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The Oxford Handbook of School Psychology

First Edition

Edited by Melissa A. Bray, Ph.D. and Thomas J. Kehle, Ph.D.
Series edited by Peter E. Nathan, Ph.D.

Oxford Library of Psychology

Synthesize the field's most important and relevant literature from leading scholars in school psychology
Thorough, even coverage of topics related to theory and practice
Discussions of relevant legislation, including No Child Left Behind
Part of the OXFORD LIBRARY OF PSYCHOLOGY

The Oxford Handbook of School Psychology

First Edition

Edited by Melissa A. Bray, Ph.D. and Thomas J. Kehle, Ph.D.
Series edited by Peter E. Nathan, Ph.D.

Description

With its roots in clinical and educational psychology, school psychology is an ever-changing field that encompasses a diversity of topics. The Oxford Handbook of School Psychology synthesizes the most vital and relevant literature in all of these areas, producing a state-of-the-art, authoritative resource for practitioners, researchers, and parents.

Comprising chapters authored by the leading figures in school psychology, The Oxford Handbook of School Psychology focuses on the significant issues, new developments, and scientific findings that continue to change the practical landscape. The handbook's focuses include:

- allegiance to the reciprocal relationship between science and practice to promote problem-solving and enrichment models
- service delivery designed to improve competencies of all students
- the relationship between general cognitive ability and important life outcomes
- the development of viable and enduring educational, family, and community systems to support students
- increasing student diversity and the necessity of increased sensitivity to the influences of social, cultural, political, and legislative variables of schooling
- outlining tenable reasons why, since the end of World War II, children from kindergarten through the secondary grades have generally not been the recipients of a superior or efficient educational system
- all relevant legislation, including the No Child Left Behind Act, and the ongoing question of who or what is responsible for the inadequate academic preparation of inner-city children
- building a cumulative knowledge base to better facilitate students' academic, social, and personal competencies including the promotion of positive mental health and subjective well-being

The scholarship compiled here is a must-read for practitioners, students, and faculty, and an ideal resource for parents seeking a scientific approach to the efficacy of school psychology practices. In both breadth and depth, this handbook promises to serve as the benchmark reference work for years to come.

The Oxford Handbook of School Psychology

First Edition

Edited by Melissa A. Bray, Ph.D. and Thomas J. Kehle, Ph.D.
Series edited by Peter E. Nathan, Ph.D.

Oxford Library of Psychology

Part One: Introduction and Overview

1. Introduction: On Such a Full Sea and We Continue to Flounder
Thomas J. Kehle and Melissa A. Bray

Part Two: Historical and Contemporary Issues

2. The History of School Psychology: Understanding the Past to Not Repeat It
Rik Carl D'Amato, Christina Zafiris, Erica McConnell, and Raymond S. Dean

3. The Expanding Role of School Psychology
Carrie Ball, Eric Pierson, and David E. McIntosh

Part Three: Theoretical Perspectives

4. Individual Differences
Thomas J. Kehle and Melissa A. Bray

5. Theories of Intelligence
Michael K. Gardner

Part Four: Research Methodology and Data Analysis

6. Research Methodology for Decision-Making in School Psychology
Hariharan Swaminathan, H. Jane Rogers, and Rohini Sen

7. Data Analysis for Effective Decision Making
Hoi K. Suen, Pui-Wa Lei, and Hongli Li

Part Five: Assessment

8. Advances in Neuroscience and Reading Disabilities
Elaine Clark and Janiece L. Pompa

9. Functional Assessment of Behavior
T. Steuart Watson, Mark W. Steege, and Tonya S. Watson

10. Academic Assessment
Edward S. Shapiro, Jaime Benson, Nathan Clemens, and Karen L. Gischlar

11. The Development and Model of Therapeutic Assessment with Children: Application to School-based Assessment
Deborah J. Tharinger, Lauren S. Krumholz, Cynthia Austin, and May Matson

12. Assessment of Classroom Environments
Maribeth Gettinger, Clarissa Schienebeck, Stephanie Seigel, and Laura Vollmer

13. Assessment of Externalizing Behavioral Deficits
Robert J. Volpe and Sandra M. Chafouleas

14. Assessment of Internalizing Behavioral Deficits
Randy W. Kamphaus and Kristen L. Mays

15. Learning Disabilities: Assessment, Identification and Treatment
H. Lee Swanson

Part Six: Intervention

16. Prevention as Early Intervention for Young Children at Risk: Recognition and Response in Early Childhood
Cathryn Lehman, Jennifer L. Salaway, Stephen J. Bagnato, Robert M. Grom, and Barbara Willard

17. Externalizing Disorders in Children and Adolescents: Behavioral Excess and Behavioral Deficits
William R. Jenson, Sarah Harward, and Julie M. Bowen

