Educational psychology Books

Book SynopsisSuspecting that your baby or toddler may have autism spectrum disorder or another developmental delay can be scary and overwhelming. But there is a lot you can do to help, even while waiting for an evaluation or early intervention. Trade Review"I had the tremendous fortune of previewing this book and being coached by the authors when my daughter was diagnosed with autism spectrum disorder at 14 months old. We actually had fun incorporating the creative activities into our daily lives. Along with therapy, these techniques undoubtedly contributed to my daughter's amazing progress. Reading this book is like having these four leading consultants guiding you in your home every step of the way!"--Stephanie S., parent"Fantastic! The book provides key information about typical developmental milestones from birth through toddlerhood, and is chock full of clever games and activities to make learning fun."--Wendy L. Stone, PhD, Department of Psychology, University of Washington; Director, Research on Early Autism Detection and Intervention (READi) Lab"I will recommend this book to all the parents I work with. It is just what you need if you are worried about your infant's or toddler's development. The chapters are bursting with easy-to-implement games and activities, embedded in daily routines, that could help any child."--Sally Ozonoff, PhD, coauthor of A Parent's Guide to High-Functioning Autism Spectrum Disorder, Second Edition"A marvelous, unique resource that fills an important need. This book is filled with practical and helpful advice and activities that parents can readily use when developmental delays are suspected. It enables you to take active steps to facilitate your child's development."--Fred R. Volkmar, MD, coauthor of A Practical Guide to Autism"This clearly written, extremely user-friendly book will be invaluable to parents. It contains a plethora of ingenious ideas that you can incorporate into your everyday routines to enhance and expand your young child's learning."--Katarzyna Chawarska, PhD, Yale Child Study Center, Yale University School of MedicineTable of ContentsIntroduction: Is This Book for You? I. Helping Babies and Toddlers Learn and Develop 1. What Is a Developmental Delay and How Can Games in Routine Activities Help? 2. Keystones: Attachment and Behavioral Teaching 3. 12 Rules to Play By 4. Language, Eye Contact, and Imagination: Important Targets of Learning II. Games and Activities for Toddlers at Risk 5. Waking Up and Going to Sleep 6. Dressing, Undressing, and Diaper Changing 7. Mealtime 8. Bathtime 9. Chores 10. Errands 11. Indoor Play 12. Outdoor Play III. Games and Activities for Babies at Risk 13.0–3 Months 14. 3–6 Months 15. 6–9 Months 16. 9–12 Months IV. More Tips and Tools 17. Specific Words, Phrases, Gestures, and Signs to Work On 18. Preventing Problem Behavior Appendix: Activity Lists

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Book SynopsisEducators and school psychologists throughout the country are working with growing numbers of English language learners (ELLs), but often feel unprepared to help these students excel. This highly informative book presents evidence-based strategies for promoting proficiency in academic English and improving outcomes in a response-to-intervention (RTI) framework. Illustrated with a detailed case example, the book describes best practices for working with K-5 ELLs in all stages of RTI: universal screening, progress monitoring, data collection, decision making, and intensifying instruction. In a large-size format for easy photocopying, the book includes more than two dozen reproducible worksheets. Purchasers get access to a Web page where they can download and print the reproducible materials. This book is in The Guilford Practical Intervention in the Schools Series, edited by Sandra M. Chafouleas.Trade Review"This book has unique value for any educator or school striving to provide the most effective instruction for ELLs. Within an RTI framework, the authors provide excellent contextual and demographic information, practical recommendations, user-friendly worksheets, and many case examples--all cohesively integrated in a way that will surely assist current and future educators’ efforts to best serve ELLs."--John C. Begeny, PhD, Department of Psychology, North Carolina State University "Albers and Martinez help fill a large gap in the literature with this timely and important book. Writing in an approachable manner, the authors provide insightful information that will be highly useful to practitioners and students. The book includes step-by-step guidance for professionals aiming to provide equitable and research-based services to ELLs. It will be a welcome addition as a text in graduate programs in school psychology and special education."--Bryn Harris, PhD, NCSP, School of Education and Human Development, University of Colorado Denver "This comprehensive book will be a go-to manual for school practitioners looking for guidance around implementing linguistically responsive tiered instruction and supports for ELLs. The readable, easy-to-understand format is enhanced by case examples and resources. Albers and Martinez underscore the value of leveraging alterable variables--such as the curriculum, instruction, and environment--to close the gap between ELLs and native English speakers."--Caroline Racine Gilles, PhD, Director of Multi-Tiered System of Supports, Madison (Wisconsin) Metropolitan School District -Table of Contents1. Introduction 2. Who Are These ELLs? Foundations, Demographics, and Outcomes 3. Understanding RTI and How It Will Help Your ELLs Succeed 4. The Critical Variable: Academic Language Proficiency and Its Impact on Students Learning English as a Second Language 5. Best Practices in Assessment and Interaction for ELLs at Tier 1 6. Monitoring Progress, Determining Growth Rates, and Intensifying Instruction for ELLs at Tiers 2 and 3 7. Special Education Referral and Evaluation Consideration for ELLs Who Have Not Responded to Instruction and Intervention 8. Next Steps: Conclusions and Directions for the Future

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Book SynopsisSchools often resort to ineffective, punitive interventions for the 10% of K-8 students whose challenging behavior interferes with their own and their classmates' learning. This book fills a crucial need by describing ways to provide meaningful supports to students with disruptive behavior disorders. Prominent authority Frank M. Gresham weaves together current research, assessment and intervention guidelines, and illustrative case studies. He reviews a broad range of evidence-based practices and offers recommendations for selecting, implementing, and evaluating them within a multi-tiered framework. Coverage includes school- and home-based approaches, multicomponent programs, prevention strategies, and social skills training.Trade Review"Serving the needs of children with disruptive behavior disorders is a major challenge for schools today. All readers, regardless of their professional training, will treasure this book. As he has done throughout his career, Gresham writes clearly and comprehensively about best practices. The singular focus on disruptive behavior disorders ensures complete coverage of etiology, assessment, treatment, and prevention. As a text, this book is equally well suited for special education and school psychology courses; instructors will find the 'Case Study Applications for Best Practices' especially useful. "--J. Ron Nelson, PhD, Department of Special Education and Communication Disorders, University of Nebraska–Lincoln "Gresham is a top leader in the field of emotional and behavioral disorders, and his experience and expertise are evident in this highly useful volume. The book offers a concise, practical, and thorough presentation of key issues in supporting positive outcomes for students with disruptive behavior disorders. The case studies concretely illustrate how to identify students with disruptive behavior disorders at the first sign of concern, and how to design, implement, and evaluate evidence-based strategies, practices, and programs within multi-tiered systems of support that are comprehensive and integrated."--Kathleen Lynne Lane, PhD, BCBA-D, Department of Special Education, University of Kansas "This outstanding book is unlike anything I have seen in my 40-plus years of working with school-related behavior disorders. It meets a glaring need for a roadmap for assessment and intervention with this very at-risk and underserved student group. Gresham's knowledge of causal factors, intervention procedures, and assessment methods is unparalleled. Readers will emerge with a superb understanding of ways to improve the life chances of students with disruptive behavior disorders and meaningfully involve school staff and parents in the process."--Hill M. Walker, PhD, Department of Special Education and Clinical Services (Emeritus), University of Oregon; Senior Scientist, Oregon Research Institute "Gresham provides a comprehensive perspective on the multifaceted issues involved in understanding and managing disruptive behavior disorders. The book describes evidence-based practices ranging from prevention and screening to tertiary-level interventions and in-home strategies for parents. This is an ideal resource for practitioners and educators who work directly in classroom settings with diverse learners. It should certainly be a required text for courses focused on school psychological services, school mental health, and multi-tiered systems of support for students experiencing emotional and behavioral challenges in schools."--Katina M. Lambros, PhD, BCBA-D, School Psychology Program, San Diego State University -Dr. Gresham's book provides a comprehensive study of the etiology of disruptive behavior disorders, and discusses their multi-faceted and complex origins, including both 'within child' and environmental influences….The book provides a useful and structured discussion of evidence-based practice in meeting the needs of children whose behavior can be overwhelming for many school systems….At the end of each chapter there is a summary of the main points, which is helpful given the level of detail in the book and the numerous references for research, published programs, interventions, ideas, and psychological theories.--Association for Child and Adolescent Mental Health, 1/14/2016Table of Contents1. Characteristics, Correlates, Causes, and Outcomes of Disruptive Behavior Disorders in Children and Youth 2. Evaluating, Selecting, and Implementing Evidence-Based Practices in School Contexts: Key Issues and Recommendations 3. Evidence-Based Assessment Strategies: Screening, Identification, Progress Monitoring, and Outcomes 4. Issues and Guidelines in Implementing Interventions 5. Evidence-Based School Interventions: A Multi-Tiered Approach 6. Evidence-Based Home Interventions 7. Evidence-Based Multicomponent Interventions 8. Primary Prevention Strategies 9. Replacement Behavior Training Strategies 10. Case Study Applications for Best Practices with Kelsey Hartman and Rachel Olinger Steeves References

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Book SynopsisDesigned for busy teachers and other school-based professionals, this book presents step-by-step guidelines for implementing seven highly effective strategies to improve classroom management and instructional delivery. These key low-intensity strategies are grounded in the principles of positive behavior intervention and support (PBIS), and are easy to integrate into routine teaching practice. Chapters discuss exactly how to use each strategy to decrease disruptive behavior and enhance student engagement and achievement. Checklists for success are provided, together with concise reviews of the evidence base and ways to measure outcomes. Illustrative case examples span the full K-12 grade range. Reproducible intervention tools can be downloaded and printed in a convenient 8 1/2 x 11 size. See also Managing Challenging Behaviors in Schools, by Kathleen Lynn Lane et al., which shows how these key strategies fit into a broader framework of prevention and intervention.Trade Review"If you’re looking for a resource that can maximize your ability to manage challenging behavior in the classroom, then you should get this book. It presents strategies that are carefully selected, empirically supported, organized within a prevention-based systems approach, and presented in a user-friendly format. Supporting research for each strategy is presented and suggestions are provided for determining if the strategy is working, is being implemented with integrity, and could be modified to enhance effects. Lane et al. do a wonderful job of linking effective behavior management to improvements in school climate and the delivery of effective instruction."--George Sugai, PhD, Professor and Carole J. Neag Endowed Chair, Neag School of Education, University of Connecticut "Pardon me while I stand up and applaud! This book fills a void in the educational community by focusing on low-intensity, teacher-delivered supports, with a focus on Tier 1 primary prevention efforts. As a practitioner, I found the book practical, engaging, and easy to read. The examples and implementation checklists enhanced my understanding of the practices. This is an exceptional resource for classroom teachers, professional learning communities, and those providing mentoring or coaching to teachers. Lane and her colleagues consistently publish cutting-edge research-to-practice guides that practitioners highly value."--Lisa Powers, PhD, Coordinator in Planning and Development, Special School District of St. Louis County, Missouri "Lane and her colleagues share seven useful and effective strategies for supporting student behavior in the classroom: opportunities to respond, behavior-specific praise, active supervision, instructional feedback, high-probability requests, precorrection, and instructional choice. For each strategy, the book highlights how to use it, summarizes key empirical studies, and shares practical tips for implementation. The strategies are grounded in the authors' comprehensive, integrated, three-tiered prevention model."--Brandi Simonsen, PhD, Department of Educational Psychology, University of Connecticut "This book is a rich resource for teachers, administrators, and technical assistance providers who hope to create a nurturing, engaging culture of learning. The volume serves as a step-by-step implementation guide to evidence-based behavior management strategies that can be applied immediately in any educational setting. The content is easy to digest and offers detailed guidance for strategy execution, along with the tools needed to monitor and adjust the fidelity of implementation. This is a rare and impressive contribution to the field that is certain to shape teacher practice and promote positive student outcomes."--Amy Henry, MA, education consultant, Michigan Department of Education -This book would be extremely helpful in assisting a school social worker in understanding a multitude of classroom-based strategies that can reduce school behavior problems, increase student social skills, and reinforce academic success.--School Social Work Journal, 04/01/2016Table of Contents1. Teacher-Level Strategies to Manage Behavior and Support Instruction: An Overview 2. A Look at Increasing Opportunities to Respond 3. A Look at Behavior-Specific Praise 4. A Look at Active Supervision 5. A Look at Instructional Feedback 6. A Look at High-Probability Request Sequences 7. A Look at Precorrection 8. A Look at Instructional Choice 9. Tips for Success: A Few Closing Thoughts References

