavior--are highlighted in a narrative that teachers at all levels will find accessible. This book is a 'must have' for general and special educators and teachers in training who seek to become skilled behavior interventionists in the classroom."--Edward J. Sabornie, PhD, Professor Emeritus of Special Education, North Carolina State University "In a time of teacher burnout and school staffing shortages, Walker provides a comprehensive approach for proactively responding to critical behavior issues in the classroom. The book illustrates common behavior issues with case studies, checklists, and concrete strategies that are easily implemented into a busy school day. This is a needed reference for new and veteran teachers, academic coaches, and school counselors looking for positive approaches to supporting students in today’s classrooms."--Ashleigh Glickley, MEd, NBCT, academic instructional coach, Hawthorne Elementary School, Louisville, Kentucky-Table of ContentsPreface I. Strategies for Solving Problems with Students Who Do Not Meet Teacher Expectations for Appropriate Classroom Behavior 1. Enhancing Student Compliance with Teacher Requests and Directives 2. Improving Student Completion of Seatwork Assignments According to Instructions 3. Motivating Students to Produce Academic Work of Acceptable Quality for Their Skill Level 4. Teaching Students to Have Positive Interactions/Conversations with Peers 5. Developing Students’ Ability to Follow Classroom Rules and Behavioral Expectations 6. Helping Students Cope with Disappointment, Frustration, and Failure II. Strategies for Teaching Students How to Avoid and Reduce Challenging Behavior 7. Teaching Students to Avoid Damaging Others’ Property and Possessions 8. Reducing Insubordination and Enhancing Students’ Respect for the Teacher 9. Teaching Students Not to Have Tantrums When Unable to Get Their Way 10. Reducing Students’ Aggression in Schooling Contexts 11. Coping with Teacher Defiance When Managing the Classroom Behavior of Oppositional Students 12. Addressing Student Lying, Cheating, and Stealing at School III. Strategies for Increasing Desirable Behavior, Decreasing Undesirable Behavior, and Sustaining Achieved Behavior Change Over Time 13. How to Increase Desirable Student Behavior 14. How to Decrease Undesirable Student Behavior 15. How to Sustain Behavioral Change(s) Over Time and Across Settings Appendix 1. Short Form of The SBS Inventory Appendix 2. Recommended Additional Resources for Use by Teachers Appendix 3. Handout for Parents on How to Debrief Daily with Their Children about School Appendix 4. Coping With the Impact of Psychiatric Disorders in Schooling References Index

Read more less

Book SynopsisUpdated in conjunction with Academic Skills Problems, Fifth Edition, the companion workbook contains reproducible forms discussed in the text as well as additional useful materials for direct assessment, intervention planning, and data-based decision making. The Workbook is geared to service delivery in a multi-tiered system of support (MTSS). It features step-by-step instructions for using each form along with exercises for practicing assessment processes and procedures. The convenient large-size format facilitates photocopying; purchasers also get access to a webpage where they can download and print the reproducible tools. New to This Edition *Revised throughout by new coauthor Nathan H. Clemens, while retaining the core elements of Edward S. Shapiro's approach. *More concise and accessible throughout. *Features a new streamlined version of the Behavior Observation of Students in Schools (BOSS), in addition to the original version.Trade Review"In the fifth edition, Clemens has updated and enhanced Shapiro’s foundational text and companion workbook with extensive new information based on contemporary research and practice. Using the keystone model of academic skills as an overarching framework, the fifth edition provides practical guidance about research-based assessment and intervention procedures; equally important, it offers caveats about popular but largely ineffective tactics. This book will continue to be a fundamental text in school psychology training programs as well as a go-to resource for practitioners who work in multi-tiered systems of support. It really operationalizes how school psychologists should function. The fifth edition of the Workbook again offers useful reproducible forms and detailed procedures that support work in an instructional environment context."--Joseph F. Kovaleski, DEd, NCSP, Professor Emeritus of Educational and School Psychology, Indiana University of Pennsylvania "Like prior editions, the fifth edition of Academic Skills Problems is a 'must' for any educator’s toolbox. Together, the text and workbook serve as an easy reference and support, with clearly organized topics treated in a thorough manner. The updated fifth edition is an apt tribute to the lifetime work of an incredible scholar, teacher, and mentor."--John L. Hosp, PhD, Special Education Program, University of Massachusetts Amherst "Prior editions have been staple texts in psychoeducational assessment and intervention courses. The fifth edition of the text and workbook, updating Shapiro's foundational framework, are more inclusive of different types of assessments and offer critical considerations for implementation within response-to-intervention models. Clemens expands on the theoretical bases of academic skills to help professionals gain a deeper understanding of the assessments and interventions they are using. Graduate students, practitioners, and faculty in school psychology and special education all will benefit from using the fifth edition to inform their work."--Ethan R. Van Norman, PhD, School Psychology Program, Lehigh University "Academic Skills Problems is the preeminent text for examining and understanding academic skills from a behavioral perspective. The Workbook expands on the steps presented in the textbook, offering detailed descriptions, scoring examples, practice opportunities, and reproducible materials for use in training and practice. It offers practical, step-by-step instructions for implementation of Shapiro's model. The fifth edition includes expanded content on MTSS implementation and data analysis, which will support efforts to scale systems-level supports for academic skills. I particularly value the exercises on data-based decision making at both the individual and group levels. Together, the Workbook and its companion text are the primary books I rely on for our doctoral-level Academic Skills Assessment course."--Milena A. Keller-Margulis, PhD, School Psychology Doctoral Program, University of Houston-Table of ContentsIntroduction Step 1: Assessing the Academic Environment - Teacher Interview - Student Interview - Direct Observation: Manual for the Behavioral Observation of Students in Schools (BOSS) - Direct Observation: Behavioral Observation of Students in Schools--Modified (BOSS-M) Step 2: Assessing Instructional Placement - Reading - Math - Spelling - Written Language - Summary Form for Academic Assessment Step 3: Instructional Modification - The Incremental Rehearsal Technique - Cover--Copy--Compare Step 4: Progress Monitoring - Graphing Data - Developing Local Norms - Tools for Multi-Tiered Systems of Support: Data-Based Decision Making References

Read more less

Book SynopsisNow in a revised and updated fifth edition, this gold-standard text and K-8 practitioner resource provides a roadmap for comprehensive literacy instruction informed by the science of reading. Rather than advocating one best approach, the book shows how to balance skills- and meaning-focused instruction to support all students' success. Chapters describe specific ways to build word recognition, fluency, vocabulary, and comprehension, especially for learners who are struggling. The book explains the conceptual underpinnings of recommended strategies and techniques and shows how exemplary teachers actually put them into practice. New to This Edition *Updated throughout with new coauthor Tim Pressley; incorporates the latest research about reading development and difficulties. *Chapter on instruction for emergent bilingual learners (EBs), plus an appendix on selecting texts for EBs. *Expanded discussions of dyslexia and the role of executive function in readinTrade Review"I wouldn't expect the fifth edition of a text to be refreshing, but this one sure is. 'Balanced' truly means balanced! Reading researchers--rather than influencers or politicians--define and apply the science of reading with breadth and depth. This is a reading methods course text rich enough to prepare today’s teachers for the varied challenges they will face."--James W. Cunningham, PhD, School of Education (Emeritus), University of North Carolina at Chapel Hill "The gift of this text is the serious and clear-eyed treatment of the full spectrum of evidence about beginning literacy instruction. The authors demonstrate unparalleled command of the nuances of reading and reading research. The book is thorough and clear, and based on an underlying respect for the process of learning, the work of teaching, and the endeavor of inquiry. This fifth edition earns its place as a time-tested cornerstone for the study of reading instruction."--Rachael Gabriel, PhD, Neag School of Education, University of Connecticut "There could be no better timing for publishing the fifth edition of this text. While the 'science of reading' label is placed on myriad curricular materials, the term is most often used too narrowly. True to what the broad base of research actually demonstrates is needed for student readers to thrive, this book makes a convincing argument for the validity and effectiveness of balanced instruction. The authors describe teaching practices, strategies, and classroom environments that foster all students’ literacy growth."--Peter Afflerbach, PhD, College of Education, University of Maryland, College Park "The term 'balanced literacy' emerged from Michael Pressley's exceptional translation of research for educators. In keeping with Michael Pressley's scholarly legacy, Tim Pressley and Richard Allington bring this book into its fifth edition, with elegant and clever interpretations of findings across many areas. The text positions the thoughtful educator to dive deep into literacy instruction. Especially helpful are the historical analyses of patterns in research and literacy instruction across the decades."--Heidi Anne E. Mesmer, PhD, School of Education, Virginia Tech "I have used this book as a central text in a graduate-level Foundations of Literacy course with practicing teachers for many years, and have recommended it for graduate reading programs in teacher education as well as ongoing teacher learning experiences in schools. My students have been astounded by the new insights they gain from this text, and have been inspired to make immediate revisions to their literacy instruction. I am thrilled that the fifth edition adds current research in each chapter, as well as adding a chapter on emergent bilingual learners, making the book even more relevant to the educators I work with."--Amy Frederick, PhD, Associate Professor and MSE Reading Program Director, Teacher Education Department, University of Wisconsin–River Falls-Thoroughly defines and describes each type of instruction before showing how successful classrooms provide teacher support as children apply the skills they are learning.--Curriculum Connections (on the third edition)--Curriculum Connections, 04/01/2007ƒƒA valuable resource of significant information and viewpoints about the nature of the reading act, the essential aspects of learning to read and of not learning to read, and the processes needed to transform reading education in our elementary schools.--Teachers College Record (on the second edition)--Teachers College Record, 01/01/2003Table of ContentsIntroduction to the Fifth Edition, Tim Pressley Introduction to the Fourth Edition, Richard L. Allington Introduction to the Third Edition, Michael Pressley 1. Skills-Emphasis, Meaning-Emphasis, and Scientifically Based Balanced Reading Instruction 2. Skilled Reading 3. Children Who Experience Problems in Learning to Read 4. Before Reading Words Begins 5. Learning to Recognize Words 6. Fluency 7. Vocabulary 8. The Need for Increased Comprehension Instruction 9. Reading Instruction for Emergent Bilinguals, Ana Taboada Barber 10. Expert Literacy Teaching in the Primary Grades, Ruth Wharton-McDonald 11. Motivation and Literacy 12. Concluding Reflections Author Index Subject Index

Read more less

Book SynopsisThis is the first practitioner-oriented guide to basic psychometrics--the science behind test construction and validation. It can be used as a course text or clinical reference for anyone who needs to select and administer diagnostic tests or review test score data obtained by others. Without assuming any mathematical background, the author describes the fundamentals of diagnostic testing, how to interpret score data, and how specific tests are used in school psychology, special education, counseling, and other contexts. Concepts such as reliability, validity, and fairness and test bias are explained in an accessible, conversational way. Detailed case examples illustrate the dos and don'ts of presenting test score data to clients, parents, and teachers in oral feedback and written reports. Pedagogical Features: *End-of-chapter exercises that emphasize application and understanding, with answers at the end of the book. *Key terms are bolded throughout and accesTrade Review"This well-written text offers a concise, clinically relevant guide to using psychometrically based tests in psychology, social work, counseling, and related areas. The author’s voice is clear and approachable, almost like he is speaking with you. Discussion of bias and fairness is particularly well done, and will help students to deconstruct the many issues that are involved when using psychometric instruments. I was particularly impressed with the discussion of norming and multicultural issues, as this topic can be dissentious. The exercises at the end of each chapter are effective and thoughtful; the way they span multiple professional areas helps to make the volume applicable to students across various training programs."--J. Gayle Beck, PhD, Emerita Chair of Excellence, Department of Psychology, University of Memphis "It has been a struggle to find a resource that strikes the right balance of theory and applied practice to empower future practitioners with regard to test use, selection, and interpretation. Many of us have been clamoring for a resource like this for use in our master's-level programs! The presentation is incredibly accessible, and is anchored in a strong balance of practical, timely examples throughout."--Laura M. Spenceley, PhD, Dean, School of Education, State University of New York at Oswego "The case examples are really helpful and the writing style very accessible."--Matthew K. Burns, PhD, Department of Special Education, University of Missouri–Columbia "Across eight chapters, Practical Psychometricsoffers a concise introduction to key terms, concepts, and research methods associated with mental measurement. The book achieves its goals of being readable, intuitive, clinically relevant, and technically accurate. Lovett’s writing is crystal clear, and his examples are vivid. This book covers a lot of ground and is well designed for graduate programs in school psychology, behavior analysis, social work, and counseling."--Randy G. Floyd, PhD, Professor and Chair, Department of Psychology, University of Memphis-Table of ContentsPreface 1. Introduction to Testing - Four Testing Stories - A Preview of the Book - Basic Terms in Testing - Tests as Assessment Tools 2. Statistical Concepts - Univariate Descriptive Statistics - Bivariate Descriptive Statistics: Correlation and Regression - Group Differences - Conclusions - Applied Exercises 3. The Meaning of Test Scores - Norm-Referenced Scores - What’s Normal? What’s Not? - Issues in Norm-Referenced Score Interpretation - Conclusions - Applied Exercises 4. Reliability - Defining Reliability - Evaluating a Test’s Reliability: Background - Practical Ways of Estimating Reliability - Interpreting and Applying Reliability Estimates - Reliability of Differences and Profiles - Item Response Theory - Conclusions - Applied Exercises 5. Validity - Tests, Constructs, and Inferences - Types of Validity Evidence - Validity and Classification - Evaluating Validity Evidence - Conclusions - Applied Exercises 6. Factor Analysis - EFA: A Few Motivating Examples - Reviewing EFA Data - Factor Analysis and Diagnostic Testing - Factor Analysis and Validity - Confirmatory Factor Analysis - Conclusions - Applied Exercises 7. Bias and Fairness - The Problem of Group Differences - Test Bias and Psychometric Validity - Contrasting Bias with Other Problems - Fairness in Test Use - Conclusions - Applied Exercises 8. Sharing Test Results - The Oral Feedback Session - The Written Report - Conclusions Appendix A. Resources for Further Study Appendix B. Answers for Applied Exercises Glossary References Index About the Author

Read more less

Book SynopsisThis book guides PreK-12 educators and school-based clinicians on how to embed socially just practices into their day-to-day roles to achieve more equitable outcomes. Social Justice in Schools uses vivid vignettes and personal reflections to demystify complex concepts. It pinpoints ways educators can better understand their racially and ethnically minoritized students, reflect on and challenge implicit bias in assessment and decision making, and build meaningful homeâschool relationships. Chapters begin with clearly framed learning outcomes and close with discussion questions and resources for professional learning. In a convenient large-size format, the book includes reproducible handouts and forms that can be downloaded and printed for repeated use. This book is in The Guilford Practical Intervention in the Schools Series, edited by Sandra M. Chafouleas.Trade Review"This essential book will engage educators across disciplines and at all levels--from preservice teachers to practicing school psychologists. It provides insight into what social justice means in the context of schooling and how educators' daily practices can facilitate social justice for the children, families, and communities they serve. Barrett has created an easy-to-read book that is a call to action for educators concerned with equity, fairness, and opportunity for marginalized students."--Sherrie L. Proctor, PhD, School Psychology Program, Queens College, City University of New York "A toolkit for educators who endeavor to transform their classrooms into just communities. Barrett skillfully weaves theory, research, and social justice practices, and includes thought-provoking exercises at the end of each chapter. The rich stories, helpful diagrams, and community-building activities will help educators develop the needed skill set to practice social justice in the schoolhouse. Drawing on his own experiences as a school psychologist, Barrett has crafted a needed resource aligned with the NASP Practice Model."--Terri N. Watson, PhD, School of Education, The City College of New York "While many social justice books are written from a theoretical perspective that leaves the reader wondering what to do next, Barrett’s book focuses on knowledge and tools that educators can use right away. Case studies, vignettes, resources, and reflection questions aid in understanding specific ways to enact anti-racist ideals. Using the 'Five C's of Equity' described in the book will allow school teams to change practices, policies, and behavior to ensure equitable outcomes. A 'must read'!"--Andria Amador, EdD, NCSP, Senior Director of Behavioral Health Services, Boston Public Schools "Barrett highlights the intersection between theory and practice in order to move equity from talk to action. He provides a roadmap on how to ensure adult issues don’t get in the way of responding to what students need. This text inspires and equips educators in contexts where equity is a collective goal. What resonates with me most as a superintendent is how the book helps us learn more about not just what we think social justice is in schools, but, more important, what we can do with it."--Nyah D. Hamlett, EdD, Superintendent, Chapel Hill–Carrboro City Schools, North Carolina "Social Justice in Schools is a book for this day and time. Barrett adeptly walks the fine line between the prescriptive and descriptive to give educators a framework to appropriately serve the children in their care. This book is for new and veteran teachers, school psychologists, and other school professionals. As a middle school division director and an educational consultant, I found tangible tools for professional development. Run, don't walk, to get this book."--Worokya Duncan, EdD, Head of Upper School, The Cathedral School of St. John the Divine, New York City "Rooted in Bronfenbrenner’s ecological systems theory, this book provides an accessible, resourceful, and thorough framework for centering social justice work in school contexts. Drawing on literature from multiple disciplines and from his own positionalities and life experiences as a Black professional, Barrett challenges the reader to critically reflect about power and to unlearn deficit frames. He invites all educators to a journey of creative co-imagination of systemic change at the level of policy, assessment, and in learning spaces, proposing a transformation that can center all languages and ways of learning."--María Rosa Brea-Spahn, PhD, CCC-SLP, Department of Communicative Sciences and Disorders, New York University-Table of ContentsForeword, Ivory A. Toldson Preface 1. Social Justice: A Framework for Equity in Public Education 2. Social Justice Is About Systems 3. Social Justice Is About Challenging Ourselves and Others 4. Social Justice Is About Privilege, Implicit Bias, and Intersectionality 5. Social Justice Is About More Than Numbers 6. Social Justice Is About the Children, Families, Schools, and Communities We Serve 7. Social Justice Is About Empowering Families 8. A Challenge to Educators 9. Social Justice and Me: The Formation and Evolution of a Professional Identity References Index