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Book SynopsisIncorporating cognitive, neuropsychological, and sociocultural perspectives, this authoritative text explains the psychological processes involved in reading and describes applications for educational practice. The book follows a clear developmental sequence, from the impact of the early family environment through the acquisition of emergent literacy skills and the increasingly complex abilities required for word recognition, reading fluency, vocabulary growth, and text comprehension. Linguistic and cultural factors in individual reading differences are examined, as are psychological dimensions of reading motivation and the personal and societal benefits of reading. Pedagogical Features *End-of-chapter discussion questions and suggestions for further reading. *Explicit linkages among theory, research, standards (including the Common Core State Standards), and instruction. *Engaging case studies at the beginning of each chapter. *Technology Toolbox explores thTrade Review"I highly recommend this book. It provides an up-to-date perspective on the field, with an effective blend of theory, research, and instructional implications. The developmental focus is a particular strength and makes the book stand apart. Professionals will appreciate the depth of scholarship, and students will appreciate the nontechnical presentation of research findings. The case studies and discussion questions enhance the text's value for courses in psychology and education. I plan to use it in my own courses at both the undergraduate and graduate levels."--Linda Baker, PhD, Department of Psychology, University of Maryland, Baltimore County “This book excels at presenting a thoughtful and accessible accounting of the state of affairs in reading development. The authors blend two traditionally separate fields of inquiry--research on reading processes and classroom literacy instruction--in a novel way, advancing our understanding in both areas. This important resource will find an eager audience of graduate-level instructors and students, as well as researchers and practitioners interested in learning more about each other’s domains of expertise while garnering a deeper understanding of the psychology of reading.”--David Therriault, PhD, School of Human Development and Organizational Studies, University of Florida "I love this book. It provides a thorough overview of all the most important work to date on the psychology of reading. Well organized and easy to read, this is a wonderful text for courses in the psychology of reading or for teacher education reading development courses. Students will benefit from the clear and concise summary of research and the links to classroom practice."--Susan Parault Dowds, PhD, Department of Community Psychology, Counseling, and Family Therapy, St. Cloud State University, Minnesota -The Psychology of Reading: Theory and Applications…addresses the interests of both psychologists and educators. It discusses, in an admirably impartial manner, the research conducted by cognitive psychologists into the reading process along with some of the theoretical models such research has stimulated….The book is organized developmentally….The writing style is straightforward and clear. The chapters begin with case studies that serve as advanced organizers by highlighting the issues discussed in the chapter in a vivid manner….The book would be useful as a textbook in classes in reading, language development, and educational psychology. At the same time, psychologists wishing to brush up on current research on reading would benefit from the authors' fair, research-based approach to issues.--PsycCRITIQUES, 7/18/2016Table of Contents1. Families and Reading 2. Emergent Literacy 3. Learning to Read Words 4. Skilled Word Reading 5. Reading Fluency 6. Vocabulary 7. Theoretical Models of Reading Comprehension 8. Components of Reading Comprehension 9. Motivation to Read 10. Linguistic Variation and Reading 11. Why Reading?: The Psychosocial Benefits of Reading

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Book SynopsisComprehensively addressing the challenges of transition, this book provides practical knowledge and tools geared toward real-world educators. It presents clear guidelines for all aspects of team-based transition planning for individuals with various levels of disability, illustrated with vignettes of three secondary students who are followed throughout the book. The authors describe evidence-based practices for conducting assessments and promoting optimal outcomes in the areas of employment, postsecondary education, and independent living. Keys to family involvement, self-determination, interagency collaboration, and problem solving are highlighted. Several reproducible forms can be downloaded and printed in a convenient 8 1/2 x 11 size.Trade Review"This up-to-date book is a great text for courses on transition education and services. The content in each chapter is very current and comprehensive. The authors focus on evidence-based practices and draw on research on predictors of post-school success. The case studies threaded throughout, as well as the user-focused exercises, make it easy to understand and implement the strategies discussed."--Mary E. Morningstar, PhD, Department of Special Education, University of Kansas "Morgan and Riesen have masterfully interwoven the most current information and evidence-based practices in the field of transition. Examples and thought-provoking questions help to guide readers in applying transition principles to their individual situations. I highly recommend this practical and valuable 'must-have' resource."--Melanie Allen, MEd, Transition Educator, Davis School District, Utah "The book provides an up-to-date overview of transition legislation, research, and practice, with vignettes designed to show practical application. The discussion questions are a useful resource for any transition-focused course.”--Lori Y. Peterson, PhD, School of Special Education, University of Northern Colorado "In a time when transition services are receiving increased attention, Morgan and Riesen address both larger, sweeping issues and the nuances of individual service provision. Transition for students with disabilities is a process, not an event that happens at the end of high school. This book covers in detail the questions that need to be addressed within different educational and adult service systems, while keeping the student with a disability as the central focus. Morgan and Riesen’s attention to all aspects of transition for students and families (such as work, education, independent living) is significant, and provides a perspective that is frequently lacking."--Jared C. Schultz, PhD, Department of Special Education and Rehabilitation, Utah State University -Table of Contents1. Transition to Adulthood: Creating a Pathway to Independence 2. Establishing the Need for Successful Transition Outcomes 3. Transition-Related Legislation and Policy 4. Overview of Transition Models and Practices 5. Transition Assessment 6. Transition Planning 7. Student Involvement and Self-Determination to Guide Transition 8. Transition to Employment 9. Transition to Postsecondary Education 10. Transition to Independent Living 11. The Role of the Family in Transition 12. Interdisciplinary and Interagency Collaboration 13. Accessing Supports in Transition 14. Future Pathways: Opportunities and Challenges

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Book SynopsisGrounded in more than 20 years of research, this valid, reliable, easy-to-administer instrument is widely used by mental health, educational, and medical practitioners in screening, diagnosis, and treatment evaluation. Parent questionnaires on home behaviors (English and Spanish) and teacher questionnaires on classroom behaviors are keyed to DSM-5 diagnostic criteria for attention-deficit/hyperactivity disorder (ADHD). Each scale takes just 5 minutes to complete and comes in both a child (5-10) and adolescent (11-17) version, with developmentally appropriate symptom descriptions. Complete instructions are provided for scoring and interpretation, including separate scoring profiles for symptoms and impairments in boys and girls.New to This Edition: *Updated for DSM-5. *Separate adolescent versions of both home and school rating scales. *Includes functional impairment items linked to each symptom dimension (inattention symptoms and hyperactive-impulsiTrade Review"I have been eagerly awaiting the revision of this well-known rating scale for screening and diagnosing ADHD in youth! Not only is the scale quick and easy to administer and score, but its brevity and thoroughness make it an exceptional tool for assessing ADHD and measuring treatment effects. Unlike the majority of other instruments to assess ADHD, it contains current DSM terminology, and has both child and adolescent versions of the parent and teacher ratings. Another important update in this version is its inclusion of items to rate the severity of functional impairments in both inattention and/or hyperactive-impulsive symptoms."--Julie Schweitzer, PhD, Director, ADHD Program, MIND Institute, University of California, Davis "The ADHD Rating Scale–5 continues the excellence of its predecessor while incorporating improvements consistent with emerging research and diagnostic changes. The assessment of impairment and the inclusion of an adolescent version with developmentally appropriate item wording are wonderful additions. Clinical management of ADHD demands strong assessment tools, and the ADHD Rating Scale–5 meets this need. It is a clear choice for screening, assessing, and monitoring treatment outcome among children and adolescents with ADHD in clinic or school settings."--Charlotte Johnston, PhD, Professor and Director of Clinical Training, Department of Psychology, University of British Columbia, Vancouver, Canada "The release of the ADHD Rating Scale–5 is cause for celebration. Like prior versions, which are widely used in clinical and research settings, the updated scale is psychometrically sound and is based on extensive reliability and validity data. Adhering to DSM-5, the authors have improved the assessment of ADHD-associated impairments, and have also added important material on adolescent assessment. The chapter on interpretation and use provides an unusually clear and cogent discussion of how the scale should be used for diagnosis and screening. This is a trustworthy guide for clinicians and researchers and is also a useful tool for training graduate students, interns, and residents."--Stephen V. Faraone, PhD, Distinguished Professor and Vice Chair for Research, Department of Psychiatry, State University of New York Upstate Medical University "DuPaul and colleagues have created another excellent, psychometrically sound parent and teacher rating scale to assist in the screening and diagnosis of ADHD. Using DSM-5 criteria, the authors have improved this version of the scale by adding developmentally appropriate wording for adolescents as well as ratings of impairment. Like the previous version, this scale will soon become the standard in the field."--Steven W. Evans, PhD, Professor of Psychology and Co-Director, Center for Intervention Research in Schools, Ohio University -A rating scale that is easy to use and score and that provides useful, DSM-5 specific information about ADHD symptoms in children and adolescents. It has demonstrated utility in both clinical and school settings. The test authors have provided strong support for the psychometric properties of the instrument, which are discussed in the user-friendly test manual. The opportunity for ratings from both parents and teachers and for both children and adolescents is a strength of the measure.--Buros Center for Testing: The Twenty-First Mental Measurements Yearbook, 05/01/2019ƒƒIf you are looking for an easy to use assessment that is a reliable and valid measure of ADHD, this is a manual to add to your bookshelf. The entire form takes only a few minutes to score, and it elicits more objective data for evaluating your students.--School Social Work Journal, 10/02/2017Table of Contents1. Introduction to the ADHD Rating Scales 2. Factor Analysis 3. Standardization and Normative Data 4. Reliability and Validity 5. Interpretation and Use of the Scales for Diagnostic and Screening Purposes 6. Interpretation and Use of the Scales for Evaluating Treatment Outcome Appendix. Rating Scales and Scoring Sheets Attention and Behavior Rating Form, Home Version: Child (English) Attention and Behavior Rating Form, Home Version: Adolescent (English) Attention and Behavior Rating Form, Home Version: Child (Spanish) Attention and Behavior Rating Form, Home Version: Adolescent (Spanish) ADHD Rating Scale–5, Home Version: Symptom Scoring Sheet for Boys ADHD Rating Scale–5, Home Version: Symptom Scoring Sheet for Girls ADHD Rating Scale–5, Home Version: Impairment Scoring Sheet for Boys ADHD Rating Scale–5, Home Version: Impairment Scoring Sheet for Girls Attention and Behavior Rating Form, School Version: Child Attention and Behavior Rating Form, School Version: Adolescent ADHD Rating Scale–5, School Version: Symptom Scoring Sheet for Boys ADHD Rating Scale–5, School Version: Symptom Scoring Sheet for Girls ADHD Rating Scale–5, School Version: Impairment Scoring Sheet for Boys ADHD Rating Scale–5, School Version: Impairment Scoring Sheet for Girls