Read more less

Book SynopsisWith 55% new material, the significantly revised second edition of this influential resource presents a refined coaching model and an expanded set of tools for helping K-12 students live up to their potential in school and beyond. The book describes how to provide evidence-based, individualized instruction and support for kids and teens with executive skills challenges. Guidelines are provided for partnering with students and improving their performance in such areas as time and task management, planning, organization, and impulse control. Adaptations for coaching students with disabilities are discussed. In a convenient large-size format, the book features over two dozen reproducible forms and handouts; coaches can download and print additional copies as needed. New to This Edition *Two new chapters on coaching 5- to 8-year-olds (K-3), and more material on younger students throughout. *Shows how to enhance coaching by incorporating motivational interviewing aTrade Review"Professionals will find a diverse toolbox of strategies designed to promote self-regulated learning. As readers try out these strategies, Dawson and Guare also provide tools to measure progress and tailor approaches to the unique needs and contexts of younger and older students. Critical updates in the second edition include an increased emphasis on collaboration and shared decision making, as well as current information on applications of digital technology."--Margaret H. Sibley, PhD, Department of Psychiatry and Behavioral Sciences, University of Washington School of Medicine "The second edition is comprehensive and pragmatic. It provides detailed insights on everything from identifying good candidates for coaching to conducting sessions and monitoring progress. The discussions of school-based and peer coaching programs are instrumental, as they broaden the scope of intervention to the institutional level. As a clinical psychologist working in a school setting for over 20 years, I can attest that executive skills coaching can be life changing for many students."--Isabel de Puigdorfila, PsyD, school psychologist, Baldwin School of Puerto Rico “Dawson and Guare have done it again with the second edition of this masterpiece, providing an excellent framework for coaching students of all ages to manage their executive skills challenges. It’s not hyperbole to say that the appendices alone provide more pragmatic support than most books on the topic do in their entirety. Whether discussing the language that builds agency in clients or the use of specific tools, the book is both comprehensive and clear. I highly recommend this guide for anyone who wishes to make a difference with K-12 students.”--Michael Delman, MEd, Founder and CEO, Beyond BookSmart "This book should be on the shelf of every professional working with neurodivergent young people. It is a practical, easy-to-follow guide that equips professionals with all the tools they need to get started doing executive skills coaching with children and teens. The new chapter on foundational strategies, as well as other updates in the second edition, are very welcome."--Victoria A. Bagnall, MA, Co-Founder and Managing Director, Connections in Mind "As director of a company that assists many individuals with learning difficulties and disabilities, I have found this book a 'must have.' It guides educators in a step-by-step coaching process using evidence-based strategies. This a very practical, informative resource for anyone who works with students with executive skills challenges."--Natalie Williamson, Director, LAB Learning Clinic, Australia-This manual is a current, valuable guide to skill development in executive thinking….This manual stands out, as it stresses voluntary participation and provides best practices with evidence-based tools and progress monitoring that enable paraprofessionals, peers, or laypeople to be coaches.--Doody's Review Service, 09/29/2023Table of ContentsI. Theoretical and Research Background 1. The Development of Executive Skills in the Brain: Biology and Experience 2. Theoretical Underpinnings for Coaching II. Our Coaching Model 3. Introduction 4. Coaching Secondary Students 5. Coaching Elementary Students 6. Case Examples III. Coaching Techniques 7. Motivational Interviewing 8. Communication Techniques for Elementary Coaches 9. Self-Assessment as a Tool for Honing Coaching Skills 10. Goal Setting and Action Planning 11. Progress Monitoring IV. Strategies and Special Applications 12. Strategies to Support Executive Skills Coaching 13. Adaptations for Coaching Students with Disabilities 14. Other Forms of Coaching 15. Parting Thoughts Appendix 1. Getting to Know You Survey Appendix 2. Executive Skills Questionnaire Appendix 3. Executive Skills Questionnaire--Adult Version Appendix 4. Executive Skills Problem Checklist Appendix 5. Executive Skills Semistructured Interview--Student Version Appendix 6. Parent Handout Appendix 7. Consent for Services: Executive Functioning Coaching Appendix 8. Model of an Independent Coaching Contract Appendix 9. Goal-Planning Template Appendix 10. Daily Coaching Form Appendix 11. Coach Feedback Form--Student Version Appendix 12. Coach Feedback Form--Coach Version Appendix 13. Executive Skills Questionnaire for Children--Preschool/Kindergarten Version Appendix 14. Executive Skills Questionnaire for Children--Lower Elementary Version Appendix 15. Executive Skills Questionnaire for Children/Adolescents Appendix 16. Executive Skills Problem Checklist--Elementary Version for Teachers Appendix 17. Executive Skills Problem Checklist--Elementary Version for Parents Appendix 18. Basic Self-Assessment Appendix 19. Advanced Self-Assessment Score Sheet Appendix 20. Motivational Interviewing Resources Appendix 21. Environmental Modifications Menu Appendix 22. Example of Elaborate Incentive System Appendix 23. Strategies for Specific Executive Skills Appendix 24. How to Write an Essay Appendix 25. How to Plan and Complete Long-Term Projects Appendix 26. Studying for Tests Appendix 27. How to Organize Notebooks/Homework Appendix 28. How to Take Notes Appendix 29. Learning to Solve Problems References Index

Read more less

Book SynopsisFamilyâschool collaboration has proven benefits for studentsâ social, emotional, behavioral, and academic functioning, yet many schools struggle to create and sustain effective partnerships with families. This timely resource provides an equity-focused, culturally responsive framework for embedding family collaboration within multi-tiered systems of support (MTSS). The field-leading authors present best practices for involving families in data-based decision making and problem solving at Tiers 1, 2, and 3. Chapters from guest experts address key issues in implementation, including detailed case studies. In a convenient large-size format, the book provides implementation guides, practitioner vignettes, candid parent quotations, and reproducible checklists, forms, and sample scripts that can be downloaded and printed. This book is in The Guilford Practical Intervention in the Schools Series, edited by Sandra M. Chafouleas.

Read more less

Book SynopsisStudents learn to write well by developing fundamental literacy skills--and also by knowing how to get started, stay on track, and persist toward meaningful goals. From leading science-of-writing expert Leslie E. Laud, this is the first book that helps K-12 educators harness the power of executive skills in evidence-based writing instruction. Laud shows how self-regulation supports learning and growth in every step of the writing process, from planning to drafting, editing, and revising. The book provides a clear roadmap and practical strategies for teaching and scaffolding both writing skills and executive skills. It is packed with sample lessons, writing prompts, extended examples, âœTake It to the Classroomâ tips, and reproducible/downloadable tools.

Read more less

Book SynopsisNow in a revised and expanded second edition, this established practitioner resource and text provides a framework for integrating schoolwide academic and behavioral supports to maximize outcomes for K-12 students. Best practices for developing and sustaining an integrated multi-tiered system of supports (iMTSS) are addressed, with attention to timely issues and diverse populations, including students who are English learners. Chapters cover team building, implementation science, evidence-based instruction, problem solving, assessment, and more. The bookâs utility is enhanced by a chapter-length case study, reproducible/downloadable tools, and boxed reflections and how-to recommendations from experienced implementers. New to This Edition Increased focus on integrating academic and behavioral supports into one seamless system across tiers for students from diverse backgrounds. Chapter on improving student engagement and attendance. Chapter on the role of online learning within an iMTSS. Chapters on catch-up growth and Tier 2 supplemental instruction.

Read more less

Book SynopsisNow in a revised and expanded second edition, this established practitioner resource and text provides a framework for integrating schoolwide academic and behavioral supports to maximize outcomes for K-12 students. Best practices for developing and sustaining an integrated multi-tiered system of supports (iMTSS) are addressed, with attention to timely issues and diverse populations, including students who are English learners. Chapters cover team building, implementation science, evidence-based instruction, problem solving, assessment, and more. The bookâs utility is enhanced by a chapter-length case study, reproducible/downloadable tools, and boxed reflections and how-to recommendations from experienced implementers. New to This Edition Increased focus on integrating academic and behavioral supports into one seamless system across tiers for students from diverse backgrounds. Chapter on improving student engagement and attendance. Chapter on the role of online learning within an iMTSS. Chapters on catch-up growth and Tier 2 supplemental instruction.

Read more less

Book Synopsis''I believe this book will change the conversation in schools on children''s behaviour.'' - Dr Luna CentifantiA School Without Sanctions offers an innovative approach to behaviour management in schools, prioritising compassion and behaviour modification over punishment. Drawing on their award-winning methods, Steven Baker and Mick Simpson explain why challenging behaviour occurs and provide a toolbox of non-confrontational approaches that will benefit the whole school community.When Steven and Mick set out to transform their school''s approach to behaviour, it changed everything. With the help of Dr Alice Jones Bartoli at Goldsmiths, they developed a sanction-free approach in their special school for boys with social, emotional and mental health (SEMH) difficulties. Far from descending into anarchy, lessons began to improve and studentstaff relationships flourished. The school is now rated outstanding in all areas, and more importantly, student outcomes have been rTrade ReviewThis is more than a book! It is a professional conversation, the sort you would like to be taking place in every school. The authors draw on research, their own experience and hard-won expertise to underpin their arguments. Most importantly they challenge us all to see things differently and not ‘just follow the crowd’. -- Professor Derek Bell * Director of Learnus, www.learnus.co.uk *This book is a game changer. The narratives seek to address the issues around behaviour management and modification through first acknowledging the root causes. Steven and Mick start by expertly interweaving high-level concepts of epistemology and ontology with the challenging of educational norms every day. -- Pran Patel * Teacher and Equity Activist, @MrPranPatel *Steven Baker and Mick Simpson write in a solutions-based way that is inspiring, light, personal, and honest. The practical solutions they offer are wonderfully accessible for any person looking to manage another person's behaviour in a humanitarian way. I believe this book will change the conversation in schools on children's behaviour - and perhaps in wider society. -- Dr Luna C Muñoz Centifanti * Senior Lecturer in Clinical Psychology, @lunacentifanti *This is the most relatable, readable book I have read in years. It's written in a conversational style that makes complex ideas so very easy to understand and has given me a plethora of ideas. I will be passing this book around my schools, family and friends - I could not put it down. Superb. -- Dame Nicola Stephenson DBE * CEO of Valour Multi Academy Trust *A book packed with sound advice and made more relevant because the writers are teachers and have put their advice into action. Evidence based practice is always the best. There are so many useful phrases and practical tips and quotes. -- LoveReading4SchoolsTheir positive approach advocates the use of authentic praise and a focus on students who make good choices. They also recommend strategies for avoiding being drawn into arguments. This is an excellent book that radiates with its authors’ compassion and common sense. -- Mary Mountstephen * SEN Magazine *

Read more less

Book SynopsisSynopsis coming soon.......Trade Review“Have you ever wondered why we wonder why? Mario Livio has, and he takes you on a fascinating quest to understand the origin and mechanisms of our curiosity. I thoroughly recommend it.” -- Adam Riess, Nobel Prize Winner in Physics, 2011"Lively. . . . Provocative." * USA Today *“Filled with fascinating stories, tidbits, and psychological insights, Why? is a delightful romp through every aspect of human curiosity. It will surprise you, make you smarter, and put a spring in your step.” -- Steven Strogatz, Schurman Professor of Applied Mathematics, Cornell University, and author of The Joy of X“In Why?, astrophysicist Mario Livio argues that humans are the only species to ask not just what, where or who, but also why. . . . [He} includes some fascinating tidbits along the way." -- Katherine Harmon Courage * The Washington Post *"A lively, expert, and definitely not dumbed-down account of why we're curious." * Kirkus Reviews *"This cogent book presents the scientific research on curiosity in understandable ways without too much jargon. It answers many (although not all) of our potential questions about curiosity—including what many originally believed killed the cat." -- Joseph Peschel * Science *“It’s impossible to imagine creativity or invention without curiosity, and one could hardly ask for a richer or more engaging exploration of human curiosity than the one provided by Mario Livio in Why?. This book is an intellectual feast for any curious person." -- Jeffrey M. Schwartz MD, Research Psychiatrist UCLA, author of (with Sharon Begley) The Mind and the Brain and (with Rebecca Gladding) You are Not Your Brain"An energetic look at the psychology and neuroscience of our inquisitiveness." -- Dan Jones * Nature *

Read more less

Book SynopsisTeach for success and implement effective strategies to develop a learning community that supports student agency and self-efficacy with this essential guide developed by an experienced PYP educator. - Create opportunities for agency in the classroom with guidance and advice that focusses on the three agency strands: choice, voice and ownership.-Explore the skills of being a learner and how to build these to enable students to influence and direct their own learning. - Discover the role of play in learning with a dedicated chapter looking at the characteristics of play, why it is important and how it can develop understanding in learners of all ages.-Agency is not just about the student - everyone is an agentic learner, even teachers. Learn how to change your growth mindset and become agentic learners too.

Read more less

Book Synopsis"An inspiring read from start to finish. It is not often you get to read a compilation of experiences and insight from such a diverse variety of Black British talent, who have all excelled in their chosen field. The wisdom shared in the book will be invaluable for budding scientists, politicians, sportspeople, bankers and entertainers alike." - Selina Flavius, author and founder of Black Girl FinanceFeaturing interviews and letters from some of the UK's leading Black voices in their respective fields - including Beverley Knight MBE, Trevor Nelson MBE, Gina Yashere, Christine Ohuruogu MBE, Ronke Lawal, Kayode Ewumi, Kwame Kwei-Armah OBE, JB Gill, Tangy Morgan, Alexandra Burke, Professor Patricia Daley (the first Black woman to be appointed a lecturer at the University of Oxford) and Ashley Walters - Black and Great is essential reading for Black professionals ready to make their mark in the working world and beyond! Black and Great not only highlights the specific challenges Black people face in the working world, but provides readers with honest and practical advice to thrive and carve out the career of their dreams, whilst embracing their Blackness. The book will share the career journeys of over 20 successful Black British professionals and entrepreneurs from TV & film, sport, media, law, medicine and finance through open letters and interviews, providing advice, support and encouragement to Black students and professionals starting out in their working lives. From personal branding to salary negotiation and overcoming Imposter Syndrome, this candid and inspirational book reveals their highs and lows, how they bounced back from failure, plus the best and worst advice they have received over the years.

Read more less

Book SynopsisThoroughly examining brain-behavior relationships in atypically developing children, this important volume integrates theories and data from multiple disciplines. Leading authorities present research on specific clinical problems, including autism, Williams syndrome, learning and language disabilities, ADHD, and issues facing infants of diabetic mothers. In addition, the effects of social stress and maltreatment on brain development and behavior are reviewed. Demonstrating the uses of cutting-edge methods from developmental neuroscience, developmental psychology, and cognitive science, the contributors emphasize the implications of their findings for real-world educational and clinical practices. Illustrations include eight pages in full color.Trade Review"In this valuable collection, leading scientists present the latest findings about the biological bases of developmental disorders, including dyslexia, autism, and attentional deficits. The book also includes early markers for these disorders, as well as appropriate educational interventions."--Howard Gardner, PhD, Harvard Graduate School of Education "The exciting interdisciplinary venture of clinical developmental cognitive neuroscience has come of age with this volume. More and more students from the behavioral sciences are eager to learn how brain, cognition, and behavior are linked. In this book, they will find that the atypically developing brain tells us more about human learning and human behavior than the typically developing brain ever reveals. But atypical development, as seen in autism, dyslexia, dyscalculia, or Williams syndrome, is also fascinating in its own right. The stellar array of authors represented in this volume guarantees that the reader will be provided with state-of-the-art information about neurodevelopmental disorders. No undergraduate or graduate course on the topic can do without this book."--Uta Frith, PhD, Institute of Cognitive Neuroscience and Department of Psychology, University College London "Contributors in this important volume utilize multiple levels of analysis in order to more fully explicate the interplay between typical and atypical developmental processes. In synthesizing the fields of cognitive and affective neuroscience and developmental psychopathology, the book presents novel conceptual and methodological tools for studying adaptive, maladaptive, and resilient developmental outcomes. This book is an essential addition to the libraries of neuroscientists, developmental psychopathologists, and graduate students in related disciplines."--Dante Cicchetti, PhD, Institute of Child Development and Department of Psychiatry, University of Minnesota "These twin volumes beautifully document how much recent progress there has been in the new field of developmental cognitive neuroscience. Presenting a very clear exposition of the close links between typical and atypical development at multiple levels of analysis, the books will be of value to anyone who studies human development or applies developmental knowledge."--Bruce F. Pennington, PhD, Distinguished University Professor of Psychology, University of Denver "It is exceedingly difficult to keep up with the rapidly changing area of human cognitive development, learning, and the brain. Now, in this pair of volumes, leading contributors summarize our current understanding of normal and atypical development across the cognitive and emotional spectrum. These volumes will sit near many desks, including mine."--Howard Gardner, PhD, Harvard Graduate School of Education - A fascinating introduction to the rapidly developing field of developmental cognitive neuroscience and its implications for advancing our understanding of developmental psychopathology. It should be particularly valuable in orienting graduate students to exciting new possibilities for increasing understanding and remediation of debilitating disabilities that have eluded researchers' efforts to solve the mysteries that limit the quality of life of untold numbers of children and adults. --PsycCRITIQUES, 6/17/2010ƒƒ This book provides a useful description of research describing brain-behavior relationships in individuals with certain specific developmental disorders. --Journal of the Canadian Academy of Child and Adolescent Psychiatry, 8/3/2010ƒƒ Provides a sophisticated review of current knowledge regarding particular syndromes and does so through a variety of experimental and clinical perspectives. --Doody's Review Service, 6/17/2010Table of Contents1. A Developmental Cognitive Neuroscience Approach to the Study of Atypical Development: A Model System Involving Infants of Diabetic Mothers, Charles A. Nelson 2. Development of Social Brain Circuitry in Autism, Geraldine Dawson and Raphael Bernier 3. Brain Mechanisms Underlying Social Perception Deficits in Autism, Kevin A. Pelphrey and Elizabeth J. Carter 4. Williams Syndrome: A Model Developmental Syndrome for Exploring Brain–Behavior Relationships, Helen Tager-Flusberg and Daniela Plesa Skwerer 5. Triangulating Developmental Dyslexia: Behavior, Brain, and Genes, Elena L. Grigorenko 6. Typical Reading Development and Developmental Dyslexia across Languages, Usha Goswami 7. Neurocognitive Correlates of Developmental Verbal and Orofacial Dyspraxia, Frederique Liegeois, Angela Morgan, and Faraneh Vargha-Khadem 8. Relation between Early Measures of Brain Responses to Language Stimuli and Childhood Performance on Language and Language-Related Tasks, Dennis L. Molfese, Victoria J. Molfese, and Peter J. Molfese 9. Number Sense and Developmental Dyscalculia, Anna J. Wilson and Stanislas Dehaene 10. Central Nervous System Substrates of Impulsivity: Implications for the Development of Attention-Deficit/Hyperactivity Disorder and Conduct Disorder, Lisa M. Gatzke-Kopp and Theodore P. Beauchaine 11. Social Regulation of the Adrenocortical Response to Stress in Infants, Children, and Adolescents: Implications for Psychopathology and Education, Emma K. Adam, Bonnie Klimes-Dougan, and Megan R. Gunnar 12. Child Maltreatment and the Development of Alternate Pathways in Biology and Behavior, Catherine C. Ayoub and Gabrielle Rappolt-Schlichtmann 13. Corticolimbic Circuitry and Psychopathology: Development of the Corticolimbic System, Francine M. Benes

Read more less

Book SynopsisThis is the first book to present a practical, problem-solving approach and hands-on tools and techniques for assessing English language learners and culturally diverse students in K-12 settings. It meets a crucial need among practitioners and special educators working in today's schools. Provided are research-based, step-by-step procedures for conducting effective interviews with students, parents, and teachers; making the best use of interpreters; addressing special issues in the prereferral process; and conducting accurate, unbiased assessments of academic achievement, intellectual functioning, language proficiency, and acculturation. Among the book's special features are reproducible worksheets, questionnaires, and checklists--including several in both English and Spanish--in a ready-to-use, large-size format. This book is in The Guilford Practical Intervention in the Schools Series, edited by T. Chris Riley-Tillman.Trade ReviewGiven the growing numbers of linguistically and culturally diverse students in the schools--and their disproportionate representation in special education--it is critical for school psychologists, school administrators, and educators to become knowledgeable about the impact of culture and language on student achievement and behavior. This important, accessible resource synthesizes a complex body of literature in a manner that is easily understandable, and provides practical suggestions to improve prereferral and special education decision making.--Jessica Blom-Hoffman, PhD, Department of Counseling and Applied Educational Psychology, Northeastern University This book contains a wealth of information that every school psychologist and child psychologist assessing English language learners should have at hand. The issues are clearly presented and carefully argued. The reader is led to appreciate the need for a complex, integrated approach for untangling the relative influence of cultural and linguistic factors on test performance.--Jonathan Sandoval, PhD, School of Education, University of California, DavisA 'must read.' This book provides an excellent, integrated approach to assessing culturally and linguistically diverse children. Coverage includes legal and ethical requirements, the use of interpreters, practical information about specific measures, and other relevant topics. It will be of value to a broad range of professionals serving children in schools, community agencies, and hospitals. The book will also serve as a first-class text for psychologists-in-training because of the many resources it contains and the completeness with which each topic is treated.--Ena Vazquez-Nuttall, EdD, Combined Doctoral Program in School and Counseling Psychology, Northeastern UniversityThis book serves as a solid introduction to the challenges facing educators, particularly school psychologists, who work with children from diverse backgrounds. The scenarios presented throughout the book provide practical guidelines and examples of situations that school psychologists are likely to encounter. A particular strength of the book is the consideration of culture and language as dynamic and changing rather than static and absolute. The discussion of issues in bilingual assessment is particularly important and helps to frame the state of the art.--Elizabeth D. Peña, PhD, Department of Communication Sciences and Disorders, University of Texas at Austin -Table of Contents1. English-Language Learners in U.S. Public Schools: A Heterogeneous Population2. Disproportionate Representation of Diverse Students in Special Education: Understanding the Complex Puzzle3. Legal and Ethical Requirements for the Assessment of Culturally and Linguistically Diverse Students4. Bilingual Education and Second-Language Acquisition: Implications for Assessment and School-Based Practice5. Prereferral Considerations for Culturally and Linguistically Diverse Students6. The Use of Interpreters in the Assessment Process and School-Based Practice7. The Interview Process: Practical Guidelines8. Acculturation Factors in Psychoeducational Assessment9. Language Proficiency Assessment: The Foundations for Psychoeducational Assessment of Second-Language Learners10. Conceptual Measurement and Methodological Issues in Cognitive Assessment of Culturally and Linguistically Diverse Individuals11. Cognitive Assessment of Culturally and Linguistically Diverse Individuals: An Integrated Approach12. Assessment of Academic Achievement: Practical Guidelines

Read more less

Book SynopsisWhile neurodevelopmental and genetic disorders are often diagnosed in childhood, understanding and managing the impact of these conditions is a lifelong challenge. This authoritative handbook presents cutting-edge knowledge to guide effective assessment and treatment throughout the adult years. Illuminated are the neurobiological bases and clinical characteristics of a broad range of conditions that affect learning and behavior as well as physical functioning and health. Following a consistent format, chapters comprehensively describe the developmental course of each disorder, the changing needs of adults, and ways to help them harness their strengths.Trade Review“A beautifully crafted volume spanning a wide range of neurological and genetic disorders in adults, and representing the state of the science on these disorders. Giving special attention to the psychological and social impact of these disorders, the editors and authors have concisely presented information that will be maximally useful to both clinicians and researchers. This book will surely become the standard on this subject against which others will be measured.--Russell A. Barkley, PhD, Department of Psychiatry, State University of New York Upstate Medical University at SyracuseA 'must read' for clinicians and researchers alike. This straightforward, well-written volume offers breadth and depth on important topics that affect learning and behavior--such as adult learning disabilities, ADHD, autistic spectrum disorders, and anxiety disorders--as well as disorders with broader effects, including fragile X, Rett syndrome, and Prader-Willi syndrome. The Handbook provides a comprehensive, authoritative discussion of the neurological underpinnings of developmental and genetic disorders, and is an excellent companion to the Handbook of Neurodevelopmental and Genetic Disorders in Children.--Jack A. Naglieri, PhD, Department of Psychology, George Mason UniversityThis book serves as an excellent guide for the clinical neuropsychologist. The editors provide a ready reference for practitioners in need of up-to-date knowledge on a host of disorders often seen in practice. Covering a broad spectrum of disorders, each well-organized chapter is thorough yet concise. Highly recommended.--Robert A. Leark, PhD, Forensic Psychology Doctoral Program, Alliant International University - The book is well written, and its introductory-level presentations are appropriate to the handbook genre in their attempts to convey and illustrate basic concepts and principles....Most useful to the time-pressed helping professional who seeks to gain a quick and clear overview of common and rare syndromes, their genetic and neuropathological bases, and the implications of current scientific knowledge for the appropriate diagnosis and treatment of individuals with these disorders. --PsycCRITIQUES, 8/26/2005Table of ContentsI. Basic Principles and Applications1. Introduction, Cecil R. Reynolds and Sam Goldstein2. Neuropsychological Assessment in Genetically Linked Neurodevelopmental Disorders, Cecil R. Reynolds and Joan W. Mayfield3. Neurodevelopmental Disorders and Medical Genetics: An Overview, Bonnie J. Baty, John C. Carey, and William M. McMahon4. Neuroimaging and Genetic Disorders, Sherri L. Provencal and Erin D. BiglerII. Disorders Primarily Affecting Learning and Behavior5. Learning Disabilities, Sam Goldstein and Kordell Kennemer6. Attention-Deficit/Hyperactivity Disorder, Sam Goldstein and Adam Schwebach7. Gilles de la Tourette Syndrome, Laura M. Arnstein and Ronald T. Brown8. Anxiety Disorders, Alicia E. Meuret and Stefan G. Hofmann9. Depressive Disorders, Dawn H. S. Reinemann and Susan M. Swearer10. Autistic Spectrum Disorders, Elaine Clark, William R. Jenson, and Judith N. Miller11. Substance Use and Abuse, Arthur MacNeill Horton, Jr., and Arthur MacNeill Horton IIIIII. Disorders with Broader-Spectrum Effects12. Turner Syndrome, M. Paige Powell and Kimberly R. Snapp13. Fragile X Syndrome, Robin L. Hansen and Randi J. Hagerman14. Williams Syndrome, Richard Rider15. Noonan Syndrome, Jacqueline Anne Noonan16. Neurofibromatosis, Dorothee L. Serpas17. Sickle Cell Disease, Julien T. Smith18. Down Syndrome, Heather Cody Hazlett19. Klinefelter Syndrome, Heather Cody Hazlett20. Rett Syndrome, Robert T. Brown, Kathleen K. McMillan, and Alexis Herschthal21. Lesch-Nyhan Disease, Jasper E. Visser, David J. Schretlen, James C. Harris, and H.A. Jinnah22. Prader-Willi Syndrome, Elisabeth M. Dykens, Karen Summar, and Elizabeth Roof23. Progeroid Syndromes, Susan Homack, Crystal Reneé Hill, and Cecil R. Reynolds

Read more less

Book SynopsisAccessible, practical, and empowering, this book gives school professionals the tools to put students in charge of their own learning. Going beyond traditional "study skills" guides that focus on the mechanics of homework completion and test taking, the authors address the underlying psychological factors that influence academic success and lifelong learning. They provide step-by-step guidance and data-based interventions for helping each student develop a repertoire of problem-solving strategies in the areas of motivation, emotional responses to learning, behavior, time management, organization, memory, reading, writing, math, and more. In a large-size format to facilitate photocopying, the volume includes dozens of reproducible handouts and forms. This book is in The Guilford Practical Intervention in the Schools Series, edited by Sandra M. Chafouleas.Trade Review"This is a 'must-have' text for university trainers, students, and practitioners who work in classrooms or collaborate on teams to enhance learning and academic achievement for all students. The book provides a concise theoretical framework, a review of associated educational psychology research, and specific recommendations for practice. Readers learn evidence-based instructional strategies that are easily embedded into classroom, small group, or individual instruction across the curriculum. Real-life vignettes and case studies are employed strategically throughout the text to demonstrate how the ideas apply to all types of learners. I will definitely adopt this book as a required text in my graduate Academic Intervention course. This is a core course for all students in our school psychology program and is also taken by students preparing to be school counselors or special educators. The text is ideal for guiding class discussions, helping students design and deliver individual or small group instruction, and teaching them how to formulate successful classroom and home-based learning recommendations for teachers and parents."--Gloria Miller, PhD, Child, Family, and School Psychology Program, College of Education, University of Denver "An essential resource for anyone who works with struggling students. This book offers practical strategies for addressing specific academic skill deficits and teaching general study skills that can be applied across academic domains--but it also goes much further. Readers, whether seasoned professionals or graduate students, will acquire a rich understanding of the underlying psychological factors that influence learning, and ways to translate that understanding into day-to-day practice."--Peg Dawson, EdD, Center for Learning and Attention Disorders, Portsmouth, New Hampshire "It is rare to find a resource that addresses so many different elements involved in promoting independent learning. As I read the book, I often found myself thinking, 'I never thought about that,' or 'I’ve got to try that!' Any content area teacher could implement these techniques with students. It is also an excellent resource for Study Skills classes. I really appreciate the ready-made forms at the end of each chapter for implementing the techniques discussed."--Clover Noack, MEd, Reading Specialist/Curriculum Coordinator, Fort Zumwalt School District, O’Fallon, Missouri "This book helped me to create more specific goals with my students, and to help them develop a real-world, problem-solving mindset. Our teaching lives are revitalized when we are surrounded by a class of motivated, problem-solving, self-reflective students. The authors of this practical book present ways to get students to 'buy in' to learning. The concrete steps presented for each academic subject area, and the wide assortment of charts and checklists to use with students, are a goldmine. I used the lists, charts, and rubrics right away in my private practice."--Kendra Wagner, MAT, MS, reading and writing consultant and tutor, Seattle, Washington - Harvey and Chickie-Wolfe....provide detailed strategies that empower students to self-regulate in several areas including motivation to study and learn, emotional reactions to learning, behavior, time management and organization, cognition, metacognition, executive functions, academic abilities, and how to successfully take tests. The book also includes extensive checklists, worksheets, and handouts that have been created to teach and facilitate this program....The focus of the authors is very much on target as they address the difficulties that regularly occur in today's classroom....This book makes worthwhile reading by professionals and the strategies certainly could be incorporated into general education settings, especially for older students. More likely, special education teachers and those providing academic intervention services will embrace these methods. --NASP Communiqué, 03/04/2007Table of Contents1. Working with Students to Promote Independent Learning2. Working with Families and Friends to Promote Independent Learning3. General Classroom Considerations4. Empowering Students to Self-Regulate Motivation to Study and Learn5. Empowering Students to Self-Regulate Emotional Reactions to Learning6. Empowering Students to Self-Regulate Behavior7. Empowering Students to Manage Time and Organization8. Helping Students Self-Regulate Cognition, Metacognition, and Executive Functions9. Empowering Students to Self-Regulate Reading10. Empowering Students to Self-Regulate Writing11. Empowering Students to Master Math, Science, and Technology12. Empowering Students to Successfully Take Tests and Improve Performance