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Book SynopsisBringing together leading experts, this book presents effective practices for helping people with autism spectrum disorders (ASD) to thrive in adulthood. As individuals with ASD mature, their needs change as well. The book reviews the growing research base and describes ways to support adolescents and adults in succeeding in higher education and work, living independently, enjoying leisure activities, navigating meaningful personal relationships, and more. Specific behavioral and instructional interventions--such as functional communication training, positive behavior support, and applied behavior analysis--are discussed. Case examples illustrate practical aspects of applying the strategies in real-world school and community settings.Trade Review"Tincani and Bondy--who collectively have some 60 years of experience in the field of autism--bring together in one place the wisdom of experts from a broad range of disciplines that touch the lives of adults with ASD. The book meets its goal of providing clarity about ways to build skills for employment, independent living, and other areas that help one live a happy life. The case studies are a rich source of practical information that will be of great utility to readers. Anyone who works with adolescents and adults on the autism spectrum will find this book invaluable."--V. Mark Durand, PhD, Department of Psychology, University of South Florida St. Petersburg "At last! A one-stop shop for those interested in the issues affecting adolescents and adults with ASD. As someone who has worked with this population for over 45 years, I know how truly important these issues are to individuals and families. This volume provides state-of-the-art knowledge from many of the field's leading researchers and practitioners. Coverage includes life transitions, community involvement, services, education, social relationships, recreation, aging, and more. I am impressed by the accessibility of the volume; the chapters are well organized and clearly written. This book is a 'must have' for clinicians, educators, and students entering the field."--Laura Schreibman, PhD, Distinguished Professor Emeritus and Research Professor, Department of Psychology, University of California, San Diego "Adults and adolescents with ASD have received far less attention than children, making this book especially needed and valuable. That the book accentuates evidence-based treatments and interventions makes it all the more useful. Instructors looking for a practitioner-friendly text for ASD adult-focused classes (e.g., transition planning for adults) will find excellent content here. Practitioners interested in up-to-date information and strategies for guiding postschool and adult planning will also be pleased with this resource."--Richard L. Simpson, EdD, Department of Special Education, University of Kansas -The chapters cover a continuum of topics, beginning with the overarching introductory chapters, then progressing across developmental periods ranging from secondary education to late adulthood. Each chapter is well annotated with extensive references. Key points in each chapter are highlighted with well-constructed tables and charts that help reinforce important points….Clinical vignettes are included that enhance the text and illustrate the individual interventions described by the authors….The coordination among the various chapter authors is evident….The book is well organized, flows cohesively, and is well referenced.--Journal of Psychiatric Practice, 11/01/2015ƒƒThe authors, renowned researchers and clinicians, present what can easily be called a pioneering book that casts light on issues involved in the transition from adolescence to young adulthood for people with autism spectrum disorders (ASD)....With a half million autistic children expected to enter young adulthood in the next 10 years, this timely volume leads the way in preparing clinical practitioners and family members with evidence-based and promising interventions to support young adults with ASD through that transition. I highly recommend this book as the must-have reference for anyone in the mental health professions, graduate students in psychology and social science disciplines, as well as family members of loved ones with ASD. Highly acclaimed, this book has quickly become the premier reference for understanding the needs of young adults with ASD, and the evidence-based and promising interventions that address those needs such that the transition into adulthood is successful. *****!--Doody's Review Service, 08/21/2015ƒƒEach chapter gives an excellent overview of the theories and interventions currently in use, the evidence to support their use, and potential areas for future research and improvement. Frequent case examples detail these approaches in practice. This is a valuable resource for students contemplating working with people with ASD, practicing professionals, and family and friends of people with ASD. Highly recommended. All levels/libraries.--Choice Reviews, 03/01/2015Table of ContentsI. Introduction 1. Characteristics of Adults with High-Functioning Autism Spectrum Disorders, Brenda Smith Myles, Amy Bixler Coffin, Donna J. Owens, & Courtney Yantes 2. Autism Spectrum Disorders and the Family, Lauren Pepa & Sandra L. Harris II. Transitioning from Adolescence to Adulthood 3. Effective Secondary Education and Transition for Adolescents with Autism Spectrum Disorders, Michael L. Wehmeyer & Dianne Zager 4. Postsecondary Education for Students with Autism Spectrum Disorders, Jane Thierfeld Brown, Lorraine E. Wolf, & Christine Wenzel III. Instructional and Behavioral Interventions to Promote Quality of Life 5. Behavioral Interventions for Complex Communication and Social Skills in Adults with Autism Spectrum Disorders, Angelica Aguirre, John O’Neill, Ruth Anne Rehfeldt, & Valerie Boyer 6. Teaching Functional Communication to Adults with Autism Spectrum Disorders, Russell Lang, Jeff Sigafoos, Larah van der Meer, Amarie Carnett, Vanessa A. Green, Giulio E. Lancioni, & Mark F. O’Reilly 7. Positive Behavior Support for Adults with Autism Spectrum Disorders, Matt Tincani & Shannon Crozier 8. Skill-Building Interventions for Adolescents and Adults with Autism Spectrum Disorders, Peter F. Gerhardt, Maria Fernanda Garcia, & Anthony Foglia 9. Sexuality and Relationships for Individuals with Autism Spectrum Disorders, Jason C. Travers & Peggy Schaeffer Whitby 10. Toward a Balanced Leisure Lifestyle for Adults with Autism Spectrum Disorders, Phyllis Coyne & Ann Fullerton IV. Employment, Independence, Aging, and Policy 11. Meaningful Employment for Individuals with Autism Spectrum Disorders, Paul Wehman, Pamela Sherron Targett, Carol Schall, & Staci Carr 12. Facilitating Successful Independent Living Skills for Adults with High-Functioning Autism Spectrum Disorders, Brenda Smith Myles, Daniel Steere, Cathy Pratt, Ruth Aspy, Barry G. Grossman, & Shawn A. Henry 13. Aging, Estate Planning, and Funding Services for Adults with Autism Spectrum Disorders, Carol Markowitz 14. Legal Issues and Autism Spectrum Disorders, Beverly L. Frantz & David W. Zellis

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Book SynopsisThis authoritative volume provides state-of-the-art practices for supporting the approximately 20% of today's K-12 students who have emotional and behavioral disorders (EBD) that hinder school success. Leading experts present evidence-based approaches to screening, progress monitoring, intervention, and instruction within a multi-tiered framework. Coverage encompasses everything from early intervention and prevention to applications for high-risk adolescents. Exemplary programs are described for broad populations of EBD students as well as those with particular disorders, including autism spectrum disorders and externalizing behavior problems. The book combines theory and research with practical information on how to select interventions and implement them with integrity.Trade Review"Edited by two giants in the field, this handbook is logically organized into relevant sections, with thorough coverage ranging from educational interventions to genetic factors. Critical strengths include a focus on research foundations and evidence-based practices and a clear discussion of what is and is not known about this population. Chapter authors are outstanding scholars in their specialties. Far superior to other edited volumes in this area in terms of organization, coverage, and author quality, the Handbook is a 'must buy' for specialists in behavior disorders and challenges."--Dan Reschly, PhD, Department of Special Education, Peabody College of Vanderbilt University "Walker and Gresham have provided a major gift to the field. Leading experts on EBD present the foundations and specific intervention guidance needed by teachers, school psychologists, administrators, and researchers. The field of special education is changing--multi-tiered systems of support and integrated approaches to linking mental health, academic instruction, and behavioral intervention are now expected. This handbook defines the best science for assisting children with EBD and their families, while also addressing the organizational variables and data systems necessary to deliver this science. An impressive accomplishment."--Robert H. Horner, PhD, Alumni–Knight Endowed Professor of Special Education, University of Oregon "I have adopted the Handbook of Evidence-Based Practices for Emotional and Behavioral Disorders as the central text for my Psychotherapeutic Interventions course. In my experience, the term 'best practice' is often thrown about without an adequate understanding of what it means. This volume provides a comprehensive look at the evidence base for a variety of assessment practices, interventions, and service delivery models used for children and adolescents with EBD, and helps students and practitioners examine current practices in light of research."--Adam D. Weaver, PhD, Department of Psychology, University of Nebraska at Omaha "While every educator now recognizes the importance of evidence-based practices with all students, busy K-12 practitioners do not have the time to read all the literature, separate research from opinion, and further separate quality research from the rest. That distillation process has been done for us by Walker and Gresham in this invaluable handbook. The volume provides an indispensable roadmap and travel guide to the implementation of best practices. When implemented well, these practices can transform the trajectories of our most challenging-to-teach students."--Randy Sprick, PhD, Director, Safe and Civil Schools -A comprehensive and extremely helpful tool for school social workers. It provides proven strategies to assist with students. This book is a one-stop shop when you need some ideas for helping students or you would like to enhance your practice….I learned many things that I didn't know, even after practicing for ten years.--School Social Work Journal, 4/1/2015Table of ContentsPrologue: On Following the Scientific Evidence, James M. Kauffman I. Foundations 1. Evaluating the Evidence Base for Emotional and Behavioral Disorders in Schools, Frank M. Gresham and Hill M. Walker 2. Empirically Supported School-Based Mental Health Programs Targeting Academic and Mental Health Functioning: An Update, Hilary B. Vidair, Danielle Sauro, Jacquelyn B. Blocher, Laura A. Scudellari, and Kimberly Eaton Hoagwood 3. Multicultural Issues for Schools and Students with Emotional and Behavioral Disorders: Disproportionality in Discipline and Special Education, Russell J. Skiba, Laura V. Middelberg, and Maryellen Brunson McClain 4. Legislation, Regulation, Litigation, and the Delivery of Support Services to Students with Emotional and Behavioral Disorders in School Settings, Mitchell L. Yell, Shelley Neilsen Gatti, and R. Allan Allday 5. Longitudinal Outcomes and Post–High School Status of Students with Emotional and Behavioral Disorders, Mary Wagner 6. The Interface between Child Psychiatry and Special Education in the Treatment of Students with Emotional and Behavioral Disorders in School Settings, Richard E. Mattison II. Screening, Performance Monitoring, and Assessment 7. Screening and Identification Approaches for Detecting Students at Risk, Kathleen Lynne Lane, Wendy Peia Oakes, Holly Mariah Menzies, and Kathryn A. Germer 8. Social Skills Assessment and Training in Emotional and Behavioral Disorders, Frank M. Gresham and Stephen N. Elliott 9. Progress Monitoring Methods and Tools for Academic Performance, Mark R. Shinn 10. Behavioral Universal Screening and Progress Monitoring with Web-Based Technology, Brion Marquez, Pamela Yeaton, and Claudia Vincent 11. Systematic Progress Monitoring of Students with Emotional and Behavioral Disorders: The Promise of Change-Sensitive Brief Behavior Rating Scales, Clayton R. Cook, Robert J. Volpe, and John Delport 12. Strength-Based Assessment Issues, Tools, and Practices in School-Related Contexts and Schools in the United States and Finland, Regina M. Oliver, Cynthia J. Cress, and Hannu Savolainen, and Michael H. Epstein 13. Conducting Functional Behavior Assessments for Students with Emotional/Behavioral Disorders, Brian K. Martens and Tonya L. Lambert III. Interventions Targeting Specific Disorders and Settings 14. Applying Positive Behavior Interventions and Supports in Alternative Education Programs and Secure Juvenile Facilities, Jeffrey R. Sprague, Kristine Jolivette, and C. Michael Nelson 15. Bullying and Aggression in School Settings, Stephen S. Leff, Christine Waanders, Tracy Evian Waasdorp, and Brooke S. Paskewich 16. Interventions for Students with Attention-Deficit/ Hyperactivity Disorder: School and Home Contexts, George J. DuPaul, Seth D. Laracy, and Matthew J. Gormley 17. Empirically Based Targeted Prevention Approaches for Addressing Externalizing and Internalizing Behavior Disorders within School Contexts, John R. Seeley, Herbert H. Severson, and Amanda A. M. Fixsen 18. Evidence-Based Intervention Approaches for Students with Anxiety and Related Disorders, Anna J. Swan, Colleen M. Cummings, Nicole E. Caporino, and Philip C. Kendall 19. Secondary Education and Promising Practices for Students with Emotional/Behavioral Disorders, Douglas A. Cheney, Therese M. Cumming, and Tal Slemrod IV. Generic Intervention Approaches 20. Addressing the Academic Problems and Challenges of Students with Emotional and Behavioral Disorders, J. Ron Nelson, Gregory J. Benner, and Janet Bohaty 21. School-Based Wraparound for Adolescents: The RENEW Model for Transition-Age Youth with or at Risk Emotional and Behavioral Disorders, Lucille Eber, JoAnne M. Malloy, Jennifer Rose, and Ami Flamini 22. The Role of School Mental Health Models in Preventing and Addressing Children’s Emotional and Behavioral Problems, Steven W. Evans, Tiffany Rybak, Holly Strickland, and Julie Sarno Owens 23. Improving Transition Outcomes for Students with Emotional and Behavioral Disorders, Deanne K. Unruh and Christopher J. Murray 24. Improving Engagement and Implementation of Interventions for Children with Emotional and Behavioral Disorders in Home and School Settings, Wendy M. Reinke, Andy J. Frey, Keith C. Herman, and Charlos V. Thompson 25. Treatment Integrity within a Three-Tiered Model, Frank M. Gresham 26. Issues and Criteria for the Effective Use of Psychopharmacological Interventions in Schooling, Dean E. Konopasek and Steven R. Forness V. Early Intervention 27. Evidence-Based Practices for Infants and Toddlers with Autism Spectrum Disorders, Phillip S. Strain, Erin E. Barton, and Edward H. Bovey 28. Supportive Interventions for Young Children with Social, Emotional, and Behavioral Delays and Disorders, Glen Dunlap and Lise Fox 29. The Evidence Base of the First Step to Success Early Intervention for Preventing Emerging Antisocial Behavior Patterns, Hill M. Walker, Herbert H. Severson, John R. Seeley, Edward G. Feil, Jason Small, Annemieke M. Golly, Andy J. Frey, Jon Lee, W. Carl Sumi, Michelle Woodbridge, Mary Wagner, and Steven R. Forness VI. Research Methods 30. Qualitative and Mixed Design Research in Emotional and Behavioral Disorders, Edward J. Sabornie, and Stacy L. Weiss 31. The Role of Research in Evaluation of Interventions for School-Related Behavioral Disorders, Keith Smolkowski, Lisa Strycker, and John R. Seeley 32. Establishing an Evidence Base: Lessons Learned from Implementing Randomized Controlled Trials for Behavioral and Pharmacological Interventions, Steven R. Forness, Hill M. Walker, and Loretta A. Serna Epilogue: Science, a Harsh Mistress, James M. Kauffman