Read more less

Book SynopsisThis authoritative handbook reviews the breadth of current knowledge about developmental disabilities: neuroscientific and genetic foundations; the impact on health, learning, and behavior; and effective educational and clinical practices. Leading authorities analyze what works in intervening with diverse children and families, from infancy through the school years and the transition to adulthood.Chapters presentestablished and emerging approaches to promoting communication and language abilities, academic skills, positive social relationships, and vocational and independent living skills. Current practices in positive behavior support are discussed, as are strategies for supporting family adaptation and resilience.Trade Review"This is a much-needed work that cuts across traditional disability classifications and focuses on what can be done and for whom. The editors have assembled a superb group of internationally recognized experts to provide cutting-edge perspectives on key issues in the field of developmental disabilities. Unique aspects of this extremely well-written book are its lifespan perspective and its emphasis on the integration of science and practice. This volume has something for everyone. It is a very informative and timely resource for researchers, practitioners, and policy analysts, and will be an excellent text for students and advanced trainees in psychology, education, communication disorders, medicine, public policy, and disability studies."--William E. MacLean, Jr., PhD, Department of Psychology, University of Wyoming; Editor, American Journal on Mental Retardation"Odom and his colleagues have assembled some of the very best minds in the field of developmental disabilities to provide a comprehensive and up-to-date overview of fundamental issues. Spanning topics from genetics to intervention to family issues, the Handbook is an outstanding resource for graduate students and professionals."--Geraldine Dawson, PhD, Professor of Psychiatry and Behavioral Sciences and Director, Duke Center for Autism and Brain Development, Duke University"This well-written and comprehensive handbook is the most thorough and up-to-date volume available on evidence-based practice, research, and policy issues related to developmental disabilities. Written by the most knowledgeable leaders in the field, each chapter will serve as an invaluable reference on critical issues that cut across the disciplines of education, health care, and social services. The Handbook is essential reading for anyone who cares about making current knowledge a prelude to a bright future for people with developmental disabilities and their families."--Michael L. Hardman, PhD, Department of Teaching and Learning and Department of Special Education, University of Utah "The field of developmental disabilities has undergone tremendous change and rethinking over the past 25 years. The current zeitgeist is reflected in many diagnostic, educational, therapeutic, legal, and social policy advances, and in the evolution of our overall view of health, wellness, and disability. This handbook comprehensively and eloquently captures these changes and advances. This is a 'must read' for anyone--practitioner, researcher, student, or advocate--with an interest in individuals with developmental disabilities."--Steven I. Pfeiffer, PhD, Doctoral Program in Combined Counseling and School Psychology, Florida State University "Reading the chapters of this first-rate handbook is like attending a series of master lectures, where all of the presenters are well grounded in history, able to explain scientific findings clearly, and deeply caring about the topic--namely, individuals whose lives are touched by developmental disabilities. This is the reference that every student of human development and every practitioner needs!"--Sharon Landesman Ramey, PhD, Center on Health and Education, Georgetown University - Makes available to the wider disability community a comprehensive synopsis of current knowledge in our field....The editors have assembled a 'who's who' of researchers in our field....This is a text that should find its way onto the curricula of all academic programs, as required reading for future practitioners in our field. It should be available to policy makers in government departments....It is a valuable source of information that should be available to managers and staff in all services providing support to people with disability. --Journal of Intellectual and Developmental Disability, 1/23/2009ƒƒ I was impressed by the breadth of the content, ranging from medication to schooling and employment, while the book's structure and index made it easy to find my way around. This is a book that I will use as a starting point when I have to work up a topic in this field. --Child and Adolescent Mental Health Journal, 1/23/2009ƒƒ The book is recommended for departmental and hospital libraries. --Journal of the Canadian Academy of Child and Adolescent Psychiatry, 5/3/2010Table of ContentsI. Foundations1. The Construct of Developmental Disabilities, Samuel L. Odom, Robert H. Horner, Martha E. Snell, and Jan Blacher2. Public Policy and Developmental Disabilities: A 35-Year Retrospective and a 5-Year Prospective Based on the Core Concepts of Disability Policy, H. Rutherford Turnbull III, Matthew J. Stowe, Ann P. Turnbull, and Mary Suzanne Schrandt3. Disability Research Methodology: Current Issues and Future Challenges, Zolina Stoneman4. Race, Culture, and Developmental Disabilities, Janette K. Klingner, Wanda J. Blanchett, and Beth HarryII. Current Issues in Health, Neuroscience, and Genetics5. General Health, Wendy M. Nehring and Cecily L. Betz6. Advances in Genetics, Nicole R. Tartaglia, Robin L. Hansen, and Randi J. Hagerman7. Neuroscience of Developmental Disabilities, Curt A. Sandman and Aaron S. KempIII. Early Intervention8. Early Intervention for Infants and Toddlers with Developmental Disabilities, Carl J. Dunst9. Trends and Issues in Interventions for Preschoolers with Developmental Disabilities, Judith J. Carta and Na Young Kong10. Early Intervention for Children with Autism Spectrum Disorder, Samuel L. Odom, Sally Rogers, Christopher J. McDougle, Kara Hume, and Gail McGee11. Communication Intervention for Young Children with Disabilities: Naturalistic Approaches to Promoting Development, Ann P. Kaiser and J. Alacia TrentIV. School-Age Education and Intervention12. Advances in Instruction, Martha E. Snell13. Inclusive Education, Pam Hunt and John McDonnell14. Academic Skills: Reading and Mathematics, Diane M. Browder, Katherine Trela, Susan L. Gibbs, Shawnee Wakeman, and Amber A. Harris15. Social Interaction Interventions: Promoting Socially Supportive Environments and Teaching New Skills, Erik W. Carter and Carolyn Hughes16. Augmentative and Alternative Communication, Brenda Fossett and Pat Mirenda17. Physical Activity and Youth with Developmental Disabilities, Georgia C. FreyV. Postschool and Adult Issues18. Transition and Quality of Life, Linda M. Bambara, Barbara A. Wilson, and Molly McKenzie19. Employment, David Mank20. Living with Support in the Community: Factors Associated with Quality-of-Life Outcome, David Felce and Jonathan Perry21. Independent Living, Roger J. Stancliffe and K. Charlie Lakin22. Adult Social Relationships, Janis Chadsey VI. Behavior Supports23. Positive Behavior Support and Developmental Disabilities: A Summary and Analysis of Research, Glen Dunlap and Edward G. Carr24. Mental Health Supports in Developmental Disabilities, Dimitrios Paschos and Nick Bouras25. Psychotherapeutic Medications and Positive Behavior Support, Travis Thompson, Tim Moore, and Frank SymonsVII. Family Issues26. Families in Context: Influences on Coping and Adaptation, Jan Blacher and Chris Hatton27. Family Impact in Adulthood, Julie J. Lounds and Marsha Mailick Seltzer28. Families as Partners in Educational Decision Making: Current Implementation and Future Directions, Ann P. Turnbull, Nina Zuna, H. Rutherford Turnbull III, Denise Poston, and Jean Ann SummersVIII. International Perspectives and Future Directions29. International Perspectives, Eric Emerson, Glenn T. Fujiura, and Chris Hatton30. Reflections on the Future of Research in Developmental Disabilities, Steven F. Warren

Read more less

Book SynopsisNow in a revised and expanded second edition, this bestselling guide provides expert information and clear-cut strategies for assessing and treating internalizing problems in school settings. More than 40 specific psychoeducational and psychosocial intervention techniques are detailed, with a focus on approaches that are evidence based, broadly applicable, and easy to implement. Including 26 ready-to-use worksheets, in a large-size format with permission to photocopy, the second edition has been updated throughout to ensure its currency and clinical utility. Coverage of psychiatric medications has been extensively revised with the latest developments and findings. A new chapter addresses prevention-oriented social and emotional learning curricula for the classroom. This book is in The Guilford Practical Intervention in the Schools Series, edited by T. Chris Riley-Tillman.Trade Review"This exceptionally useful book synthesizes essential knowledge regarding internalizing problems: what they are, how they can best be recognized and assessed, and which specific interventions can produce successful outcomes. Balancing the importance of treatment fidelity with client specificity and real-world practicality, Merrell masterfully integrates contemporary research with his clinical experience in school-based settings. He offers clear, intelligent guidelines for facilitating real change in children and for promoting their optimal social and emotional well-being. Both university trainers and practitioners will find this a superb resource for how to really link assessment to intervention for internalizing problems at individual, family, and school-wide levels. Among the many strengths of this excellent book are the inclusion of social and emotional learning programs for promoting mental health, presented in just the right amount of detail, and the concise informational summary of medications, other treatments, and referral guidelines. I plan to use this text in my classes in child/adolescent interventions and in my own clinical practice. I highly recommend it!"--Harriet Cobb, EdD, Combined-Integrated Doctoral Program in Clinical and School Psychology, James Madison University"The second edition of this highly regarded book retains the excellent qualities of the original volume. It is well written, easily understandable by the beginning graduate student, and yet clearly of value to the experienced practitioner. The book is highly practical and accessible, contains much hands-on information, and evaluates interventions in terms of their theoretical and empirical support. The important new chapter on social and emotional learning as part of a three-tiered intervention approach expands the discussion currently underway about response-to-intervention models. Faculty will find this book well suited to graduate-level courses in school psychology and counseling; graduate students will welcome its balance between foundational material and practical application."--Caroline H. Wandle, PhD, Director, School Psychology Program, Department of Education, Tufts University"Depression and anxiety are widely experienced among children and adolescents yet are frequently overlooked and undertreated, especially in schools. In this updated and highly useful guide, Merrell provides a practical, evidence-based approach to the assessment and treatment of these two disorders. A particularly useful addition to the second edition is the information presented on social and emotional learning and its utility for mental health promotion. This text fills a major need among mental health professionals working in schools, including school psychologists, counselors, and social workers. In addition, it is an excellent text for college and university courses in developmental psychopathology, cognitive-behavioral therapy, child/adolescent counseling and psychotherapy, and school-based interventions."--David N. Miller, PhD, Department of Educational and Counseling Psychology, University at Albany, State University of New York- Practicality is the strength of the book. Guidelines are clear and the diversity of programs introduced provides the reader with ability to choose those which are most relevant and implementable in their schools or other settings. The clinical and educational aspects of problem management are well presented and professionals with different levels of involvement in child and youth health care can all benefit. The style and scope of the book can accommodate a wide diversity of settings and clients, on both international and multicultural levels....The author manages to simplify issues to permit the reader to comprehend them properly and put those understandings into practice, yet the text also preserves an appreciation of the complexity and sensitivity of the problems....The book is well organized and indexed to help people from different professions to benefit equally within their own perspectives. It is a valuable addition to any library. --Educational Review, 1/16/2008ƒƒ There are many things to like about this book....While techniques presented are eclectic, most are influenced by cognitive-behavioral and psychoeducational approaches. Of particular appeal is that these strategies are practical and can be used in the school setting. Guidelines are provided as to how to adapt techniques to students of different age and ability levels....Potential difficulties that might arise during assessment and intervention and how to handle and resolve these are provided. Of particular value are the many reproducible worksheets corresponding to various assessment and treatment approaches. --NASP Communiqué, 1/16/2008ƒƒ Merrell offers in this work a comprehensive survey of the budding literature on the subject, available programs for addressing the growing crisis in children's mental health, and, especially impressive, a smorgasbord of technical responses for prevention and intervention....Merrell's guidebook is an excellent refresher course for professionals working in the field of child and adolescent counseling. The strongest benefit of this guidebook resides in the wealth of intervention techniques that are outlined in great detail and complemented with tracking charts and self-scoring registers to map client successes and challenges....Merrell's guidebook offers the professional mental health counselor a wealth of options for treatments of depression and anxiety in young people. But parents and teachers as well would greatly benefit from keeping this guidebook on hand and applying its various innovative strategies in helping their young wards to deal successfully with an increasingly alienating and isolating, industrialized, consumerist world. --Metapsychology Online Reviews, 1/16/2008Table of Contents1. Understanding Internalizing Problems: Depression and Anxiety in Children and Adolescents2. How Internalizing Problems Develop and Are Maintained3. Guidelines for Assessment and Intervention Planning4. Social and Emotional Learning: An Important Tool for Promoting Mental Health5. Comprehensive Intervention Programs for Depression6. Changing Thoughts and Beliefs: Cognitive Therapy Interventions for Depression7. Changing Thoughts and Beliefs: Rational-Emotive Therapy, Attribution Retraining, Learned Optimism, and Journal-Writing Strategies8. Other Strategies for Depression9. Behavioral Treatments for Anxiety: Systematic Desensitization and Other Techniques10. Skills Training and Other Treatments for Anxiety11. Finding More Help: Referral Guidelines for Mental Health Counseling, Medications, and Alternative Treatments*Index of Intervention Programs and General Intervention Strategies, with Descriptions of Purpose and Developmental Level*List of Specific Treatment Techniques for Depression and Anxiety, Grouped by Program Component*Appendix: Reproducible Worksheets

Read more less

Book SynopsisThis 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.Trade Review"This comprehensive book applies the problem-solving model to both academic and social-emotional problems. The authors address topics that are highly relevant for school psychologists who are moving beyond the traditional assessment role, and I was impressed with the breadth and scope of their treatment. The style is concise, capturing the essence of what practitioners need to know and do. The book is appropriate for both graduate students and professionals. Sections and chapters are well organized, making it easy to pinpoint specific topics during practicum and internship classes."--Ellie L. Young, PhD, Department of Counseling Psychology and Special Education, Brigham Young University"The editors have brought together some of the field's best authors to produce a unique resource that will meet the needs of both experienced practitioners and those new to the profession. The Handbook will be especially important for practitioners in the midst of shifting their practice to support response to intervention in general and special education--the consistent problem-solving focus is exactly what is needed."--Michael Vanderwood, PhD, Graduate School of Education, University of California-Riverside"The volume offers a wealth of evidence-based strategies for working with children exhibiting a wide range of academic and behavioral problems. Readers will greatly appreciate the practicality and clarity of the problem-solving procedures provided throughout the chapters. Graduate students and practitioners will find themselves frequently consulting this excellent handbook for guidance on both assessment and intervention."--George G. Bear, PhD, School Psychology Program, University of Delaware "This text is that rarest of finds--a compilation of highly readable, informative, and practical chapters written by recognized experts. The challenge for me as an instructor has been to decide which of the 34 chapters to exclude from my syllabus; our solution was to assign it in multiple courses! I truly feel this is one of the best texts available on the market."--Kathy McNamara, PhD, Professor and Chair, Department of Psychology, Cleveland State University- The Practical Handbook of School Psychology (PHSP) is a reference that should be in the hands of every school psychologist....It is practical in the sense that it is loaded with useful information about adopting and implementing a problem-solving approach to RTI, from basic concerns to advanced technical features. It is revolutionary in its implications for general education through its documentation of the effectiveness of school-wide, evidence-based practices. PHSP is an edited text. This might turn some people against it, but it should not. The chapters are better organized and integrated than most edited books, so that the volume holds together well as a single work....This book will provide background for those who have only an introductory knowledge of RTI and the problem-solving model. It will provide a stimulating integration of knowledge for those who are more familiar with the RTI/problem-solving process. It will be a welcomed text for school psychology trainers who have previously had to draw from multiple and diverse reference sources to cover such a broad range of material. --NASP Communiqué, 07/22/2012ƒƒ An impressive resource on applied research in a small but important field....Highly recommended. Graduate students, researchers, faculty, and professionals. --Choice, 03/03/2010Table of 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 Evaluate Schoolwide Improvement, Amanda M. VanDerHeyden4. Assessment of Cognitive Abilities and Cognitive Processes: Issues, Applications, and Fit within a Problem-Solving Model, 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

Read more less

Book SynopsisFrom leading clinical researchers, this book presents important advances in understanding and treating the early social-communication difficulties that are hallmarks of autism spectrum disorders (ASD). It is grounded in current findings on typically and atypically developing infants, toddlers, and preschoolers. Contributors highlight the connections between ASD and impairments in joint attention, communication and language, play, and imitation. They review approaches to supporting children's functioning in each area, along with evidence-based screening and assessment strategies. Valuable advice is offered on matching treatment to individual children's needs. The book also explores the developmental and neurobiological processes that underlie social-communication deficits in ASD.Trade ReviewNever before has an entire volume been devoted to examining central social and communication processes in early autism. What the book does so remarkably well is present carefully analyzed, thorough, and readable reviews of the literature from multiple theoretical perspectives, while also drawing out the clinical implications for screening, assessment, diagnosis, and treatment. Rarely have I seen a book that will be so useful to researchers and clinicians alike. This book will serve as an indispensable source of information on the core features of early autism for clinicians and researchers in child psychiatry, clinical psychology, developmental psychology, language development and pathology, and early intervention. All of the chapter authors are well known in their areas, and bring a developmental theoretical framework to inform their interpretation of the autism literature. In many chapters, reviews of typical development precede the description of autism findings, placing the latter in a developmental context for the reader. This work would be an appropriate text for advanced undergraduate- and graduate-level courses in developmental psychopathology, social development, and developmental cognitive neuroscience.--Deborah Fein, PhD, Department of Psychology, University of ConnecticutThis timely book reasserts the importance of social and communication factors in our understanding and treatment of autism spectrum disorders (ASD) and brings together a wealth of research on neuropsychology, psychology, medicine, and education in order to do so. Clearly written, it will be essential reading for students focusing on ASD and all those interested in both typical and atypical child development.--Rita Jordan, PhD, Professor in Autism Studies; Inclusion, Special Education and Educational Psychology Division; School of Education; University of Birmingham, UKThis is the most important, ambitious, and exciting volume to be published on autism spectrum disorders (ASD) in the last several years. The volume brings together leading scholars and researchers whose work has led to revolutionary changes in early diagnosis and innovative, effective intervention. Presented are theoretically grounded, developmental perspectives on the emergence of social-communication difficulties in ASD. Taken together, the chapters demonstrate the feasibility of identifying every toddler at risk and providing interventions to significantly reduce the severity of symptoms and promote language acquisition. This is a 'must read' for all clinicians and researchers who work on autism!--Helen Tager-Flusberg, PhD, Lab of Developmental Cognitive Neuroscience, Boston University School of MedicineThis book could not be more timely in its coverage of crucial questions related to early identification and intervention for children with autism spectrum disorders, with a focus on understanding the central role of social-communication development. Charman and Stone have recruited foremost authorities to summarize in clear and considerable detail what the science shows, the clinical implications of existing knowledge, and the directions toward which we need to move in future research. This book is destined to be a truly influential contribution for autism researchers, clinicians, graduate students, and policymakers seeking to ground their decisions in scientific evidence.--Samuel L. Odom, PhD, School of Education, Indiana University Tony Charman and Wendy Stone have put together a marvelous volume containing the most up-to-date information on the social and communication development of infants and toddlers with ASD. Moreover, they have ensured that the information is new, clinically relevant, and based on the most valid scientific findings. It will be a long time before another volume comes along that succeeds in reaching as many goals and as wide an audience.--Peter Szatmari, MD, Department of Psychiatry and Behavioral Neurosciences, McMaster University, Canada - Charman and Stone have brought together an impressive group of experts in research and practice. In doing so, the editors have ensured that each chapter in this book is grounded in sound research evidence as well as clinical experience and psychological and neurological theory. It is this strong panel of expertise that makes this book a must-read for all professionals involved in ....Each chapter provides a comprehensive review of relevant literature, and clearly articulates its relevance to practical issues. This results in a book that provides a detailed overview of current practice, and which, importantly, also evaluates the scientific evidence for various interventions...A valuable resource for those seeking to expand or consolidate their knowledge of early social communicative development and Spectrum Disorders....An inspiring example of what can be achieved by a truly multidisciplinary group of professionals, and critically highlights some important future directions. --Autism, 1/16/2008ƒƒ This book is a must-have for the bookshelves of graduate students, clinicians, and researchers specializing in autism....A phenomenal resource. --PsycCRITIQUES, 1/16/2008Table of ContentsI. Assessment and Diagnosis1. Understanding and Measuring Social Communication in Children with Autism Spectrum Disorders, Amy M. Wetherby2. Early Diagnosis of Children with Autism Spectrum Disorders, Catherine Lord and Jennifer RichlerII. Screening and Surveillance3. Screening for Autism Spectrum Disorders in Populations: Progress, Challenges, and Questions for Future Research and Practice, Tony Charman and Simon Baron-Cohen4. Early Screening for Autism Spectrum Disorders in Clinical Practice Settings, Lonnie Zwaigenbaum and Wendy StoneIII. Evidence-Based Interventions5. Treatment of Responding to and Initiating Joint Attention, Paul J. Yoder and Andrea S. McDuffie6. Evidence-Based Interventions for Language Development in Young Children with Autism, Sally J. Rogers7. Promoting Social Reciprocity and Symbolic Representation in Children with Autism Spectrum Disorders: Designing Quality Peer Play Interventions, Pamela J. Wolfberg and Adriana L. Schuler8. Imitation: Some Cues for Intervention Approaches in Autism Spectrum Disorders, Jacqueline Nadel and Nadra Aouka9. Augmentative and Alternative Communication Systems for Children with Autism, Patricia HowlinIV. Developmental and Neurobiological Issues10. A Developmental Approach to Understanding Atypical Development, Tedra A. Walden and Jennifer J. Hurley11. The Neural Basis of Early Joint-Attention Behavior, Peter Mundy and Danielle Thorp

Read more less

Book SynopsisEngaging, activity based, and effective, this widely used group counseling curriculum (the SPARK program) is designed for flexible implementation in school or clinical settings. The program helps youth build skills for school success and social-emotional growth while exploring such crucial topics as personal goals, ethnic identity and prejudice, peer pressure, violence prevention, and family relationships. Featured are 36 reproducible handouts and forms—plus Spanish-language versions of the 32 handouts—in a large-size format with lay-flat binding for ease of use. New to This Edition*Revised and expanded to incorporate new findings and field-tested strategies. *New module on male–female relationships.*New sessions on emotion regulation, communication, and relational aggression.*Strategies for whole-class implementation have been added. *Nearly half of the 68 reproducibles are new or revised.Trade ReviewThis creative, activity-based psychoeducational curriculum addresses diverse needs of the most vulnerable sixth- to ninth-grade students. The second edition adds an excellent section on male-female relationships, as well as cutting-edge material on emotion regulation, anger management, gossip and bullying, and effective communication. The manual and reproducibles are remarkably user friendly for participants and facilitators alike. Adolescents will be immediately engaged by the relevant, realistic examples.--Louise Silvern, PhD, Department of Psychology, University of Colorado at Boulder Helping At-Risk Students provides effective and practical techniques for addressing the complex developmental and mental health challenges of youth in a group context. I have used this flexible and comprehensive curriculum with great success. Covering everything from the referral and recruitment of group members to the exploration of group dynamics and process issues, this book has become an essential part of my arsenal of therapeutic resources. I highly recommend it to school counselors, community mental health providers, and other professionals working to address the mental health needs of youth.--Erika Van Buren, PhD, Director of Organizational Development, District of Columbia Department of Mental Health, Washington, DCProviding powerful tools for helping at-risk youth, this innovative approach can be utilized in a range of educational and mental health settings. The program includes pragmatic, skill-based interventions that address the feelings and stressors that many at-risk youth experience in their daily lives. It can be used in its entirety or individual modules can be implemented flexibly to address specific issues. The second edition enhances the effectiveness of some of the original modules and adds important new content areas related to interpersonal and intrapersonal development.--Jeffrey Jacobs, PhD, Director of Psychological Services, University Elementary School, University of California, Los AngelesWaterman and Walker have developed a counseling curriculum that is flexible, engaging, empirically validated, and, most important, effective. I would recommend this book to school psychologists, counselors, and others charged with improving the lives of at-risk children and adolescents.--Dennis Dierck, EdS, school psychologist, Garden Grove (California) Unified School District - Each of the eight modules has a clear and logical order designed to sequence and scaffold student understanding. It spans a semester of school. SPARK has been implemented in schools over approximately nine years in various iterations and with various foci and the second edition is a result of reflection on implementation. It provides tools and techniques for practitioners working with youth at risk for academic, behavioral, and emotional difficulties. It incorporates very good teaching and learning strategies with an in-depth understanding of the requirements of young people 'at risk.' --Journal of Educational Administration and History, 1/11/2009ƒƒ I implemented the majority of the activities in the Trust-Building, Anger Management, and Peer Pressure modules with an actual group. There are quite a few games in each module, which are directly related to the objective and engaged the participants. I believe that the students learned a good deal from these lessons. The handouts were very descriptive and helpful. Pretty much any written material you would ever need for this group was in the appendix. I really appreciated that the statements for the facilitator were printed in bold; when running a group, it is essential to be able to glance at the page, read your statement, and then look up to listen to the responses. Another great feature of this book is that all of the copy materials and games are also available in Spanish. The Ethnic Identity module would be great for whole-classroom implementation, and the Bullying section would be great for peer mediators....The book is worth it for the excellent activities, games, facilitator scripts, and curriculum it includes. It is especially helpful if you are working with youth who are already in trouble (i.e., federal setting III, IV, or V). This would be a great book to add to your middle school social work library. --School Social Work Journal, 1/11/2009ƒƒ A helpful and excellent guide that focuses on eight important topics for working with adolescents through the SPARK curriculum....The activities chosen for the sessions typically are engaging ones that will hold the interest of challenging teenagers. Many of the activities are based on therapeutic techniques proven effective through research, such as deep breathing, guided imagery, and relaxation techniques....Easy to read and understand and is a valuable resource when counseling adolescents. The format lends itself to implementing psychoeducational counseling sessions and can be used by seasoned or beginning practitioners. Group counseling that builds positive coping skills is needed in our schools and this project and book are to be commended as assets to school psychology. --NASP Communiqué, 1/11/2009Table of Contents1. Guidelines for Setting Up and Leading GroupsGoals of the SPARK ProgramGetting Started Selecting Group MembersStructure of the GroupsGroup Leaders Presenting the Groups to Prospective Members Pregroup Individual Interviews and/or QuestionnnairesGroup Counseling Techniques Developing Trust and Understanding Confidentiality Building Group Cohesion Group Process Developmental Considerations Maintaining Order and Leader Sanity Uses and Parameters of Check-In and Check-Out Issues in Ending the GroupsDilemmas for Group Leaders Handling Issues of Child Abuse and Suicidality Suicidality Balancing the Needs of Individual Group Members with the Requirements of the Psychoeducational Curriculum Dealing with Members Who Do Not Participate Dealing with Chronically Disruptive Members Parameters of the Group Leader Role Adapting the Curriculum for Full Classroom Use2. The SPARK CurriculumOverview of Module ContentRecruitment CriteriaModule One: Trust-Building and Communication SkillsModule Two: Anger Management and Emotion Regulation SkillsModule Three: Ethnic Identity and Anti-PrejudiceModule Four: Educational AspirationsModule Five: Peer Pressure, Bullying, and GangsModule Six: Male–Female RelationshipsModule Seven: Exposure to Violence and Posttraumatic Stress ReactionsModule Eight: Family RelationshipsTermination Session: The Party3. Effectiveness of SPARK GroupsCharacteristics of Participating Group Members Family Structure and DistressOutcome of the SPARK Groups Time 1 and Time 2 Differences for Those in the Treatment Group Time 1 and Time 2 Differences for Those in the Control Group Comparisons between the Treatment and Control GroupsPilot Evaluations of New and Revised Modules in This EditionSummary and ConclusionsInformation Regarding Data AnalysesAppendix A. Sample Materials for Beginning SPARK Groups Appendix B. Curriculum Materials and HandoutsAppendix C. Sample Materials in Spanish for Beginning SPARK Groups Appendix D. Curriculum Materials and Handouts in Spanish

Read more less

Book SynopsisGrounded in research and extensive experience in schools, this engaging book describes practical ways to combat bullying at the school, class, and individual levels. Step-by-step strategies are presented for developing school- and districtwide policies, coordinating team-based prevention efforts, and implementing targeted interventions with students at risk. Special topics include how to involve teachers, parents, and peers in making schools safer; ways to address the root causes of bullying and victimization; the growing problem of online or cyberbullying; and approaches to evaluating intervention effectiveness. In a convenient large-size format, the book features helpful reproducibles, concrete examples, and questions for reflection and discussion. This book is in The Guilford Practical Intervention in the Schools Series, edited by Sandra M. Chafouleas.Trade ReviewSwearer et al., leaders in the area of bullying prevention, have prepared an excellent resource for helping educators and practitioners understand bullying and its remediation. This well-documented book provides an easy-to-read review of the extent of the problem, the policies that schools and communities have used to address it, and ways to develop effective local solutions. I recommend this book to practitioners, and it will be an exceptional text for students in psychology, social work, education, counseling, and related areas.--Andy Horne, PhD, Dean and Distinguished Research Professor of Counseling Psychology, University of Georgia Any school that wants to seriously address bullying and victimization can benefit from the collective wisdom and expertise of these authors. Rather than promoting particular programs, the book distills the issues and processes that need to be considered and provides guidelines for making use of evidence-based best practices. In doing so, it allows school practitioners to develop approaches that fit their unique circumstances, and empowers them to become critical consumers of research. The case examples at the end of each chapter are particularly effective in translating theory into real-world practice. As a text, the book would be particularly well suited to graduate and advanced undergraduate courses in school psychology and counseling, educational administration, and education.--Shelley Hymel, PhD, Department of Educational and Counselling Psychology, and Special Education, University of British Columbia, Canada This thoughtful, thorough staff development resource provides direction for establishing a strong anti-bullying program. The book takes you on a journey through the research and guides you in implementing the strategies discussed. The intervention strategies are very adaptable and 'school tested.'--Hugh McDermott, MEd, Principal, Irving Middle School, Lincoln, Nebraska Bullying is a complex social phenomenon that is of tremendous concern to school personnel, parents, and students. This 'must-have' guide from well-respected experts empowers professionals with invaluable information and tools. It is unique in providing a decision-making rubric for selecting appropriate anti-bullying strategies for particular settings. Program implementation and evaluation is also addressed. Succinct yet thorough, this book is truly a useful road map.--JoLynn V. Carney, PhD, LPCC-S, Department of Counselor Education, Counseling Psychology, and Rehabilitation Services, Penn State Do we need another book on bullying? You bet we do--and this is the book we need. While rooted in science, it is eminently readable, practical, and likely to make you successful in creating classrooms and schools where students respect and care about each other instead of bullying. I recommend this book to anyone who wants to eradicate the scourge of 'mean classrooms' which too often dominates our educational landscape.--William S. Pollack, PhD, Department of Psychiatry, Harvard Medical School; author of Real Boys - A practical and informative book built on extensive research and aimed at providing realistic strategies for the prevention and intervention of bullying. It provides insight into why bullying may occur, supported by theory and evidence from research....The chapter on cyber bullying offers useful information on what it is, the effects it has, and what can be done to reduce or prevent it. The authors offer practical strategies for creating and implementing anti-bullying policies within schools, including valuable information as to why some policies (zero-tolerance) do not work at reducing bullying. --www.youthinmind.info, 01/23/2009ƒƒ Those who are seeking to begin a bullying prevention or intervention program in their schools and those who are looking to find ways to build upon their existing programs will find a wealth of useful information in this book. The entire book is densely packed with the most up-to-date research findings. Most importantly, these research findings are translated into creative yet practical suggestions for schools....A very thorough and practical guide to prevention/intervention in schools. The research findings are effectively translated into practical strategies. Best of all, the suggested practices do not rely on any particular prevention program or package. Rather, the authors recommend making a change in the school climate by following a data-based decision-making model and utilizing the school's available resources. --NASP Communiqué, 01/23/2009Table of Contents1. Bullying Behaviors in Elementary, Middle, and High Schools2. Social-Ecological Problems Associated with Bullying Behaviors3. Understanding Bullying as a Social Relationship Problem 4. Developing and Implementing an Effective Anti-Bullying Policy, Susan M. Swearer, Susan P. Limber, and Rebecca Alley5. Legal Issues for School Personnel, Rebecca Alley and Susan P. Limber6. Using Your Own Resources to Combat Bullying7. Practical Strategies to Reduce Bullying 8. The Impact of Technology on Relationships9. Evaluating Your Efforts

Read more less

Book SynopsisThis popular clinical reference and text provides a multisystems perspective on childhood disability and its effects on family life. The volume examines how child, family, ecological, and sociocultural variables intertwine to shape the ways families respond to disability, and how professionals can promote coping, adaptation, and empowerment. Accessible and engaging, the book integrates theory and research with vignettes and firsthand reflections from family members. Trade ReviewThis important book does a wonderful job of integrating the authors' longstanding themes of respect and compassion with the most current information on the family functioning, treatment, and education of people with a range of disabilities. This is an exceptionally valuable resource for professionals in any discipline who serve families coping with disability. It will be a useful text for graduate students in social work.--Sandra L. Harris, PhD, Rutgers, The State University of New Jersey The scholarship and keen insight of Seligman and Darling have informed and guided my work as a clinical psychologist with families of children with disabilities, as well as my own family life with a child who has autism. This book is a tour de force of breadth and depth in its summaries of research and theory and their real-life applications. It is truly an essential and comprehensive resource for practitioners and researchers, and an excellent text for advanced undergraduates and graduate students in special education, social work, psychology, family studies, and pediatric specialties.--Robert A. Naseef, PhD, Philadelphia, Pennsylvania Seligman and Darling effectively blend clinical insight, current research, and cultural sensitivity in this substantive and exciting third edition. The book demonstrates how researchers look beyond the impact of special children on mothers, promoting a conceptualization of family well-being that includes fathers, siblings, and grandparents. Offering fresh perspectives on families, this extraordinary book is sufficiently accessible for students and will also be appreciated by professionals in the field.--Jan B. Blacher, PhD, University of California, Riverside -Table of ContentsI. Conceptual Framework1. Introduction and Conceptual Framework I: Social and Cultural Systems2. Conceptual Framework II: Family Systems Theory and Childhood Disability3. All Families Are Not Alike: Social and Cultural Diversity in Reaction to Childhood DisabilityII. The Family Life Cycle4. Becoming the Parent of a Child with a Disability: Reactions to First Information5. Childhood: Continuing Adaptation6. Looking to the Future: Adolescence and AdulthoodIII. The Family System7. Effects on the Family as a System8. Effects on Fathers9. Effects on Siblings10. Effects on GrandparentsIV. Approaches to Intervention11. Professional–Family Interaction: Working toward Partnership12. Perspectives and Approaches for Working with Families13. Applying a Partnership Approach to Identifying Family Resources, Concerns, and Priorities: Developing Family Service Plans