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Book SynopsisGrounded in cutting-edge research, this book shows how interventions targeting gratitude, kindness, character strengths, optimistic thinking, hope, and healthy relationships can contribute to improved academic and social outcomes in grades 3-12. It provides a 10-session manual for promoting subjective well-being--complete with vivid case examples--that can be implemented with individuals, small groups, or whole classes. Factors that predict youth happiness are discussed, evidence-based assessment tools presented, and ways to involve teachers and parents described. In a large-size format for easy photocopying, the volume includes 40 reproducible handouts and forms. Purchasers get access to a companion website where they can download and print these materials, plus online-only fidelity checklists and parent and teacher notes. This book is in The Guilford Practical Intervention in the Schools Series, edited by Sandra M. Chafouleas.Trade Review“An extraordinary resource for school psychologists and other school mental health professionals. Suldo very competently makes the case that happiness lies at the core of psychological wellness and that the promotion of well-being is an effective agent of intervention. The book meticulously organizes the evidence for the manualized Well-Being Promotion Program and other high-quality interventions that are ecological, family-focused, and integrated within comprehensive school mental health services. All of these strategies are eminently ‘doable’ because Suldo’s rich appendices provide copies of measures, the manual for the Well-Being Promotion Program, and multiple other tools that enable practitioners to immediately translate the concepts into practice. This would be a great text for a course preparing school psychology students to deliver evidence-based interventions in schools or clinics."--Beth Doll, PhD, Associate Dean for Academic Affairs, College of Education and Human Sciences, University of Nebraska–Lincoln "This superb book provides school mental health professionals with invaluable practical guidance for fostering children’s subjective well-being. It presents broad-based techniques for implementing positive psychology interventions in the classroom and family contexts, including ways to integrate them into multi-tiered systems of support. An absolute 'must have' for anyone interested in promoting and protecting well-being in youth."--Carmel Proctor, PhD, Director, Positive Psychology Research Centre, Guernsey, Channel Islands "The landscape and challenges of student life are changing quickly and the most successful students are armed with knowledge of their strengths as well as tools for building resiliency and happiness. Suldo's book is unique in offering extensive reviews of assessments and programming together with an actual, proven program protocol that practitioners can pick up and use. I am eager to use the Well-Being Promotion Program in my small groups and individual counseling sessions, and to help incorporate Suldo’s important efforts into my district’s existing social–emotional learning work."--Jennifer Leverentz, SSP, NCSP, school psychologist, Twin Groves Middle School, Buffalo Grove, Illinois "This book synthesizes available scientific work into one reliable source while offering practical guidance on how to improve student well-being. Detailed program plans, well-being measures, and parent and teacher notes are sure to stimulate the delivery and evaluation of school-based well-being programs--what a gift to school staff and researchers, and ultimately to the young people whose lives will be improved as a result. Finally, we have a commonsense, thorough approach to promoting youth well-being. Suldo skillfully dovetails the research and practitioner perspectives with a systems framework for promoting sustained benefits. She has given us a solid building block for future work in the field."--Dianne Vella-Brodrick, PhD, Centre for Positive Psychology, Melbourne Graduate School of Education, University of Melbourne, Australia "I love the proactiveness of Suldo's approach. Promoting subjective well-being in the school is a refreshing contrast to traditional, more reactive school-based psychological services."--Dawn Donner-Chambers, LPC, school counselor, Oregon School District, Wisconsin -Promoting Student Happiness is a good addition to any school social worker's repertoire, especially for focusing on improving students' sense of well-being and satisfaction through interventions with students, families, and teachers. Each session of the curriculum can be used individually and is appropriate for use in a social work office or classroom.--School Social Work Journal, 10/02/2017ƒƒIntegrating positive psychology interventions with other evidence-based mental health practices and delivering such programming in a multitiered framework has promise. This is an idea whose time has come. This is an excellent book with broad appeal and potential for significant positive impact. It could be adjunctive reading in any graduate program in which positive psychology is addressed. It is highly recommended that this book become part of any school psychology graduate programming, teacher training program, as well as in programs for school administrators and other support personnel.--Child and Family Behavior Therapy, 03/01/2017Table of ContentsI. Overview of Student Happiness 1. Background and Rationale 2. Measuring Students' Well-Being (with E. Scott Huebner & Michael Furlong) 3. Factors Associated with Youth Subjective Well-Being II. Student-Focused Strategies for Promoting Youth Happiness 4. Theoretical Framework Underpinning Design and Development of Positive Psychology Interventions 5. The Well-Being Promotion Program: A Selective Intervention for Adolescents (with Jessica Savage) 6. Alternative Selective and Indicated Interventions for Promoting Youth Happiness (with Brittany Hearon) III. Ecological Strategies for Promoting Youth Happiness 7. Universal Strategies for Promoting Student Happiness (with Mollie McCullough & Denise Quinlan) 8. Family-Focused Strategies for Promoting Youth Happiness (with Rachel Roth) IV. Professional Considerations in Promoting Happiness across Cultures and Systems 9. Cross-Cultural and International Considerations (with Gary Yu Hin Lam) 10. Integrating Positive Psychology in a Multi-Tiered System of Support (with Natalie Romer)

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Book SynopsisIncreasing numbers of children and adolescents are being diagnosed with nonverbal learning disabilities (NLD), yet clinicians and educators have few scientific resources to guide assessment and intervention. This book presents up-to-date knowledge on the nature of NLD and how to differentiate it from DSM-5 disorders such as autism spectrum disorder and developmental coordination disorder. Effective strategies for helping K-12 students and their families address the challenges of NLD in and outside of the classroom are illustrated with vivid case material. The authors thoughtfully consider controversies surrounding NLD, discuss why the diagnosis is not included in the current DSM and ICD classification systems, and identify important directions for future research.Trade Review"Timely and important. The authors maintain an adroit balance between research and practice, providing a conceptual and dimensional approach to NLD that is helpful to both clinical and educational practitioners, as well as researchers. While acknowledging the lack of consensus on the concept of NLD and its validity as a diagnostic entity, the authors propose a set of diagnostic criteria based on the available evidence. They provide a comprehensive assessment protocol and in-depth discussion of intervention targets and strategies, together with case studies. This seminal work--which challenges current categorical approaches in clinical, psychiatric, and educational taxonomies--takes an essential step forward in reconceptualizing neurodevelopmental disorders."--Rosemary Tannock, PhD, Senior Scientist, Neurosciences and Mental Health Research Program, Research Institute of The Hospital for Sick Children; and Professor Emerita, University of Toronto, Canada "Clearly written, intellectually honest, and content rich. While making no secret of their support for the validity of the NLD construct, the authors offer balanced discussion of evidence on the links between NLD and cognition, academic performance, social–emotional development, and neurological and anatomical characteristics. For the past 15 years, my colleagues and I have worked to strengthen the reading and math performance of low-achieving elementary-age students using direct explicit instructional programs. We have accelerated the progress of many, but a significant minority of children clearly need something more. It is time for special educators to partner with cognitivists, developmental specialists, neurobiologists, and others to create new routes of success for difficult-to-teach children--this book offers very interesting and potentially helpful ideas in this regard."--Douglas Fuchs, PhD, Professor and Nicholas Hobbs Chair of Special Education and Human Development, Vanderbilt University "This book is much needed. It constitutes a systematic, clear, and comprehensive review of the scientific research on psychological functioning of children with NLD. The authors adopt a neurodevelopmental perspective and offer a perfect balance between theoretical knowledge and applications. This work is indispensable reading for graduate students, researchers, and practitioners in psychology, neuropsychology, and education who seek to improve the quality of life of children with NLD and their families."--Ruth Campos, PhD, Department of Basic Psychology, Autonomous University of Madrid, Spain -The authors intricately detail the cognitive difficulties children with NLD face in the academic, social, and familial domains….Overall, this is an excellent and informative work with a narrative that easily flows. Highly recommended. Upper-division undergraduates and above; faculty and professionals.--Choice Reviews, 4/1/2017ƒƒThis book can be a welcome addition to any graduate course on psychological testing. It is thorough, well-resourced, and written by individuals with high familiarity with the field.--Child and Family Behavior Therapy, 3/1/2017ƒƒWill be of interest to clinicians faced with the task of assessing students with learning difficulties and to clinicians-in-training who are interested in the evolution of the field. The authors have provided a spirited defense of the position that NLD exists as a separate, identifiable diagnostic entity and have done the field a service by gathering the relevant data in one place and integrating the findings capably.--PsycCRITIQUES, 1/9/2017Table of Contents1. Past and Present Research 2. Cognitive and Academic Weaknesses of Children with NLD 3. Emotional and Social Difficulties of Children with NLD 4. Neurological and Anatomical Evidence 5. The Diagnostic Criteria: Looking for a Consensus 6. Differential Diagnosis and Assessment of Children with NLD 7. Strategies and Content of Interventions 8. Case Studies Epilogue References Index