Read more less

Book SynopsisParents can be invaluable partners in identifying students’ behavioral and learning needs and developing effective solutions. This book provides practical tools for collaborating with families to achieve the best outcomes for K-12 students. In a large-size format for easy reference and photocopying, the book includes more than 40 ready-to-use reproducibles. School-based mental health professionals will learn how to build positive home/school relationships, actively involve parents in assessment and intervention, and overcome barriers to collaboration. The latest research on what works in treating internalizing, externalizing, and academic difficulties is translated into clear-cut recommendations for practice. This book is in The Guilford Practical Intervention in the Schools Series, edited by Sandra M. Chafouleas.Trade ReviewThe strength of this book is the authors' ability to succinctly elucidate assessments and methods and to provide realistic applications of empirically supported treatments. The book focuses on collaborating with parents in the manner that is most efficacious for the student. I have used the handouts and interventions in this book with great success in the school setting. The handouts and forms are practical and easy to use, and make applying the theories and concepts simple. I highly recommend this resource to school-based mental health professionals.--Nicholas G. Baird, EdS, School Psychologist, Nebo School District, Utah Anyone working in the schools will have noticed the positive impact of active parental involvement, and the need for more of it to improve student outcomes. This book is a valuable guide for any mental health professional seeking to build collaboration among school personnel, parents, and a struggling child. It offers practical information for tailoring assessment and intervention to the specific needs of the child, including concrete methods for children with internalizing, externalizing, and academic problems. It is very helpful to have a resource that clearly lays out the steps to build successful, evidence-based interventions that can generalize to both home and school. The information in this book is much needed in our field and can help us provide more effective services to the children who need them most.--Michelle S. Cox, EdS, school psychologist, Weber School District, Utah This book not only makes a strong case for including parents in efforts to help students with emotional, behavioral, and academic problems, but it also demonstrates how to do it. The authors do an especially nice job of synthesizing research in order to develop common strategies and approaches for working with families. An excellent resource.--Steven B. Sheldon, PhD, Center on School, Family, and Community Partnerships, Johns Hopkins University Children enter school with experiences, cultures, and dispositions that emanate from and are reinforced by one primary source: the family. Thus, effective methods and strategies for interfacing with families are essential for school-based service providers. This rich, in-depth guide sets the stage for highly effective collaborative experiences between schools and families. Focusing on evidence-based practices, Gimpel Peacock and Collett provide a plethora of practical tools--forms, strategies, and step-by-step procedures--all aimed at connecting schools and families to support student learning. A 'must-have' resource for practitioners.--Susan M. Sheridan, PhD, Willa Cather Professor and Professor of Educational Psychology; Director, Nebraska Center for Research on Children, Youth, Families, and Schools; University of Nebraska-LincolnI was very impressed with this book. It is a delight to read and provides extensive practical guidance for school psychologists and other school personnel who interact with children and parents on a daily basis. Each chapter provides a thoughtful, thorough discussion of relevant theories and methods for assessing and intervening with children experiencing emotional, behavioral, and academic problems, with an emphasis on ways to collaborate with parents. This book can and should be used as a text in graduate-level training courses in school psychology and education.--Jacquelynne S. Eccles, PhD, McKeachie Collegiate Professor of Psychology and Education, University of Michigan-Table of Contents1. Working Collaboratively with Parents2. Introduction to Emotional, Behavioral, and Learning Problems in School-Age Children 3. Assessment of Problems4. Interventions for Externalizing Problems 5. Interventions for Internalizing Problems 6. Interventions for Academic Problems, with Donna Gilbertson

Read more less

Book SynopsisThis user-friendly book presents research-based best practices for serving families of children with special needs from birth to age 6. Expert contributors demonstrate how early intervention and early childhood special education can effectively address a wide range of family concerns, which in turn optimizes children's development and learning. Tightly edited, the volume offers indispensable tools for assessing families; identifying and capitalizing on their strengths; providing information, support, and coaching; collaborating with parents and teachers to address children's functional needs in the context of everyday routines; and coordinating care. Over a dozen reproducible checklists and forms help professionals immediately implement the techniques and strategies described.Trade ReviewThis book is a 'must-have' for educators working with families and young children with disabilities, and should be considered the training manual for service coordinators in early intervention programs. Chapters from all the big names in early childhood present the key components of high-quality intervention. Real-world examples and family stories are provided throughout. The reader-friendly format includes definitions, examples, questions to ask families, and checklists. Take the time to read this informative, practical book and you will learn how to effectively engage families of young children.--Pamela S. Thomas, MA, Coordinator of Early Intervention Services, Missouri First Steps Early Intervention Program McWilliam has gathered extremely well-written contributions from the leading authorities in the field. The chapters in this excellent book provide the most current and authoritative content pertaining to families and young children with disabilities. The information is clear, useful, and definitive. This book would be a superb primary text for early childhood special education (ECSE) classes focusing on families, or a wonderful secondary text for ECSE courses in general. Students who learn from this book will be well prepared as professionals to serve families and organize programs of family support.--Glen Dunlap, PhD, Department of Child and Family Studies, University of South Florida This is one of the first books to articulate clear procedures for planning, implementing, and evaluating family-centered early intervention services. Each chapter translates an abstract aspect of providing family support into concrete and well-defined steps for practitioners. A terrifically helpful resource, the book is loaded with useful examples, checklists, and 'how-tos' for respectful, supportive early intervention services.--Judith J. Carta, PhD, Institute for Life-Span Studies and Department of Special Education, University of KansasReaders will find easy-to-understand descriptions of the most current practices for supporting families of young children with special needs. The influential authors also provide the theory and research foundations for the practices. Each chapter includes a checklist that guides readers to reflect on their use of the practice under discussion, which is a unique and valuable feature. This book will be highly useful for formal courses in early intervention as well as for professional development activities. I often find myself putting together packets of journal articles and handouts to provide solid information on this topic for students and workshop participants. I’m delighted to find a volume that has it all in one place!--Susan R. Sandall, PhD, College of Education, University of Washington-Table of ContentsIntroduction, R. A. McWilliam 1. Identifying Families' Supports and Other Resources, Lee Ann Jung 2. Assessing Families' Needs with the Routines-Based Interview, R. A. McWilliam 3. Community-Based Everyday Child Learning Opportunities, Carl J. Dunst, Melinda Raab, Carol M. Trivette, and Jennifer Swanson 4. Coordinating Services with Families, Mary Beth Bruder 5. Talking to Families, P. J. McWilliam 6. Working with Families from Diverse Backgrounds, Marci J. Hanson and Eleanor W. Lynch 7. A Primary-Coach Approach to Teaming and Supporting Families in Early Childhood Intervention, M'Lisa L. Shelden and Dathan D. Rush 8. Support-Based Home Visiting, R. A. McWilliam 9. Helping Families Address Challenging Behavior and Promote Social Development, Lise Fox

Read more less

Book SynopsisMeeting a growing need for school-based practitioners, this book provides vital tools for improving the academic, behavioral, and social outcomes of students with high-functioning autism or Asperger syndrome (HFA/AS). Research-based best practices are presented for conducting meaningful assessments; collaborating with teachers, students, and parents to prevent school difficulties and problem solve when they occur; and developing effective individualized education programs (IEPs). In a large-size format to facilitate photocopying, the book features a wealth of practical prevention and intervention strategies, illustrated with concrete examples. Over a dozen reproducibles include interview forms and observation sheets. This book is in The Guilford Practical Intervention in the Schools Series, edited by Sandra M. Chafouleas.Trade ReviewThis indispensable book provides a vast array of resources. It gives school personnel the tools and evidence-based practices necessary to provide effective behavioral and academic support to students with HFA/AS. This book will be highly treasured by psychologists, behavior analysts, administrators, and teachers for the depth and breadth of its practical and effective strategies.--Don Kincaid, EdD, College of Behavioral and Community Sciences, University of South FloridaThis comprehensive guide would complement the resource library of any school multidisciplinary team. The book provides evidence-based recommendations for providing appropriate services for students with HFA/AS. Highlights include specific teaching strategies across the primary subject areas, behavioral strategies that are easily adapted into any classroom, and recommendations for designing and implementing individualized education programs appropriate for each student's needs. This resource is well organized and accessible, making it user friendly for school teams.--Shannon Crozier, PhD, BCBA-D, and Heather Baltodano Van Ness, PhD, University of Nevada, Las Vegas Center for Autism Spectrum Disorders A very practical, user-friendly book. It contains a variety of useful reproducible materials to support your intervention work. Multimethod assessment and intervention strategies are grounded in an understanding of the needs, strengths, and potential obstacles to success that students with HFA/AS experience in the school setting. This is a book that school-based practitioners will reach for again and again. It will make an excellent supplemental text for graduate-level courses in exceptional children, behavioral methods, or school-based consultation.--Martin A. Volker, PhD, Department of Counseling, School and Educational Psychology, University at Buffalo, The State University of New York This book takes a practical, evidence-based approach to understanding students with HFA/AS and designing and implementing effective interventions. Coverage of such topics as positive behavior supports, academic interventions, assessment procedures that are directly linked to interventions, and ways to enhance social skills makes the book a gem. This is a valuable resource for anyone involved in providing educational and treatment services for individuals with autism. It also will be extremely useful as a training tool for future practitioners.--William R. Jenson, PhD, Department of Educational Psychology, University of Utah Essential reading for all in the field of education. The authors use real-life examples to help school psychologists and educators navigate common but challenging situations. Sansosti, Powell-Smith, and Cowan bridge the gap from theory to practice, presenting information and applications with authority and clarity.--Don Saracusa, MA, MS, school psychologist, Akron Public Schools, Ohio - The book speaks directly to educators and includes descriptions of common behavior presentations and educational needs that can be observed in the classroom. The book incorporates relevant research and theories, and a problem-solving and data-driven model for assessment, data collection, and service delivery. It also presents examples of assessments and interventions that fit into the response-to-intervention model....The book offers a very thorough look into how school personnel can best educate students with HFA/AS. It is well organized, established in current research, and comes at a time when the incidence of ASD is rising. This would be a helpful book for any school social worker working with students on the ASD spectrum or who wish to review good practice on assessment. --School Social Work Journal, 5/15/2010Table of Contents1. Introduction: What Is High-Functioning Autism/Asperger Syndrome?2. Areas of Impairment3. Consultation and Collaboration Efforts4. Conducting a Comprehensive Assessment5. Improving Academic Skills6. Providing Behavioral Supports7. Enhancing Social Skills8. Using the Individualized Education Program as a Vehicle for Problem-Solving Service Delivery9. Collecting Data, Evaluating Outcomes, and Ensuring SuccessAppendix. Reproducible Forms

Read more less

Book SynopsisThis bestselling work provides practitioners with a complete guide to implementing response to intervention (RTI) in schools. The authors are leading experts who explain the main components of RTI--high-quality instruction, frequent assessment, and data-based decision making--and show how to use it to foster positive academic and behavioral outcomes for all students. Implementation procedures are described in step-by-step detail. In a large-size format to facilitate photocopying, the book includes reproducible planning and implementation worksheets. The companion website features an accompanying PowerPoint presentation for use in RTI training. New to this Edition *Includes extensive new research that reflects the increasing adoption of RTI nationwide. *Expanded to include behavioral interventions. *Chapter on effective instructional practices for general education. *Chapter on implementation at the whole-school and district levels. *Chapter featuring multiple intervention case studies. See also Assessment for Intervention, Second Edition, which details a wide range of assessment procedures ideal for implementation in an RTI framework. This book is in The Guilford Practical Intervention in the Schools Series, edited by Sandra M. Chafouleas.Trade Review"One of the most comprehensive and current RTI resources available. What is special about this book is that it goes far beyond where other resources typically leave off. The authors do an excellent job of balancing research, theory, and illustrations and formats that will help implementers apply the concepts in their schools. They describe the key components of implementing RTI, including applications for diverse student populations. The book is written in an especially approachable, almost conversational style that will be consumable by a wide variety of professionals. It is a great resource for professionals beginning their RTI journey as well as those who have been implementing the approach for some time."--W. David Tilly III, PhD, Director, Innovation and Accountability, Heartland Area Education Agency, Johnston, Iowa"Response to Intervention, Second Edition can be used to help ensure that all students receive scientifically informed instruction that fits their individual learning style and needs, resulting in measurable progress. The authors weave their experiences and observations into helpful vignettes, examples, and many reproducible forms that will allow school personnel to begin using RTI immediately. Because the book provides the means to evaluate individually implemented interventions, it can also be a valuable tool for service providers in private practice, such as child psychologists."--Brian Reichow, PhD, Child Study Center, Yale University School of Medicine"Given the widespread implementation of RTI around the country, it is critical for school psychologists, administrators, and other educational practitioners to have a firm grasp of its essential components. Why should we implement RTI? What should we do? How should we do it? Brown-Chidsey and Steege provide step-by-step guidance for building an RTI service delivery model, as well as practical examples and resources. This accessible book is a 'must' for professional development with school psychologists and school- and district-based leadership teams. The inclusion of systems-level guidance in the second edition addresses an essential aspect of implementation."--Jennifer Knutson, PhD, school psychologist and RTI consultant, Anchorage School District, Alaska -This informative text provides a practical, how-to approach designed to help begin and support the shift to an RTI approach....Teachers, psychologists, literary coaches, and other professionals will find a wealth of useful and practical information including sample schedules for initial staff training, help with goal setting and benchmarks for progress monitoring, and summaries of curricula. (on previous edition)--Perspectives on Language and Literacy, 8/5/2010Table of Contents1. Introduction: What Is Response to Intervention (RTI)? 2. Using Scientifically Based Instruction: NCLB, IDEA, ARRA, and RTI 3. RTI and Special Education: Prospects and Possibilities 4. Evidence-Based Interventions 5. Single-Subject Experimental Design 6. How to Teach So That Students Will Learn: Key Components of Effective Instruction and Assessment 7. RTI Procedures: 10 Steps to Address Learning and Behavior Difficulties 8. Using RTI Procedures with Students from Diverse Backgrounds: Considering Ability, Culture, Language, Race, and Religion 9. Developing RTI Blueprints: Connecting the Dots 10. Case Examples of RTI in Action: Experimental Analysis of Effective Instruction 11. RTI Reports: Formal Evidence of Student Progress 12. Frequently Asked Questions: Some Answers about RTI

Read more less

Book Synopsis*Highly practical: features accessible writing, illustrative vignettes, and 20 reproducibles. *Authoritative: authors include cognitive therapy originator Aaron T. Beck. *Focuses on what works: CT has been proven effective for treating a wide range of problems. *Addresses the unique challenges of therapy in school settings. *Needed: the first concise guide to CT in the schools.Trade ReviewThis book provides an extremely valuable resource for school-based mental health professionals at any level of experience. The case examples guide the reader very clearly and with great depth through all aspects of effective cognitive therapy with adolescents. Moreover, the book offers explicit suggestions for how to implement cognitive therapy treatment techniques within typical settings. This resource belongs on the bookshelf of every school psychologist and school counselor.--Diane Smallwood, PsyD, School Psychology Programs, Philadelphia College of Osteopathic Medicine This clearly written manual should prove invaluable to school psychologists, counselors, teachers, and administrators who are concerned about the behavior and mental health of students. Developed through experience in schools, and grounded in evidence-based therapeutic techniques, the book offers practical explanations, case studies, and reproducible materials. It tackles the tough question of why students behave in ways that undermine their social, emotional, and academic success. More important, it systematically offers concrete strategies for empowering students to make healthy, productive changes in the way they think about and interact with the world around them.--Jerry McMullen, PhD, school psychologist/behavior management consultant, Exton, Pennsylvania Creed, Reisweber, and Beck have crafted an outstanding clinical book that is highly relevant to mental health professionals who work with adolescents. The authors provide clear, step-by-step guidelines for administering cognitive therapy in school settings, as well as rich illustrative vignettes. The authors further enhance the applicability of their procedures by addressing common treatment obstacles that school-based practitioners encounter. A wealth of assessment and treatment worksheets and ancillary materials are supplied. This book is a 'must have.'--Christopher A. Kearney, PhD, Department of Psychology, University of Nevada, Las VegasWorking with adolescents can be challenging, especially when dealing with the time constraints and other complications of school settings. This book addresses the challenges and provides strategies and techniques you can have confidence in. The authors present the latest advances in cognitive therapy with adolescents and show how to translate them into the 'real world' of schools. They take the clinician step by step through cognitive case formulation and describe a range of treatment techniques, providing flexible, practical, and effective guidelines for clinical practice. The approach is unique and highly engaging. This is a book that all clinicians who work with youth will want on their shelves.--Mark A. Reinecke, PhD, ABPP, Department of Psychiatry and Behavioral Sciences, Northwestern University -The book…is meant to help individuals integrate a CT approach into general school counseling. To that extent, it is a valuable addition to the Guilford Practical Intervention in the Schools Series….Simply using the CT plan outlined in this book would, most likely, improve many counselors' efficacy and enhance their impact on the students they assist.--Child and Family Behavior Therapy, 01/02/2012ƒƒ A very practical book. There are numerous stories that can be used with young people to illustrate important theory. Indeed, I tried out some, such as 'The roller coaster story,' with teenage patients, and it worked well. Similarly, the ITCH approach to problem solving was well received as a guide to dealing with issues faces by an older teenager. Some of the techniques could be employed by clinicians even if they do not subscribe to CT....The authors offer some lovely ideas for helping students identify their thoughts and emotions....This is a very useful book that could be helpful to a range of practitioners in schools. --Counselling Children and Young People, 02/16/2011ƒƒA book that should be on every er's book shelf. It provides an understandable overview on how to do cognitive therapy in the school setting, including realistic case vignettes that help the reader start thinking about how to apply the basic concepts of automatic thoughts, intermediate beliefs, and core beliefs....I found it easy to read and very instructive as the case vignettes were used to identify cognitive concepts and subsequent dialogues between student and counselor....I did not find any weaknesses in this book and would recommend it for beginning ers as well as more experienced practitioners who are looking for additional activities to add to their tool kit. For those who are looking for research support regarding CT and cognitive-behavioral therapy, each chapter ends with a list of studies or a summary of supportive evidence.--School Social Work, 10/16/2013Table of Contents1. An Overview of Cognitive Therapy2. Cognitive Therapy Case Conceptualization3. Cognitive Techniques4. Behavioral Techniques5. Making Cognitive Therapy Happen in the SchoolsAppendix 1.1: The Cognitive ModelAppendix 1.2. Thinking TrapsAppendix 2.1: Case ConceptualizationAppendix 2.2. Presession Quick SheetAppendix 3.1. Two-Frame Thought Bubble ExerciseAppendix 3.2. Three-Frame Thought Bubble ExerciseAppendix 3.3. Simple Thought RecordAppendix 3.4. Thought Record TableAppendix 3.5. Three C’s Thought RecordAppendix 3.6. Evaluating ThoughtsAppendix 3.7. Road Map to SuccessAppendix 4.1. Pleasant Activities ListAppendix 4.2. Reasons for LivingAppendix 4.3. Pros and Cons ListAppendix 4.4. Fear HierarchyAppendix 4.5. SUDS Rating ScaleAppendix 4.6. Progressive Muscle Relaxation ExerciseAppendix 4.7. Breathing Exercise