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Book SynopsisSchools often resort to ineffective, punitive interventions for the 10% of K-8 students whose challenging behavior interferes with their own and their classmates' learning. This book fills a crucial need by describing ways to provide meaningful supports to students with disruptive behavior disorders. Prominent authority Frank M. Gresham weaves together current research, assessment and intervention guidelines, and illustrative case studies. He reviews a broad range of evidence-based practices and offers recommendations for selecting, implementing, and evaluating them within a multi-tiered framework. Coverage includes school- and home-based approaches, multicomponent programs, prevention strategies, and social skills training.Trade Review"Serving the needs of children with disruptive behavior disorders is a major challenge for schools today. All readers, regardless of their professional training, will treasure this book. As he has done throughout his career, Gresham writes clearly and comprehensively about best practices. The singular focus on disruptive behavior disorders ensures complete coverage of etiology, assessment, treatment, and prevention. As a text, this book is equally well suited for special education and school psychology courses; instructors will find the 'Case Study Applications for Best Practices' especially useful."--J. Ron Nelson, PhD, Department of Special Education and Communication Disorders, University of Nebraska–Lincoln "Gresham is a top leader in the field of emotional and behavioral disorders, and his experience and expertise are evident in this highly useful volume. The book offers a concise, practical, and thorough presentation of key issues in supporting positive outcomes for students with disruptive behavior disorders. The case studies concretely illustrate how to identify students with disruptive behavior disorders at the first sign of concern, and how to design, implement, and evaluate evidence-based strategies, practices, and programs within multi-tiered systems of support that are comprehensive and integrated."--Kathleen Lynne Lane, PhD, BCBA-D, Department of Special Education, University of Kansas "This outstanding book is unlike anything I have seen in my 40-plus years of working with school-related behavior disorders. It meets a glaring need for a roadmap for assessment and intervention with this very at-risk and underserved student group. Gresham's knowledge of causal factors, intervention procedures, and assessment methods is unparalleled. Readers will emerge with a superb understanding of ways to improve the life chances of students with disruptive behavior disorders and meaningfully involve school staff and parents in the process."--Hill M. Walker, PhD, Department of Special Education and Clinical Services (Emeritus), University of Oregon; Senior Scientist, Oregon Research Institute "Gresham provides a comprehensive perspective on the multifaceted issues involved in understanding and managing disruptive behavior disorders. The book describes evidence-based practices ranging from prevention and screening to tertiary-level interventions and in-home strategies for parents. This is an ideal resource for practitioners and educators who work directly in classroom settings with diverse learners. It should certainly be a required text for courses focused on school psychological services, school mental health, and multi-tiered systems of support for students experiencing emotional and behavioral challenges in schools."--Katina M. Lambros, PhD, BCBA-D, School Psychology Program, San Diego State University -Dr. Gresham's book provides a comprehensive study of the etiology of disruptive behavior disorders, and discusses their multi-faceted and complex origins, including both 'within child' and environmental influences….The book provides a useful and structured discussion of evidence-based practice in meeting the needs of children whose behavior can be overwhelming for many school systems….At the end of each chapter there is a summary of the main points, which is helpful given the level of detail in the book and the numerous references for research, published programs, interventions, ideas, and psychological theories.--Association for Child and Adolescent Mental Health, 1/14/2016Table of Contents1. Characteristics, Correlates, Causes, and Outcomes of Disruptive Behavior Disorders in Children and Youth 2. Evaluating, Selecting, and Implementing Evidence-Based Practices in School Contexts: Key Issues and Recommendations 3. Evidence-Based Assessment Strategies: Screening, Identification, Progress Monitoring, and Outcomes 4. Issues and Guidelines in Implementing Interventions 5. Evidence-Based School Interventions: A Multi-Tiered Approach 6. Evidence-Based Home Interventions 7. Evidence-Based Multicomponent Interventions 8. Primary Prevention Strategies 9. Replacement Behavior Training Strategies 10. Case Study Applications for Best Practices, with Kelsey Hartman and Rachel Olinger Steeves References Index

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Book SynopsisNumerous group interventions have been shown to be effective for helping K-8 students who are struggling with--or at risk for--a wide range of mental health and behavior problems. This unique book gives school practitioners indispensable tools for making any evidence-based group intervention more successful. It addresses the real-world implementation challenges that many manuals overlook, such as how to engage children and parents and sustain their participation, manage behavior in groups, and troubleshoot crisis situations. In a convenient large-size format, the book includes case examples, reflection questions, role-play scenarios, and 31 reproducible forms and handouts; the print book has a large-size format for easy photocopying. Purchasers get access to a Web page where they can download and print the reproducible materials. This book is in The Guilford Practical Intervention in the Schools Series, edited by Sandra M. Chafouleas.Trade Review"Drawing from more than a decade of experience in implementing evidence-based group interventions to promote students' positive social, emotional, and behavioral functioning, this is the definitive resource on the topic. No other book offers this kind of pragmatic, step-by-step guidance on all aspects of planning, implementing, and evaluating group interventions for children and youth. It includes sample dialogues, frequently asked questions, tips for promoting engagement and managing behavior, reproducible tools, ways to handle common challenges, and more. Congratulations to the authors for this invaluable contribution, which no doubt will increase the successful implementation and positive impacts of evidence-based group interventions in schools."--Mark D. Weist, PhD, Clinical–Community and School Psychology Programs, University of South Carolina "Fills a gap in our ability to effectively implement manualized group intervention programs in the 'real world.' Reading this book is like being in a conversation with experienced group therapists who are providing nuggets of good practice based on their extensive experience. Especially valuable chapters address specific ways to manage difficult problems during group sessions--for example, how to provide consequences when children break group rules. Uniquely engaging aspects of the book are the end-of-chapter reflection questions and role-play scenarios. The role-plays include example scripted answers that allow clinicians to 'listen in' on how the authors would have handled challenging situations. This book is very useful for trainees learning how to run groups in school settings, as well as for experienced clinicians."--John E. Lochman, PhD, ABPP, Professor and Doddridge Saxon Chairholder in Clinical Psychology, University of Alabama "The book spells out detailed instructions for flawless group implementation. All of the nuances of running groups are covered. I wish this one-of-a-kind, easy-to-follow book had been available when I was first conducting groups in the school setting, and I highly recommend it to other professionals. It would be perfect for use in the field or as part of a graduate course."--Kimberly David, PhD, private practice, Lafayette, Louisiana "An excellent addition to the group therapy literature. This book is unique in that it provides specific information about how to conduct group therapy in schools, with students as well as caregivers. The text is the ideal entry point to group therapy for graduate students enrolled in counseling/therapy skills courses, as well as clinical practica or internship placements. Students will gain knowledge by reading the text outside of class and they will gain competence through in-class discussion and role-plays. At the same time, practicing clinicians who are new to school-based group therapy will find information and ideas that can immediately be put to use."--Kimberly D. Becker, PhD, Department of Psychiatry, University of Maryland School of Medicine -The authors provide detailed strategies for practitioners who wish to implement a parent and student group concurrently, although the tools can be used for those that may need to run separate parent or student groups….The text functions as an easy-to-read how-to guide for professionals who wish to incorporate group interventions within their practice. The authors provide a layout that is easy to navigate, so practitioners with a range of experience with group interventions could utilize the text to address their specific needs. The text can serve as a helpful troubleshooting guide for practitioners, as the authors make efforts to discuss common barriers to implementation (e.g., lack of group participation, when parents do not return consent forms). Overall, this text can be useful for early career practitioners and more seasoned professionals who wish to incorporate group interventions within their practice.--NASP Communiqué, 5/25/2018ƒƒPractitioners will find this useful resource helpful and engaging. Reproducible handouts are in the book and available on the web; the handouts and worksheets for in-group tasks, homework sheets, and documents such as sample letters and permission forms. The level of detail in the book sufficiently addresses specific issues and tasks in the group process. These are thoroughly and thoughtfully addressed beginning with the planning of a group and garnering interest in it, and continuing through each step in the process to conclusion of the group and its evaluation….Although it appears that the primary audience for this book is school psychologists, clinical psychologists will benefit from this book because attention is given to navigating the school setting, which is a practice setting that noticeably differs from clinical and community settings….Group Interventions in Schools is a well-thought-out guide and resource for practitioners. Direction is given for managing the challenges of groups and avoiding their pitfalls….A welcome addition to the professional libraries of practitioners and could be used as a text in academic training programs as well as externships and internships.--PsycCRITIQUES, 7/10/2017Table of Contents1. Facilitating Successful Child and Parent Groups 2. Locating Evidence-Based Group Interventions 3. Recruiting for Child and Parent Groups 4. Planning, Organizing, and Establishing the Group 5. Managing Behaviors in Child Groups 6. Managing Behaviors in Parent Groups 7. Engaging Group Members 8. Abuse, Neglect, Crisis Situations, and Suicidal Ideation 9. Data-Based Decision Making and Planning for Termination Appendices Reproducible Forms References Index