Read more less

Book SynopsisIndividuals with autism and their caregivers face unique challenges in later childhood and adolescence. This volume translates research on the needs of this population into practical recommendations for clinicians and educators. The book features vivid case examples and an in-depth, reproducible assessment form. Accessible guidance and hands-on suggestions are provided for supporting positive behavior, communication, and social skills; managing issues related to mental and physical health and sexuality; helping families access services and navigate the legal system; and optimizing the educational and transition planning process.Trade Review"A wonderful resource for educators and mental health professionals, this book is filled with practical and helpful guidance covering a range of issues. It provides concise summaries of information and intervention strategies relevant to older children, adolescents, and adults with autism. The volume will also be of tremendous benefit to parents. A real contribution to the field."--Fred R. Volkmar, MD, Yale Child Study Center, Yale University School of Medicine "This wonderfully innovative volume should be a first resource for anyone interested in the complexities of the world of persons with autism, their families, and service providers. The impressive group of outstanding scholars and clinicians from many different fields contribute compelling insights about the ways that we can all work toward optimizing the quality of life of persons with autism."--Jake Burack, PhD, McGill University and Hôpital Rivière-des-Prairies, Montreal, Quebec, Canada "Although some young children with autism make major gains in early childhood, many others learn at a slower pace and continue to show significant autistic involvement over the years. Professionals of many disciplines who serve older children and adolescents on the autism spectrum will find in this book a scholarly, broad, and very valuable focus on these older learners and their continuing challenges."--Sandra L. Harris, PhD, Graduate School of Applied and Professional Psychology and Douglass Developmental Disabilities Center, Rutgers, The State University of New Jersey - This book provides mental health professionals and educators with a greater awareness and understanding of the issues surrounding a child or adolescent with autism, as they enter a critical period of their development....A clearly written and useful resource for professionals, supporting them in making recommendations for the individuals, their families, and service providers. Throughout, useful ideas and guidance are provided....An extremely interesting and valuable read. --Youthinmind.info, 11/24/2010ƒƒ The editors did a nice job of incorporating ways in which the core symptoms of autism affect multiple aspects of an individual's life and included information on issues not typically found in books of this nature....The book succeeds in being written in a manner in which it is accessible to a wide audience including parents, practitioners, and medical professionals, and as such, this book is one that could be recommended to a wide audience of readers. --Journal of Autism and Developmental Disorders, 11/24/2010ƒƒ Has an unusual focus, but a welcome one: it concentrates on a population that is, in the tactful language of one chapter, .less able.'...There are many children, adolescents, and even adults to who must be taught joint attention, functional communication skills, and everything that seems obvious but is far from obvious. This book is full of suggestions about how this can be done....Readers concerned with autism will find this a useful book to add to their shelves. --Psychiatric Services, 11/24/2010Table of ContentsI. The Individual with Autism 1. Understanding Behavioral and Emotional Issues in Autism, Robin L. Gabriels 2. Medical Health Assessment and Treatment Issues in Autism, Edward Goldson and Margaret Bauman 3. Sexuality and Autism: Individual, Family, and Community Perspectives and Interventions, Robin L. Gabriels and Mary E. Van Bourgondien 4. Communication and Language Issues in Less Able School-Age Children with Autism, Diane Twachtman-Cullen and Jennifer Twachtman-Reilly 5. Sensory Processing Disorders in Children with Autism: Nature, Assessment, and Intervention, Eynat Gal, Sharon A. Cermak, and Ayelet Ben-Sasson 6. Assistive Technology as an Aid in Reducing Social Impairments in Autism, Ofer Golan, Paul G. LaCava, and Simon Baron-CohenII. Family and Caregivers of the Individual with Autism 7. Advocating for Services: Legal Issues Confronting Parents and Guardians, Wayne Steedman 8. Family Resources during the School-Age Years, April W. Block and Stephen R. Block 9. Family Vacations and Leisure Time: Considerations and Accommodations, Sharon Lerner-BaronIII. Community Aspects of Intervention 10. Building a Foundation for Successful School Transitions and Educational Placement, Ramona Noland, Nancy Cason, and Alan Lincoln 11. Translating Early Intervention into Positive Outcomes, Laurie Sperry and Gary Mesibov 12. School Consultation and Interventions for Middle School and High School Students with Autism, Brian R. Lopez, Dina E. Hill, Sandy Shaw, and Robin L. Gabriels 13. Criminal Justice Issues and Autistic Disorder, Alicia V. Hall, Michele Godwin, Harry H. Wright, and Ruth K. Abramson

Read more less

Book SynopsisThis authoritative, engaging work examines the key role of relationships in child and adolescent development, from the earliest infant–caregiver transactions to peer interactions, friendships, and romantic partnerships. Following the sequence of a typical social development course, sections cover foundational developmental science, the self and relationships, social behaviors, contexts for social development, and risk and resilience. Leading experts thoroughly review their respective areas and highlight the most compelling current issues, methods, and research directions. End-of-chapter suggested reading lists direct students and instructors to exemplary primary sources on each topic.Trade Review"This volume covers exciting research advances in social development, with chapters from the best scholars in the field. It is an invaluable resource for social development researchers and an extraordinary text for graduate or upper-level undergraduate courses. Anyone interested in the social development of children and adolescents should read this book."--Martha J. Cox, PhD, Director, Center for Developmental Science, University of North Carolina at Chapel Hill"A great guide to social development in childhood and adolescence. Leading authorities provide comprehensive overviews that incorporate the foundations of the field, the latest findings, and cutting-edge research directions. Newcomers will learn essential information, while experts will have lots of interesting new ideas and findings to ponder. This book is an excellent text for both advanced undergraduate and graduate courses. It is organized around multiple themes (self and relationships, social behaviors, contexts, and risk and resilience), which provides a deeper perspective than any single theme could. The number and length of chapters make it easy to design a syllabus around. This book is truly a winner!"--Wyndol Furman, PhD, John Evans Professor and Director of Clinical Training, Department of Psychology, University of Denver"Underwood and Rosen are leaders in the field, and their contributors are active scholars who present both established and cutting-edge knowledge. Virtually every area of social and personality development has an excellent corresponding chapter. This is a go-to reference for students at all levels interested in the relationships that make us who we are, from the beginning of life to adolescence. I've used many chapters with great success in my advanced undergraduate personality and social development course."--Philip Rodkin, PhD, Department of Educational Psychology, University of Illinois at Urbana-Champaign-The editors have wisely chosen to narrow the field of child development enough to be able to provide a meaningful guide to an important area....Up-to-date research is presented in a clear style....The book is a useful resource for lecturing, and as a reading list recommendation it gives students an academically rigorous overview. For clinicians, it gives updates on literature and a reminder of why the assessment of childhood social relationships can be so valuable from the point of view of mental health and social adjustment. It is possible to dip in and out of this book or read it as a cohesive whole. I would highly recommend it to clinical and academic colleagues alike.--The Psychologist, 7/17/2011Table of ContentsI. Setting the Stage 1. The Architecture of Social Developmental Science: Theoretical and Historical Perspectives, Ross A. Thompson and Miranda Goodman 2. Biological Correlates of Social Development, Leslie J. Carver and Lisa Tully 3. Temperament, Emotion Regulation, and Social Development, Susan D. Calkins and Jennifer S. MacklerII. Self and Relationships 4. The Self and Identity, Lisa H. Rosen and Meagan M. Patterson 5. Attachment Theory and Research in Developmental Psychology: An Overview and Appreciative Critique, Glenn I. Roisman and Ashley M. Groh 6. Families, Parenting, and Discipline, George W. Holden, Brigitte Vittrup, and Lisa H. Rosen 7. Peer Relations as a Developmental Context, William M. Bukowski, Duane Buhrmester, and Marion K. Underwood 8. Romantic Relationships in Adolescence, Jennifer Connolly and Caroline McIsaacIII. Social Behaviors 9. Aggression, Marion K. Underwood 10. The Science of Moral Development, Lawrence J. Walker and Jeremy A. Frimer 11. Prosocial Behavior, Joan E. Grusec and Amanda ShermanIV. Contexts for Social Development 12. Gender, Campbell Leaper and Rebecca S. Bigler 13. Race, Ethnicity, and Social Class, Nancy E. Hill and Dawn P. Witherspoon 14. Child Care and Schools, Margaret Tresch Owen and Kristin L. Bub 15. Culture, Thomas S. Weisner V. Risk and Resilience 16. Child Maltreatment and Social Relationships, Penelope K. Trickett and Sonya Negriff 17. A Developmental Perspective on Risk, Resilience, and Prevention, Scott D. Gest and Alice J. Davidson

Read more less

Book SynopsisEvidence based and practical, this book presents state-of-the-science approaches for helping K-12 students who struggle with aggressive behaviors, anxiety, depression, ADHD, and autism. It explains the fundamentals of cognitive-behavioral intervention and reviews exemplary programs that offer powerful ways to reach at-risk children and adolescents. Leading authorities thoroughly describe the process of assessment, treatment planning, implementation, and program evaluation. What makes the book unique is its focus on the nitty-gritty of school-based intervention, including how to integrate mental health services into the special education system, overcome obstacles, and provide needed skills to school personnel.Trade Review"This book is a prize for clinicians, researchers, and students alike. The editors have assembled valuable chapters that address theoretical, methodological, and clinical issues. Most impressively, the contributors tackle the often harsh realities that confront clinicians doing cognitive-behavioral therapy in real-world settings. Further, they seamlessly integrate pivotal developmental and ethnocultural variables. I am already clearing space on my bookshelf for this much-needed resource."--Robert D. Friedberg, PhD, ABPP, Professor and Director, Center for the Study and Treatment of Anxious Youth, Palo Alto University "Filling a critical void in the literature, this book illuminates the exciting potential of cognitive-behavioral interventions in school-based practice. The volume is current, comprehensive, and reader friendly. It explores both the theoretical foundations and the many exemplary programs paving the way in schools today. The impressive collection of scholar-authors steers clear of hyperbole in favor of more dispassionate examinations of what the science is saying. Their approach leaves the reader informed, optimistic, and energized."--Jim Larson, PhD, Coordinator, School Psychology Program, University of Wisconsin-Whitewater"Mayer et al. have done all those who work with children and youth with emotional and behavioral disorders a great service by editing a volume about one of our greatest challenges. The book provides better scientific understanding of how young people think about their behavior and how they can be guided to manage their thoughts, feelings, and behaviors more effectively."--James M. Kauffman, EdD, Curry School of Education (Emeritus), University of Virginia "Filling a critical void in the literature, this book illuminates the exciting potential of cognitive-behavioral interventions in school-based practice. The volume is current, comprehensive, and reader friendly. It explores both the theoretical foundations and the many exemplary programs paving the way in schools today. The impressive collection of scholar–authors steers clear of hyerbole in favor of more dispassionate examinations of what the science is saying. Their approach leaves the reader informed, optimistic, and energized." - Jim Larson, Coordinator, School Psychology Program, University of Wisconsin–Whitewater, USA"Mayer et al. have done all those who work with children and youth with emotional and behavioral disorders a great service by editing a volume about one of our greatest challenges. The book provides better scientific understanding of how young people think about their behavior and how they can be guided to manage their thoughts, feelings, and behaviors more effectively." - James M. Kauffman, Curry School of Education (Emeritus), University of Virginia, USA"This book is a prize for clinicians, researchers, and students alike. The editors have assembled valuable chapters that address theoretical, methodological, and clinical issues. Most impressively, the contributors tackle the often harsh realities that confront clinicians doing cognitive-behavioral therapy in real-world settings. Further, they seamlessly integrate pivotal developmental and ethnocultural variables. I am already clearing space on my bookshelf for this much-needed resource." - Robert D. Friedberg, Department of Psychiatry, Penn State Milton Hershey Medical Center, Hershey, USA"This practical guide serves as an ideal reference, not only for educators but clinicians and parents, as well as those who are interested in aiding students who suffer from various forms of emotional and behavioral disorders such as aggressive behaviors, anxiety, depression, ADHD, and autism. It addresses theoretical, methodological, and clinical issues on the fundamentals of cognitive-behavioral intervention. There are invaluable chapters exploring the use of various strategies and programs to reach out to at-risk children and adolescents. The forms of interventions proposed range from preventive programs for all levels to specific targeted interventions, thus capturing a broad spectrum of areas of concerns....An indeed welcome guide to schools in general and specifically to institutions with a special education system....It assists schools in improving their practice, to look into the active participation, achievement, and retention of marginalized students in an institution. The lack of existing literature in this area further illuminates the potential usefulness of this guide." - Suraiya Hameed, Australian Journal of Guidance and Counselling, Vol. 22, No. 1, 2012Table of ContentsI. Foundations of Cognitive-Behavioral Interventions 1. Historical Roots, Theoretical and Applied Developments, and Critical Issues in Cognitive-Behavioral Modification, Matthew J. Mayer and Richard Van Acker 2. Intervention Development, Assessment, Planning, and Adaptation: The Importance of Developmental Models, John E. Lochman and Frank M. Gresham 3. Methodological Issues in Research Using Cognitive-Behavioral Interventions, Frank M. Gresham and John E. Lochman 4. Cognitive-Behavioral Interventions and the Social Context of the School: A Stranger in a Strange Land, Richard Van Acker and Matthew J. MayerII. Cognitive-Behavioral Interventions for Anger/Aggression 5. Cognitive-Behavioral Interventions for Anger and Aggression: Review of Research and Research-to-Practice Issues, Stephen W. Smith, Julia A. Graber, and Ann P. Daunic 6. Managing Anger and Aggression in Students with Externalizing Behavior Problems: Focus on Exemplary Programs, W. M. Nelson III and Janet R. SchultzIII. Cognitive-Behavioral Interventions for Anxiety/Phobic Disorders 7. Cognitive-Behavioral Therapy for Anxious Youth in School Settings: Advances and Challenges, Adam S. Weissman, Diana Antinoro, and Brian C. Chu 8. Cognitive-Behavioral Treatment for Childhood Anxiety Disorders: Exemplary Programs, Gretchen Schoenfield and Richard J. MorrisIV. Cognitive-Behavioral Interventions for Depression 9. Cognitive-Behavioral Interventions for Depression in Children and Adolescents: Meta-Analysis, Promising Programs, and Implications for School Personnel, John W. Maag, Susan M. Swearer, and Michael D. Toland 10. Cognitive-Behavioral Interventions for Depression during Childhood, Kevin D. Stark, Jenny Herren, and Melissa FisherV. Cognitive-Behavioral Interventions Addressing Other Needs 11. Attention-Deficit/Hyperactivity Disorder, George J. DuPaul, Lauren A. Arbolino, and Genery D. Booster 12. Cognitive-Behavioral Interventions for Students with Autism Spectrum Disorders, Laura Grofer Klinger and Amie WilliamsVI. The Future of Cognitive-Behavioral Interventions 13. The Cognitive–Ecological Model: Paradigm and Promise for the Future, Jaleel Abdul-Adil, Patrick H. Tolan, and Nancy Guerra 14. Future Challenges to Cognitive-Behavioral Interventions in Practice and Policy, Michael M. Gerber and Emily Solari