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Book SynopsisChildren and adolescents with moderate and severe disabilities often have communication challenges that lead them to use problem behavior to convey their desires. This is the most comprehensive contemporary volume on functional communication training (FCT)--the individualized instructional approach that teaches a child socially acceptable communicative alternatives to aggression, tantrums, self-injury, and other unconventional behaviors. The expert authors provide accessible, empirically based guidelines for implementing FCT, and tips for overcoming obstacles. Grounded in the principles of applied behavior analysis, the book includes detailed strategies for developing a support plan, together with illustrative case examples.Trade Review"From two highly regarded researcher-clinicians, this is a valuable guide to one of the most widely researched treatments for behavior problems in children with moderate and severe disabilities. The authors provide step-by-step information about how to properly assess challenging behaviors, as well as how to tailor FCT for a range of individuals. The authors’ experience using this technique shines throughout the chapters, which are chock-full of useful case examples. Tips for dealing with frequently encountered obstacles are highlighted. This book will serve as an excellent supplemental text for classes on applied behavior analysis."--V. Mark Durand, PhD, Department of Psychology, University of South Florida St. Petersburg "Reichle and Wacker bring together their unique and exceptional expertise in language science and behavior analysis to construct an authoritative work on the theory and practice of FCT. This book is an important reference for clinicians and graduate students who serve or study children with severe problem behavior. A primary strength of the book is the clear, cogent way the authors explain the concepts and procedures relevant to effective treatment."--Wayne W. Fisher, PhD, BCBA-D, Henry Rutgers Endowed Professor of Pediatrics, Robert Wood Johnson Medical School; Director, Rutgers Center for Autism Research, Education, and Services (RUCARES), Rutgers, The State University of New Jersey; Director, Children's Specialized Hospital–RUCARES "Reichle and Wacker provide an accessible summary of the scientific case for including functional communication as part of behavior support plans. The book details how to assess communicative needs and apply this information to the selection of intervention strategies. Readers will appreciate the authors’ focus on the practical implementation steps that often make the difference between success and failure. School psychologists, teachers, behavior specialists, and the family members they work with will find clear guidance for improving behavior support."--Robert H. Horner, PhD, Alumni–Knight Endowed Professor of Special Education, University of Oregon, Eugene "Everything you need to know about planning and delivering FCT for socially reinforced challenging behavior is in this user-friendly book. The volume is remarkably comprehensive, yet focused. The expert authors link FCT procedures to developmental and learning processes and use rich descriptions and case examples to paint a vivid picture of the intervention process. I highly recommend this book as a course text for upper-level undergraduate or graduate students in special education, augmentative communication, and related fields, or as a training resource in residential, vocational, or educational facilities that serve children and adolescents with problem behavior."--Jennifer J. McComas, PhD, Department of Educational Psychology, University of Minnesota, Twin Cities -Table of Contents1. Introduction to Functional Communication Training 2. The Selection of Communicative Function(s) to Teach and How They Are Expressed 3. An Integrative Model to Establish Communicative Alternatives and Enhance Self-Regulatory Skills 4. Examples of Antecedent-Focused Intervention Strategies 5. Teaching Communicative Protesting as an Alternative to Avoidance-Maintained Problem Behavior, with Quannah Parker-McGowan and Jeff Sigafoos 6. Teaching Requesting Assistance 7. Requesting a Break 8. Teaching Communicative Requests as an Alternative to Problem Behavior Maintained by Attention 9. Teaching Communicative Requests as an Alternative to Problem Behavior Maintained by Tangibles 10. Describing Functional Communication Training as a Component of an Effective Behavior Support Plan: What We Know and What We Still Need to Know Glossary References Index

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Book SynopsisThis groundbreaking volume, now revised and updated, has given thousands of educators and clinicians a deeper understanding of executive function (EF) processes in typically developing children and those with learning difficulties and developmental disabilities. The book elucidates how PreK-12 students develop such key capacities as goal setting, organization, cognitive flexibility, working memory, and self-monitoring. Leading experts in education, neuroscience, and psychology explore the links between EF and academic performance and present practical applications for assessment and instruction. Exemplary practices for supporting students with EF difficulties in particular content areas--reading, writing, and math--are reviewed. New to This Edition *Updated throughout with a decade's worth of significant advances in research, theory, and educational best practices. *Chapter on early childhood. *Chapter on embedding EF strategies in the curriculum *Expanded coTrade Review"Meltzer--a pioneering, visionary researcher--is joined by a who’s who of EF experts in this second edition, which includes valuable updates and new chapters. Graduate students and experienced educators will benefit equally from the breath and scope of this book. If you were going to purchase only one volume on the topic of EF in education, it should be this second edition."--Sam Goldstein, PhD, Department of Psychiatry, University of Utah School of Medicine; Clinical Director, Neurology, Learning, and Behavior Center "Although the term 'executive function' is now widely used, there is still considerable confusion about its meaning and practical implications. In this outstanding second edition of Executive Function in Education, Meltzer has brought together important theories and recent research. Intervention-focused chapters offer helpful guidance on how EF knowledge can inform more effective instructional strategies in reading, writing, and math."--Thomas E. Brown, PhD, private practice, Manhattan Beach, California; Department of Psychiatry and Behavioral Sciences, Keck School of Medicine, University of Southern California "The second edition of this indispensable volume is replete with practical guidance and current evidence-based best practices to assist educators in improving students’ abilities to manage time, monitor behavior, and employ strategies to help with organization and planning. The book presents various theoretical perspectives and explores how EF is related to cognitive abilities such as working memory and processing speed, as well as the impact of EF processes on reading, writing, and math development. Contributors provide up-to-date guidance on how to adapt instruction, improve self-regulation skills, and incorporate new digital tools to promote success in school and beyond."--Nancy Mather, PhD, Department of Psychoeducational Studies, University of Arizona "The book clearly describes the sometimes confusing theories of EF and the recent research that supports them. Contributors present practical strategies for improving EF grounded in these theoretical constructs. This book is a 'must have' for professionals who evaluate, treat, and teach students with varying learning needs, as well as those in training. The volume offers real-life illustrations of the daily EF challenges that students experience and provides explicit examples of classroom strategies that are easily incorporated into lesson plans."--Eric Q. Tridas, MD, developmental pediatrician, Tridas Center for Child Development, Tampa, Florida -Provides educational stakeholders with advanced and comprehensive information describing the biological and environmental underpinnings for executive function abilities and difficulties….In addition to intervention considerations embedded within each chapter, the book concludes with a focus on specific, practical, and manageable school-based interventions. Overall, Meltzer did an excellent job balancing theoretical knowledge and practical recommendations….This book is recommended to school psychologists and educators alike who seek to gain a deeper understanding of various executive function processes and an increased ability in addressing such demands.--NASP Communiqué, 5/1/2019Table of ContentsI. Theoretical and Conceptual Frameworks 1. Executive Function: Binding Together the Definitions of Attention-Deficit/Hyperactivity Disorder and Learning Disabilities, Martha Bridge Denckla & E. Mark Mahone 2. Hill, Skill, and Will: Executive Function from a Multiple Intelligences Perspective, Seana Moran & Howard Gardner 3. Executive Capacities from a Developmental Perspective, Jane Holmes Bernstein & Deborah P. Waber 4. The Development of Hot and Cool Executive Function: A Foundation for Learning in the Preschool Years, Andrei D. Semenov & Philip David Zelazo II. Executive Function in Different Diagnostic Groups: Challenges of Identification and Treatment 5. Executive Function Difficulties and Learning Differences: Assessment for Teaching, Lynn Meltzer, Julie Dunstan-Brewer, & Kalyani Krishnan 6. Nonverbal Learning Disabilities and Executive Function: The Challenges of Effective Assessment and Teaching, Judith A. Stein & Kalyani Krishnan 7. Executive Function in Autism Spectrum Disorder: From Research to Practice, Meghan Miller, Patricia L. Schetter, & Sally Ozonoff III. Executive Function Processes in Reading and Other Content Areas A: Reading: Current Findings and Interventions 8. Executive Function and Reading Difficulties: A Tale of Complexity in Diagnosis and Treatment, Jonathan D. Scheff, Neena M. Hudson, Mary Tarsha, & Laurie E. Cutting 9. Working Memory and Reading: Is there Evidence for an Executive Processing Deficit?, H. Lee Swanson & Jennifer E. Kong 10. Self-Regulation and Reading Comprehension: Self-Perceptions, Self-Evaluations, and Effective Strategies for Intervention, Tami Katzir, Vered Markovich, Einat Tesler, & Michal Shany B. Interventions across the Content Areas 11. Creating Strategic Classrooms and Schools: Embedding Executive Function Strategies in the Curriculum, Lynn Meltzer 12. The Strategic Math Classroom: How Executive Function Impacts Math Learning, Joan Steinberg & Bethany Roditi 13. Self-Regulated Strategy Development in Writing: A Classroom Example of Developing Executive Function Processes and Future Directions, Karen R. Harris, Steve Graham, Linda Mason, Debra McKeown, & Natalie Olinghouse 14. Optimizing Executive Function in the Digital World: Advances in Universal Design for Learning, Samantha G. Daley & David H. Rose Index

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Book SynopsisAssessment provides rich opportunities for understanding the needs of children and adolescents, yet reports are often hard for parents, teachers, and other consumers to comprehend and utilize. This book provides step-by-step guidelines for creating psychoeducational and psychological reports that communicate findings clearly, promote collaboration, and maximize impact. Effective practices for written and oral reporting are presented, including what assessment data to emphasize, how to organize reports and convey test results, and how to craft useful recommendations. In a large-size format for easy photocopying, the book includes sample reports, training exercises, and reproducible templates, rubrics, and forms. Purchasers get access to a Web page where they can download and print the reproducible materials. This book is in The Guilford Practical Intervention in the Schools Series, edited by Sandra M. Chafouleas.Trade Review"A wonderful resource--succinct, straightforward, and comprehensive. This practical guide responds to the current mandate for readable, child-focused, theme-based, defensible reports that satisfy the need for clarity on how to help the child in question. Lichtenstein and Ecker have produced an essential book that ensures that school psychologists understand the rationale and requirements for meaningful assessment reports in today’s schools. Graduate students will need this text in multiple courses, from beginning assessment classes all the way to internship and beyond."--Elaine Fletcher-Janzen, EdD, NCSP, ABPdN, The Chicago School of Professional Psychology "Psychological assessments have the power to change lives, but if they are not well understood by consumers, reports have limited utility. Lichtenstein and Ecker have tackled this issue head-on by providing a roadmap for all psychologists who conduct assessments. From structuring a readable report to integrating test findings and appropriately conveying information--it's all there and more. I've written thousands of reports, and found this book immensely useful for my practice. It will be a required text for any course in assessment that I teach."--Ellen Braaten, PhD, Department of Psychiatry, Massachusetts General Hospital/Harvard Medical School "Assessment report writing is an often overlooked skill, but Lichtenstein and Ecker provide an excellent resource to help change that. The book is extremely user-friendly, with numerous tables and examples that add clarity. It offers recommendations that are consistent with research on report writing and communication, and that can make an immediate difference in clinical training and practice. University faculty can use this book in any course that teaches psychological assessment, and practitioners can use it to make their data more meaningful to parents, teachers, administrators, and other clinical personnel. The field has needed a work like this one."--Matthew K. Burns, PhD, Department of Special Education, University of Missouri–Columbia "This needed desk reference provides information on how to write effective, reader-friendly reports that are valuable to consumers of our services. The summary charts enhance the usefulness of the chapters, as do the sample reports. I am eager to share this book with our interns and school psychologists."--Rivka I. Olley, PhD, NCSP, Director, Psychological Services, Baltimore City Public Schools "This book fills a void in school psychology training programs--the need for more than a book chapter or journal article on writing psychological reports. Practicing school psychologists also will benefit from reading about the qualities of oral or written reports that best communicate assessment results to teachers and parents. Of particular value is the book's consumer-responsive approach, which emphasizes the critical importance of readability, relevance, and practical recommendations that are linked to the reason for referral. Drawing from their wealth of experience, the authors offer crucial guidance to students and practitioners on how to avoid lengthy, detailed, jargon-ridden, score-centered, and time-consuming psychological reports."--George G. Bear, PhD, School Psychology Program, University of Delaware "I am very impressed. This is a valuable book both for seasoned professionals and for students just learning the fine art of report writing. It is not only easy to read, but also well organized and fact based. It covers a wide range of issues relevant to report writing, in chapters that include multiple examples and rubrics. The book also contains several excellent sample reports."--Ron Dumont, EdD, NCSP, School of Psychology (Emeritus), Fairleigh Dickinson University -School psychologists are the likely target audience for this book; however, I believe privately practicing psychologists would find the strategies in the book useful as well. This book was not only helpful in reframing how I currently write reports, but it also has practical, concrete ways in which I can change my report writing to be more consumer friendly….The book's appendices are an excellent resource for practitioners to start to examine how to improve report writing within our field, to make them more reader-friendly, and to move toward finding practical solutions to improve education for children.--NASP Communiqué, 6/1/2020Table of Contents1. Assessment Reports That Work for Consumers 2. Understanding Current Practice 3. Assessment Fundamentals 4. The Consumer-Responsive Approach 5. Consumer-Responsive Report Writing 6. Straight Talk: Oral Communication of Findings 7. Variations on a Theme: Reports for Special Purposes 8. Making It Happen: Implications and Impact Appendix A. Readability Measures Appendix B. Test Administration and Scoring Rubric Appendix C. Psychological Assessment Follow-Up Procedures Appendix D. Sample Assessment Reports and Parent Feedback Letter Appendix E. Background Information Outline and Case Example Appendix F. Data Summary Template Appendix G. Report-Writing Rubric Appendix H. Feedback Conference Simulation References Index

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Book SynopsisFew evidence-based resources exist for supporting elementary and secondary students who require intensive intervention--typically Tier 3 within a multi-tiered system of support (MTSS). Filling a gap in the field, this book brings together leading experts to present data-based individualization (DBI), a systematic approach to providing intensive intervention which is applicable to reading, math, and behavior. Key components of the DBI process are explained in detail, including screening, progress monitoring, and the use and ongoing adaptation of validated interventions. The book also addresses ways to ensure successful, sustained implementation and provides application exercises and FAQs. Readers are guided to access and utilize numerous free online DBI resources--tool charts, planning materials, sample activities, downloadable forms, and more.Trade Review"This book is practically an intensive intervention in itself! Each chapter begins with guiding questions--which it goes on to systematically address--and includes application activities and FAQs. It will be useful for both preservice and inservice teachers, or anyone who needs to learn the details of DBI. I would happily use this book in my class on data-based decision making, because it provides a clear path from learning to application."--John L. Hosp, PhD, Special Education Program, University of Massachusetts Amherst "This book comprehensively describes the complexities of MTSS implementation in schools and translates theories of evidence-based instructional practices and intensive intervention into practice. The authors provide critical knowledge, skills, and examples for implementing DBI with fidelity. District and school-based administrators, special and general education teachers, and school psychologists will develop a deeper understanding and a shared vision for supporting students with intensive needs."--Mary E. Little, PhD, Exceptional Student Education Program, University of Central Florida "All educators should know how to do DBI, but not enough do. This book can help. The authors are definitive experts and leaders of the National Center on Intensive Intervention, whose extensive experience working in classrooms shines through. The chapters include user-friendly guidance to implement DBI, exercises to self-evaluate your understanding, and resources to get started. The authors' approach is important and research validated and can help students with intensive needs reach their potential."--Devin Kearns, PhD, Department of Educational Psychology, University of Connecticut "An excellent resource for building administrators striving to provide the best possible instructional programs. This book can be used either to initiate or to strengthen a school's systems for assessment, instruction, and progress monitoring for students who are having difficulty learning. By following the DBI process, schools can make sure they are addressing the needs of all students."--Paul Elery, MEd, Principal, Harvard Elementary School, Tacoma, Washington -School psychologists are often a part of teams that address the lack of progress students are making academically and socially. This book gives school psychologists and other school staff background knowledge on the [data-based intervention] (DBI) process. It also provides detailed information and examples on how to implement it for different populations within the school system. Also, resources for each step of the DBI process are provided….I appreciate that the authors outlined the considerations for effective implementation.--Essentials of Intensive Intervention, 09/01/2020Table of ContentsIntroduction, Louis Danielson, Rebecca Zumeta Edmonds, & Allison Gruner Gandhi I. The Process of Data-Based Individualization 1. Introduction to Intensive Intervention: A Step-by-Step Guide to Data-Based Individualization, Amy Peterson, Louis Danielson, & Douglas Fuchs 2. Issues of Assessment within Intensive Intervention, Jill M. Pentimonti, Lynn S. Fuchs, & Allison Gruner Gandhi 3. Integrating Behavior and Academics in Intervention Planning, Laura Berry Kuchle & T. Chris Riley-Tillman 4. Intensive Intervention for Students with Intellectual and Developmental Disabilities, Christopher J. Lemons, Samantha A. Gesel, & Lauren M. LeJeune II. Implementation of Data-Based Individualization 5. Why Is Implementation Readiness Critical?, Sarah V. Arden & Jennifer D. Pierce 6. Teaming Structures to Support Intensive Intervention Using Data-Based Individualization, Teri A. Marx & Steve Goodman 7. Aligning Intensive Intervention and Special Education with Multi-Tiered Systems of Support, Tessie Rose Bailey, Gail Chan, & Erica S. Lembke Glossary Index

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Book SynopsisFew evidence-based resources exist for supporting elementary and secondary students who require intensive intervention--typically Tier 3 within a multi-tiered system of support (MTSS). Filling a gap in the field, this book brings together leading experts to present data-based individualization (DBI), a systematic approach to providing intensive intervention which is applicable to reading, math, and behavior. Key components of the DBI process are explained in detail, including screening, progress monitoring, and the use and ongoing adaptation of validated interventions. The book also addresses ways to ensure successful, sustained implementation and provides application exercises and FAQs. Readers are guided to access and utilize numerous free online DBI resources--tool charts, planning materials, sample activities, downloadable forms, and more.Trade Review"This book is practically an intensive intervention in itself! Each chapter begins with guiding questions--which it goes on to systematically address--and includes application activities and FAQs. It will be useful for both preservice and inservice teachers, or anyone who needs to learn the details of DBI. I would happily use this book in my class on data-based decision making, because it provides a clear path from learning to application."--John L. Hosp, PhD, Special Education Program, University of Massachusetts Amherst "This book comprehensively describes the complexities of MTSS implementation in schools and translates theories of evidence-based instructional practices and intensive intervention into practice. The authors provide critical knowledge, skills, and examples for implementing DBI with fidelity. District and school-based administrators, special and general education teachers, and school psychologists will develop a deeper understanding and a shared vision for supporting students with intensive needs."--Mary E. Little, PhD, Exceptional Student Education Program, University of Central Florida "All educators should know how to do DBI, but not enough do. This book can help. The authors are definitive experts and leaders of the National Center on Intensive Intervention, whose extensive experience working in classrooms shines through. The chapters include user-friendly guidance to implement DBI, exercises to self-evaluate your understanding, and resources to get started. The authors' approach is important and research validated and can help students with intensive needs reach their potential."--Devin Kearns, PhD, Department of Educational Psychology, University of Connecticut "An excellent resource for building administrators striving to provide the best possible instructional programs. This book can be used either to initiate or to strengthen a school's systems for assessment, instruction, and progress monitoring for students who are having difficulty learning. By following the DBI process, schools can make sure they are addressing the needs of all students."--Paul Elery, MEd, Principal, Harvard Elementary School, Tacoma, Washington -School psychologists are often a part of teams that address the lack of progress students are making academically and socially. This book gives school psychologists and other school staff background knowledge on the [data-based intervention] (DBI) process. It also provides detailed information and examples on how to implement it for different populations within the school system. Also, resources for each step of the DBI process are provided….I appreciate that the authors outlined the considerations for effective implementation.--Essentials of Intensive Intervention, 09/01/2020Table of ContentsIntroduction, Louis Danielson, Rebecca Zumeta Edmonds, & Allison Gruner Gandhi I. The Process of Data-Based Individualization 1. Introduction to Intensive Intervention: A Step-by-Step Guide to Data-Based Individualization, Amy Peterson, Louis Danielson, & Douglas Fuchs 2. Issues of Assessment within Intensive Intervention, Jill M. Pentimonti, Lynn S. Fuchs, & Allison Gruner Gandhi 3. Integrating Behavior and Academics in Intervention Planning, Laura Berry Kuchle & T. Chris Riley-Tillman 4. Intensive Intervention for Students with Intellectual and Developmental Disabilities, Christopher J. Lemons, Samantha A. Gesel, & Lauren M. LeJeune II. Implementation of Data-Based Individualization 5. Why Is Implementation Readiness Critical?, Sarah V. Arden & Jennifer D. Pierce 6. Teaming Structures to Support Intensive Intervention Using Data-Based Individualization, Teri A. Marx & Steve Goodman 7. Aligning Intensive Intervention and Special Education with Multi-Tiered Systems of Support, Tessie Rose Bailey, Gail Chan, & Erica S. Lembke Glossary Index