Read more less

Book SynopsisThis much-needed guide shows how to implement positive behavior support (PBS) strategies in secondary settings, using a three-tiered approach. The authors adapt the core ideas of PBS to the developmental context of adolescence and the organizational structures of middle schools and junior and senior high schools. With an emphasis on data-based decision making, the book provides ideas and examples for meeting the behavioral needs of all students, from those with emerging concerns to those with ongoing, chronic problems. It takes practitioners step by step through planning, implementing, evaluating, and sustaining schoolwide, small-group, and individual interventions. In a convenient large-size format, the book includes useful reproducible forms. This book is in The Guilford Practical Intervention in the Schools Series, edited by Sandra M. Chafouleas.Trade ReviewA well-timed, valuable resource for school staff, principals, and district leaders. This highly readable, straightforward book provides pragmatic, functional guidance for implementing an effective PBS system within a schoolwide model. Attention to the particular challenges of adolescent development and secondary contexts--along with realistic examples of students and schools--are unique strengths of the book. The authors provide a strong rationale for the use of PBS in middle and high schools, explain the work that must be done to set the stage for (and sustain) effective implementation, and describe implementation across all three tiers of response to intervention. This book would be an excellent text for administrative licensure and school psychology programs or for courses on advanced behavior management for teachers.--Deanne A. Crone, PhD, Center on Teaching and Learning, University of OregonThis book offers exactly what the title promises--a practical guide that is relevant for secondary settings. Readers will increase their understanding of the 'what,' 'why,' and 'how-to' of implementing PBS. The authors describe useful strategies that are grounded in research, emphasizing the critical importance of collaborating with teachers, administrators, and community stakeholders to enhance the school climate.--Hank Bohanon, PhD, School of Education, Loyola University ChicagoAs part of the initial research team working to implement these principles in a secondary school setting, I have observed firsthand the dramatic positive correlation to student success and improved school environment. When school personnel model proactive instruction that supports all areas of students’ learning needs, the results are better behaviors and test scores. This book provides specific and tested strategies for success in any educational setting--even with the most difficult students. Ready-to-use forms and questionnaires take school professionals smoothly through the process of creating solution-focused interventions.--Brenda Wesson, EdS, Nebo School District, Spanish Fork, UtahA comprehensive resource. This well-written, easy-to-read book covers all the essentials for educators in secondary settings to build consensus and implement schoolwide positive behavior supports in their schools. I highly recommend it for building administrators, teachers, school counselors, and school psychologists. This book would be an excellent choice for reading collectively for staff development, especially for a building leadership team.--Robert D. Richardson, PhD, evidence-based learning specialist, Canyons School District, UtahThis is an excellent, comprehensive book for educators dedicated to supporting secondary-age students in the context of three-tiered prevention models. The vignettes throughout the book are engaging and make the context more clear for the reader. Congratulations to the authors for this timely, highly useful resource.--Kathleen Lynne Lane, PhD, BCBA-D, Department of Special Education, University of Kansas -Table of Contents1. Foundational Ideas 2. Adolescent Needs and Secondary Settings 3. The Importance of School Climate 4. Planning for Implementation 5. Schoolwide Interventions 6. Monitoring Implementation and Outcomes Using Data 7. Schoolwide Screening 8. Targeted Interventions: Tier 2 9. Individual Interventions: Tier 3 10. Sustainability and Maintenance

Read more less

Book Synopsis Maybe you have a daughter who loves cooking, soccer, and musicals. Maybe she’s a social butterfly, an athlete, a fashionista, and a humanitarian who wants to change the world. Be honest—do you think, Well, she’s clearly not a math and science kid? Do you assume that certain classes and careers won’t appeal to her? Count Girls In challenges these assumptions and presents a totally different way of thinking: there is a place for all girls and young women—not just the science fair winners and robotics club members—in science, technology, engineering, and math (STEM) fields, if we can keep their (and our) minds and options open and meet them where they are. To succeed in STEM fields today, girls don’t have to change who they are. A girl who combines her natural talents, interests, and dreams with STEM skills has a greater shot than ever before at a career she loves and a salary she deserves. Count Girls In encourages parents and other adults to raise authentic young women who have the confidence to put STEM to work in a way that best serves them and their passions. The authors, both STEM professionals, present compelling research in a conversational, accessible style and provide specific advice and takeaways for each stage of schooling, from elementary school through college, followed by comprehensive STEM resources. This isn’t a book about raising competitive, test-acing girls in lab coats; this is about raising happy, confident girls who realize the world of opportunities before them.Trade Review"This is the missing link to bridge the gender gap in STEM. Nerd Girls' Karen Panetta and Katianne Williams have done it again!" Lauren Hasson, CEO of DevelopHer

Read more less

Book SynopsisA fully revised and updated second edition, including new research and skills in the areas of trauma and compassionDisruptive behavior in the classroom, poor academic performance, and out-of-control emotions: if you work with adolescents, you are well-aware of the challenges this age group presents, as well as how much time can be lost on your lessons while dealing with this behavior. What if there was a way to calm these students down and arm them with the mindfulness skills needed to really excel in school and life?Written by mindfulness expert and licensed clinical psychologist Patricia C. Broderick, Learning to Breathe is a secular program that tailors the teaching of mindfulness to the developmental needs of adolescents to help them understand their thoughts and feelings and manage distressing emotions. Students will be empowered by learning important mindfulness meditation skills that help them improve emotion regulation, reduce stress, improve overall performance, and, perhaps most importantly, develop their attention. Since its publication nearly a decade ago, the L2B program has transformed classrooms across the US, and has received praise from educators, parents, and mental health professionals alike. This fully revised and updated second edition offers the same powerful mindfulness interventions, and includes compelling new research and skills in the areas of trauma and compassion.The book integrates certain themes of mindfulness-based stress reduction (MBSR), developed by Jon Kabat-Zinn, into a program that is shorter, more accessible to students, and compatible with school curricula. This easy-to-use manual is designed to be used by teachers, but can also be used by any mental health provider teaching adolescents emotion regulation, stress reduction and mindfulness skills. The book is structured around six themes built upon the acronym BREATHE, and each theme has a core message: Body, Reflection, Emotions, Attention, Tenderness, and Healthy Mind Habits, and Empowerment.Learning to Breathe is the perfect tool for empowering students as they grapple with the psychological tasks of adolescence. Make this new edition a part of your professional library today!

Read more less

Book SynopsisA fully revised and updated second edition, including new research and skills in the areas of trauma and compassionDisruptive behavior in the classroom, poor academic performance, and out-of-control emotions: if you work with adolescents, you are well-aware of the challenges this age group presents, as well as how much time can be lost on your lessons while dealing with this behavior. What if there was a way to calm these students down and arm them with the mindfulness skills needed to really excel in school and life?Written by mindfulness expert and licensed clinical psychologist Patricia C. Broderick, Learning to Breathe is a secular program that tailors the teaching of mindfulness to the developmental needs of adolescents to help them understand their thoughts and feelings and manage distressing emotions. Students will be empowered by learning important mindfulness meditation skills that help them improve emotion regulation, reduce stress, improve overall performance, and, perhaps most importantly, develop their attention. Since its publication nearly a decade ago, the L2B program has transformed classrooms across the US, and has received praise from educators, parents, and mental health professionals alike. This fully revised and updated second edition offers the same powerful mindfulness interventions, and includes compelling new research and skills in the areas of trauma and compassion.The book integrates certain themes of mindfulness-based stress reduction (MBSR), developed by Jon Kabat-Zinn, into a program that is shorter, more accessible to students, and compatible with school curricula. This easy-to-use manual is designed to be used by teachers, but can also be used by any mental health provider teaching adolescents emotion regulation, stress reduction and mindfulness skills. The book is structured around six themes built upon the acronym BREATHE, and each theme has a core message: Body, Reflection, Emotions, Attention, Tenderness, and Healthy Mind Habits, and Empowerment.Learning to Breathe is the perfect tool for empowering students as they grapple with the psychological tasks of adolescence. Make this new edition a part of your professional library today!

Read more less

Book SynopsisMindfulness, a way to alleviate suffering by realizing the impermanence of the self and our interdependence with others, has been severed from its Buddhist roots. In the late-stage-capitalist, neoliberal, solipsistic West, it becomes McMindfulness, a practice that instead shores up the privatized self, and is corporatized and repackaged as a strategy to cope with our stressful society through an emphasis on self-responsibility and self-promotion. Rather than a way to promote human development and social justice, McMindfulness covertly reinforces neoliberalism and capitalism, the very self-promoting systems that worsen our suffering.In Mindfulness and Its Discontents, David Forbes provides an integral framework for a critical, social, moral mindfulness that both challenges unmindful practices and ideas and provides a way forward. He analyzes how education curricula across North America employ mindfulness: to help students learn to succeed in a neoliberal society by enhancing the ego through emphasizing individualistic skills and the self-regulation of anger and stress. Forbes argues that mindfulness educators instead should uncover and resist the sources of stress and distress that stem from an inequitable, racist, individualistic, market-based (neoliberal) society and shows how school mindfulness programs can help bring about one that is more transformative, compassionate and just.

Read more less

Book SynopsisPacked full of advice and practical strategies for parents and educators, this book is a one-stop-shop for supporting children with Specific Learning Difficulties (SpLDs).Part one introduces a spectrum of SpLDs, ranging from poor working memory, dyslexia, dyspraxia, dyscalculia, through to ADHD, Autism Spectrum Disorder (ASD), Auditory Processing Disorder (APD), Specific Language Impairment and Visual Processing Difficulty. It explains clearly what each difficulty is, how it can affect a child's learning and how to help a child to succeed despite their difficulties. Part two includes a host of tips, tools and strategies to support your child's efforts in areas such as reading, writing, spelling and handwriting, as well as advice on motivation, confidence and managing life's setbacks.Written by an experienced Educational Psychologist, this is the perfect guide for parents and carers who are looking for ways to support their child's learning, as well as for educators and teachers looking for advice on how to differentiate lessons and motivate pupils with SpLDs.Trade ReviewA treasure trove of useful information and practical advice for the parents of children with specific learning difficulties and anyone who teaches them. Difficult concepts are explained in ways that are easy to understand and chapters conclude with helpful key points. Filled to the brim with inspiring and interesting case studies that make it a fascinating read. It really is a must have. -- Claudine Goldingham BA LLB (Dist.), a dyslexic and mother of two dyslexic and dyspraxic girlsThis is a terrific book. Veronica Bidwell's long experience and widely-recognised expertise is readily evident. She is able to link these qualities with an up-to-date knowledge of the science of neurodevelopmental conditions, particularly to the extent to which various difficulties often exist alongside each other. This is complemented by her vivid case studies. There is much for parents in here, with practical advice which has been tested in the field. Yet this is more than a book just for parents. Those who teach children with specific learning difficulties will find this an illuminating read and I recommend it to them too. -- Professor Peter Hill MA MB BChir FRCP FRCPCH FRCPsych, Consultant Child and Adolescent PsychiatristVeronica Bidwell's inspirational "The Parents' Guide to Specific Learning Difficulties: Information, Advice and Practical Tips", which will doubtless become the bible for all, touches on a discipline which can, at times, seem over-complex and impenetrable - especially to troubled parents and teachers. Veronica brings her wit, charm and insight to her wealth of experience as an educational psychologist, working in mainstream and specialist schools. She has written what is essentially a textbook that is, not only accessible to all, but also a rollicking good read. I would chain this book to every parent's wrist. -- Jo Petty, Director, The Dyslexia Teaching Centre, Kensington, UKThis is the go-to book for parents with children who have specific learning difficulties. The book explains the varying specific learning difficulties and tells parents how to help. It is informative, practical and accessible without being patronising. It works either as a cover to cover read or as a book to dip into. If parents could spend a week with an educational psychologist asking every question they could think of, the result might be this book! -- Jackie Murray, Principal Educational Psychologist, Fairley House School, UKTable of ContentsIntroduction. 1. Information Processing. 2. Working Memory. 3. Dyslexia. 4. Dyspraxia. 5. Dyscalculia and Other Maths Difficulties. 6. Attention Deficit Disorder with or without Hyperactivity (ADHD). 7. Autistic Spectrum Disorder (ASD). 8. Auditory Processing Disorder (APD). 9. Specific Language Impairment. 10. Visual Processing Difficulty. 11. An Educational Psychologist's Assessment. 12. The WISCIV, Understanding Test Scores and Spikey Profiles. Part 2: The Parent Tool Kit - Tips for Teaching. 13. Teaching Tips. 14. Tips for Reading. 15. Tips for Spelling. 16. Tips for Writing. 17. Handwriting Tips. 18. Tips for Maths. 19. Tips to Help a Child Handle Life's Knocks and Setbacks. 20. Tips for Positive Liaison with School Staff. 21. Tips to Enhance Language. 22. Tips for Motivation. 23. Tips for Confident Learners. 24. Habits, Strategies and Study Skills. Appendix 1. Explanation of Ages and Key Stages. Appendix 2. Games and Activities for Parents and Children to Play. Glossary. References.

Read more less

Book SynopsisSocial Stories™ are a widely used and highly effective intervention for supporting children on the autism spectrum, but it can feel overwhelming to follow all the rules put in place to create personalised stories. Developed with the input of parents and professionals, and informed by new Social Stories research, this is a comprehensive, clear, easy step-by-step guide to writing effective personalised Social Stories™ that give children social information, creating many benefits for them.The book includes many examples of real Social Stories created for children by parents and teachers working together, and handy downloadable checklists that highlight the essential components of a Social Story, helping to ensure that each story you write achieves the best possible results.Trade ReviewI think this will be a helpful book for anyone who is living or working with a child who has an autistic spectrum disorder. Social Stories™ are very useful but it can be quite a challenge to write your own. This book is designed to get you started. The authors provide straightforward guidelines and lots of practical examples of Social Stories™ written for particular children. They annotate these stories so that readers can see how the process works. As a professional who regularly sees parents of children with a diagnosis of ASD, I will be adding this book to my list of valued references. -- Jo McMahon, Consultant Clinical PsychologistThank heavens for Social Stories™. I have used them often to explain life on planet Earth when my son is convinced that he is the only Martian present and that humans are weird. This brilliant book is so encouraging - a great reminder of why it is worth taking time and effort to write good stories and avoid the pitfalls. -- Rowena Harper, parentFinally, a book that combines a practical step-by-step guide on creating and using Social Stories™ with real-life examples and a collection of sample Stories. This wonderful volume presents a user-friendly approach to writing Social Stories™, and is written with humor in easy-to-understand language. It is bound to become your new "go to" Social Stories™ manual. -- Anastasia Kokina, Ph.D., Assistant Professor, Department of Instruction and Learning, University of Pittsburgh, USAWilliams and Wright's book argues that Social Stories™ are a powerful method for making life easier for kids with autism or Asperger Syndrome, to reduce the confusion that arises from 'mindblindness' and a piecemeal perception of the world. Social Stories™ provide clear explanations for social conventions in a rule-based way, thereby 'systemizing' the social world, to render it less confusing. Social Stories™ need scientific evaluation in a randomised control trial, but this book will help teachers learn how to implement this imaginative method. -- Professor Simon Baron-Cohen, Autism Research Centre, Cambridge UniversityTable of ContentsIntroduction. Part 1. 1.1. Understanding Autism. 1.1.1. Mindblindness. 1.1.2. Getting the Gist. 1.1.3. Language and Communication. 1.1.4. Imagination, Memory, Time Perception, Planning. 1.1.5. Sensory, Interests, Preoccupations and Compulsions. 1.1.6. Strengths and Skills. 1.2. What is a Social Story? 1.2.1. What makes a Social Story different? 1.2.2. When should I write a Social Story? 1.2.3. What are they for? 1.2.4. What is different about children with ASD? Why are Social Stories important for them? 1.2.5. What are the Benefits of Social Stories? Part 2. 2.1. A Guide to Social Stories. 2.1.1. A Summary of how to write a Social Story including Jodie's Story. 2.1.2. Step I: The Goal and Gathering Information. 2.1.3. Step II: Writing the Social Story. 2.1.4. Implementing the Social Story. Part 3. 3.1. Gathering Information. 3.1.1. Worked example using the template (George) Why do people fart? 3.1.2. Worked example using the template (Matthew) Time to Think. 3.1.3. Worked example (Thomas) What happens when I have a Seizure? 3.1.4. When not to use Social Stories. Part 4. 4.1. Examples of Social Stories. 4.1.1. Why we go to school. 4.1.2. Working on my own. 4.1.3. Focussing and Concentrating. 4.1.4. Trying Hard at Swimming. 4.1.5. Joining School Swimming Lessons. 4.1.6. What is Respect? 4.1.7. Happy Playtimes. 4.1.8. Taking New Medicine. 4.1.9. Finding out about Archbishop Holgate's 6th Form. 4.1.10. Visiting the Dentist. 4.1.11. Why We Do Homework. 4.1.12. How to Take Tests. 4.1.13. Waiting to ask the Teacher a Question. 4.1.14. Going to Flamingo Land. 4.1.15. I am a Kind, Intelligent Person. 4.1.16. Spiderman is a Film Character. 4.1.17. Using Words that People Like. Part 5. 5.1. A Template for Making Sense of a Child's Behaviour and Planning Ways to Help. 5.2. Step by Step Flowchart. 5.3. Checklist. 5.4. Checklist (Short Version). References. Definition of Terms.

Read more less