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Book SynopsisNow revised and expanded, this volume explains how to design, implement, and evaluate a comprehensive, integrated, three-tiered (Ci3T) model of prevention. Rather than presenting a packaged program, the book provides resources and strategies for designing and tailoring Ci3T to the needs and priorities of a particular school or district community. Ci3T is unique in integrating behavioral, academic, and socialâemotional components into a single research-based framework. User-friendly features include tools for collecting and using student and schoolwide data; guidance for selecting effective interventions at each tier; detailed case examples; and tips for enhancing collaboration between general and special educators, other school personnel, and parents. In a convenient large-size format, the volume includes several reproducible forms that can be downloaded and printed for repeated use. Prior edition title: Developing Schoolwide Programs to Prevent and Manage Problem BehaviorTrade Review"This 'must-buy' volume presents a systems approach that can help schools maximize their instructional and behavior management capabilities. The authors display a broad understanding of the factors affecting schooling outcomes, simultaneously addressing academic, behavioral and social-emotional domains. In my view, Ci3T is easily the most comprehensive framework to emerge within over a decade--and has the potential to transform schooling as we know it. I am particularly impressed with the authors’ emphasis on low-intensity, proactive strategies that teachers can implement easily. The field of education is fortunate to have this gem of a book."--Hill M. Walker, PhD, Department of Special Education and Clinical Sciences (Emeritus), University of Oregon; Senior Scientist, Oregon Research Institute "This groundbreaking book clearly presents a comprehensive integration of systemic prevention efforts for both academic and social behavior. The authors' mix of science with practical, understandable examples makes this a perfect example of a research-to-practice work. Everyone who strives to implement prevention science in schools should carry a copy of this second edition as their principal guide to multi-tiered systems of support."--Terrance M. Scott, PhD, Professor and Distinguished University Scholar, Department of Special Education, University of Louisville "Offering important updates to the first edition, this second edition provides a critical roadmap to schoolwide multi-tiered systems of support. Lane and colleagues have drawn on their long history of successful partnerships with schools across the nation to produce this tremendous resource. School-based professionals will benefit from using this book in planning, delivering, and evaluating supports for students across a diversity of needs and contexts."--Sandra M. Chafouleas, PhD, Board of Trustees Distinguished Professor, Neag School of Education, University of Connecticut "Whether you are a new graduate student or a seasoned practitioner, this user-friendly guide offers knowledge and tools you can use. The book enables school personnel to design and implement a system that best fits their local needs. Lane and colleagues have conducted robust research over the past decade to establish the Ci3T model, and the second edition accessibly reviews lessons learned and highlights voices from the field. Tables, figures, and forms are provided to help organize local Ci3T efforts; illustrative case examples serve as useful guideposts."--Amy M. Briesch, PhD, School Psychology Program, Northeastern University-An excellent resource for educators and practitioners interested in implementing a comprehensive, three-tier model effectively. The 257-page book builds on the research and intervention strategies posited in the first edition and offers updates and new resources to increase the effectiveness of comprehensive, integrated, three-tiered (Ci3T) model implementation….The authors do an excellent job of bridging the gap between research and practice….What sets this book apart from other texts on implementing three-tier models is that it draws from real-world experience and considers the complexity of K–12 institutions and common barriers to effectively implementing them. The book presents the material in such a way that it is understandable to all school-based staff and provides realistic implementation strategies to stakeholders. There is an abundance of reproducibles and tables listing evidence-based assessments and interventions targeting academic, behavioral, and social skills….I would highly recommend Developing a Schoolwide Framework to Prevent and Manage Learning and Behavior Problems to school administrators, teachers, and school psychologists implementing a three-tier model. It would also be a useful supplemental textbook for school psychology graduate students.--NASP Communiqué, 06/01/2021Table of ContentsI. An Introduction to Comprehensive, Integrated, Three-Tiered Models of Prevention 1. Preventing and Managing Learning and Behavior Challenges in Our Schools: A Comprehensive, Integrated Approach 2. A Look at Evidence Surrounding Tiered Systems II. Overview of the Ci3T Implementation Manual 3. Designing and Implementing a Ci3T Model: Building a Primary Prevention Plan 4. Examining Tier 1 Efforts: Monitoring Treatment Integrity and Social Validity III. A Focus on Data-Informed Decision Making 5. Determining How Well Ci3T is Meeting the Goals: Procedures for Monitoring Overall Student Performance 6. Empowering Teachers with Low-Intensity, Teacher-Delivered Strategies 7. Supporting Students Who Require More than Primary Prevention Efforts: Tier 2 and Tier 3 IV. Moving Forward: Considerations for Successful Implementation 8. Understanding Implementation Science: Responsible Implementation of System Change Efforts

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Book SynopsisNow revised and expanded, this volume explains how to design, implement, and evaluate a comprehensive, integrated, three-tiered (Ci3T) model of prevention. Rather than presenting a packaged program, the book provides resources and strategies for designing and tailoring Ci3T to the needs and priorities of a particular school or district community. Ci3T is unique in integrating behavioral, academic, and socialâemotional components into a single research-based framework. User-friendly features include tools for collecting and using student and schoolwide data; guidance for selecting effective interventions at each tier; detailed case examples; and tips for enhancing collaboration between general and special educators, other school personnel, and parents. In a convenient large-size format, the volume includes several reproducible forms that can be downloaded and printed for repeated use. Prior edition title: Developing Schoolwide Programs to Prevent and Manage Problem BehaviorTrade Review"This 'must-buy' volume presents a systems approach that can help schools maximize their instructional and behavior management capabilities. The authors display a broad understanding of the factors affecting schooling outcomes, simultaneously addressing academic, behavioral and social-emotional domains. In my view, Ci3T is easily the most comprehensive framework to emerge within over a decade--and has the potential to transform schooling as we know it. I am particularly impressed with the authors’ emphasis on low-intensity, proactive strategies that teachers can implement easily. The field of education is fortunate to have this gem of a book."--Hill M. Walker, PhD, Department of Special Education and Clinical Sciences (Emeritus), University of Oregon; Senior Scientist, Oregon Research Institute "This groundbreaking book clearly presents a comprehensive integration of systemic prevention efforts for both academic and social behavior. The authors' mix of science with practical, understandable examples makes this a perfect example of a research-to-practice work. Everyone who strives to implement prevention science in schools should carry a copy of this second edition as their principal guide to multi-tiered systems of support."--Terrance M. Scott, PhD, Professor and Distinguished University Scholar, Department of Special Education, University of Louisville "Offering important updates to the first edition, this second edition provides a critical roadmap to schoolwide multi-tiered systems of support. Lane and colleagues have drawn on their long history of successful partnerships with schools across the nation to produce this tremendous resource. School-based professionals will benefit from using this book in planning, delivering, and evaluating supports for students across a diversity of needs and contexts."--Sandra M. Chafouleas, PhD, Board of Trustees Distinguished Professor, Neag School of Education, University of Connecticut "Whether you are a new graduate student or a seasoned practitioner, this user-friendly guide offers knowledge and tools you can use. The book enables school personnel to design and implement a system that best fits their local needs. Lane and colleagues have conducted robust research over the past decade to establish the Ci3T model, and the second edition accessibly reviews lessons learned and highlights voices from the field. Tables, figures, and forms are provided to help organize local Ci3T efforts; illustrative case examples serve as useful guideposts."--Amy M. Briesch, PhD, School Psychology Program, Northeastern University-An excellent resource for educators and practitioners interested in implementing a comprehensive, three-tier model effectively. The 257-page book builds on the research and intervention strategies posited in the first edition and offers updates and new resources to increase the effectiveness of comprehensive, integrated, three-tiered (Ci3T) model implementation….The authors do an excellent job of bridging the gap between research and practice….What sets this book apart from other texts on implementing three-tier models is that it draws from real-world experience and considers the complexity of K–12 institutions and common barriers to effectively implementing them. The book presents the material in such a way that it is understandable to all school-based staff and provides realistic implementation strategies to stakeholders. There is an abundance of reproducibles and tables listing evidence-based assessments and interventions targeting academic, behavioral, and social skills….I would highly recommend Developing a Schoolwide Framework to Prevent and Manage Learning and Behavior Problems to school administrators, teachers, and school psychologists implementing a three-tier model. It would also be a useful supplemental textbook for school psychology graduate students.--NASP Communiqué, 06/01/2021Table of ContentsI. An Introduction to Comprehensive, Integrated, Three-Tiered Models of Prevention 1. Preventing and Managing Learning and Behavior Challenges in Our Schools: A Comprehensive, Integrated Approach 2. A Look at Evidence Surrounding Tiered Systems II. Overview of the Ci3T Implementation Manual 3. Designing and Implementing a Ci3T Model: Building a Primary Prevention Plan 4. Examining Tier 1 Efforts: Monitoring Treatment Integrity and Social Validity III. A Focus on Data-Informed Decision Making 5. Determining How Well Ci3T is Meeting the Goals: Procedures for Monitoring Overall Student Performance 6. Empowering Teachers with Low-Intensity, Teacher-Delivered Strategies 7. Supporting Students Who Require More than Primary Prevention Efforts: Tier 2 and Tier 3 IV. Moving Forward: Considerations for Successful Implementation 8. Understanding Implementation Science: Responsible Implementation of System Change Efforts

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Book SynopsisThis innovative guide is now in a revised and expanded second edition with an even stronger applied focus. It helps educators harness the potential of single-case design (SCD) as a critical element of data-based decision making in a multi-tiered system of support (MTSS). The authors present simple and complex SCDs and demonstrate their use to defensibly document the effects of academic or behavioral interventions. In a convenient large-size format, the book includes reproducible graphs and other tools; appendices provide guides to analyzing and presenting data in Microsoft Excel. Purchasers get access to a Web page where they can download and print the reproducible materials. New to This Edition *Updated to align perfectly with MTSS and current evidence-based practices. *Chapter on using SCD in educational research. *Greater emphasis on day-to-day educational practice throughout. *Significantly revised discussions of brief experimental analysis, compleTrade Review"A clear, practitioner-friendly guide to incorporating SCD into tiered systems of intervention in schools. This book provides tools to help all educators evaluate students’ response to intervention in a scientifically rigorous manner. Procedures for integrating SCD across all tiers of an MTSS framework are provided. Importantly, readers will find guidance to align special education services with the latest legal mandates, which require the use of a defensible, data-driven process for evaluating response to intervention. I look forward to using this text in my methods courses for students who are seeking teacher certification. Students will leave with tools they can immediately implement in their classrooms to improve outcomes for their students. Another home run from this top-notch team of authors!"--Christopher J. Lemons, PhD, Department of Special Education, Peabody College of Vanderbilt University "An essential resource for practicing education professionals, as well as students preparing to work in schools. Recognizing the crucial role of data-based decision making within schoolwide problem-solving models, this book offers valuable information and insights regarding the use of SCDs. The authors are leading scholars who provide a synthesis of contemporary science on this effective methodology. The second edition includes significant updates in science, practice, and policy."--Shane R. Jimerson, PhD, NCSP, Gevirtz Graduate School of Education, University of California, Santa Barbara "The book addresses critical components of evaluation and data-based decision making within a multi-tiered framework. It gives preservice educators a better understanding of foundational evaluation strategies that support meaningful outcomes for students receiving tiered supports. It also provides more in-depth information for school specialists with a higher skill set. Given the current educational emphasis on more effective and efficient intervention, this book provides needed guidance."--Steve Goodman, PhD, Director, Michigan's MTSS Technical Assistance Center "Although school-based professionals and policymakers give considerable attention to implementing evidence-based practices, the importance of scientifically evaluating the effectiveness of particular interventions has largely been ignored. This definitive book provides school-based professionals with comprehensive guidelines for doing just that. Step-by-step procedures and case examples illustrate how to apply, analyze, and interpret SCDs to determine intervention effectiveness. A major contribution to the field, this updated second edition is essential reading for practitioners working within an MTSS framework, as well as for university training programs in school psychology, education, and special education.”--Tanya L. Eckert, PhD, Department of Psychology, Syracuse University-Table of ContentsList of Figures, Tables, and Forms 1. Introduction to Design and Analysis for Educational Intervention 2. The Nuts and Bolts of Single-Case Design 3. The Classic A-B-A-B Design 4. Complex Single-Case Designs 5. Visual Analysis and Interpretation Strategies for Single-Case Design 6. Advanced Empirical Analyses of Single-Case Data in Practice and Research 7. Brief Experimental Analysis 8. Single-Case Design for Research Purposes 9. A Response-to-Intervention Model Incorporating Experimental Design Appendix A. Summarizing Data through Visual Presentation with Microsoft Excel Appendix B. Sample Analysis Techniques with Microsoft Excel References Index

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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

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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

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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

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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

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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

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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

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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

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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

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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

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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

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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

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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

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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

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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

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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.

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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.

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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.

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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.

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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 *

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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.

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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.

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Book SynopsisThe book is an essential guide for teachers on how to incorporate simple mindfulness activities and strategies to help foster self-regulation in the classroom and beyond. There are instructions, scripts, worksheets, and ready to use templates. The book defines self-regulation as students’ ability to manage their own attention, emotions, and behavior. Teachers learn how to help students strengthen their attention-regulation, emotion-regulation, and behavior-regulation skills. Supporting students’ overall well-being, not just their intellectual progress, is the focus of this timely and important book.

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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

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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

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