18. Interventions for Students with Internalizing Behavioral Deficits
Barbara A. Gueldner and Kenneth W. Merrell

19. Classroom Interventions for Attention and Hyperactivity
George J. DuPaul, Jocelyn R. Helwig, and Peter M. Slay

20. Social Skills Assessment and Intervention
Richard J. Cowan

21. Challenging Gifted and Talented Learners with a Continuum of Research-Based Interventions Strategies
Sally M. Reis and Joseph S. Renzulli

22. Interventions to Address School Crises and Violence
Steven G. Little, Angeleque Akin-Little, and Natasha S. Medley

23. Promoting Subjective Well-Being
Shannon M. Suldo, E. Scott Huebner, Jessica Michalowski, and Amanda Thalji

24. Efficacy of Special Education
Kenneth A. Kavale and Lucinda S. Spaulding

25. Academic Interventions: What School Psychologists Need to Know for Their Assessment and Problem Solving Consultation Roles
Virginia W. Berninger, Michel Fayol, and Nicole Alston-Abel

26. Evidence-based Practice and Autism Spectrum Disorders
Susan M. Wilczynski, Laura Fisher, Leslie Sutro, Jennifer Bass, Dipti Mudgal, Victoria Zeiger, Lauren Christian, and Jesse Logue

27. The ClassMaps Framework for Data-Based, Classwide Classroom Management
Beth Doll, Kristin Jones, Allison Champion, Allison Osborn, Sharon Zumbrunn, Alyssa Collaro, and Chelsie Guerrero

28. Response to Intervention: Conceptual Foundations and Evidence-Based Practices
Frank M. Gresham

29. Counseling in the Practice of School Psychology
Tony D. Crespi and Denise E. Laframboise

30. Systems-Based Service Delivery in School Psychology
Susan G. Forman and Jeffrey S. Selman

31. Positive Behavioral Supports
Lisa M. Hagermoser Sanetti and Brandi Simonsen

32. Problem Solving Consultation: Applications in Evidence-Based Prevention and Intervention
Caroline N. Racine Gilles, Thomas R. Kratochwill, Jacquelyn N. Felt, Clarissa Schienebeck, and Cara A. Vaccarello

Part Seven: Medical Problems

33. Pediatric Health-Related Disorders: Prevention and Early Intervention
LeAdelle Phelps

34. Pediatric Psychopharmacology
Thomas Kubiszyn

35. Psychologically-Based Treatments for Children with Medical Problems
Laura B. Allen, Jennie C. I. Tsao, Caryn Freeman, and Lonnie K. Zeltzer

Part Eight: Professional Issues

36. The Influence of Legislation on the Practice of School Psychology
Angie Dahl, Kathryn E. Hoff, Gretchen Gimpel Peacock, and Ruth A. Ervin

37. Ethical Considerations in the Practice of School Psychology
Kathleen M. McNamara

38. Emerging Trends in the Preparation of School Psychologists for Practice
Rich Gilman, Kristen Missall, and Ryan Macks

39. Program Planning and Evaluation
Laura M. Crothers, Lea A. Theodore, and Tammy L. Hughes

40. International Development of School Psychology
Bonnie Kaul Nastasi and Kris Varjas

Part Nine: Conclusions and Future Directions

41. Technology in the Practice of School Psychology: The Future is Past Tense
Jack A. Cummings

42. The Clinical Interview in Mathematics Assessment and Intervention: The Case of Fractions
Zheng Zhou

43. Conclusion: Evolution of School Psychology
Tanya L. Eckert

The Oxford Handbook of School Psychology

First Edition

Edited by Melissa A. Bray, Ph.D. and Thomas J. Kehle, Ph.D.
Series edited by Peter E. Nathan, Ph.D.

Oxford Library of Psychology

Author Information

Melissa A. Bray is Associate Professor in the Department of Educational Psychology and the School Psychology Program at the University of Connecticut.

Thomas J. Kehle is Professor and Director of School Psychology at the University of Connecticut.

Contributors:

Angeleque Akin-Little
Behavioral, Educational, and Research Consultants
Auckland, New Zealand

Laura B. Allen
Department of Pediatrics
David Geffen School of Medicine
University of California, Los Angeles
Los Angeles, CA

Nicole Alston-Abel
Department of Educational Psychology
University of Washington
Seattle, WA

Cynthia Austin
Therapeutic Assessment Project
University of Texas at Austin
Austin, TX

Stephen J. Bagnato
Department of Pediatrics
Department of Psychology
University of Pittsburgh School of Medicine
Pittsburgh, PA

Carrie Ball
Department of Educational Psychology
Ball State University
Muncie, IN

Jennifer Bass
The May Institute
Randolph, MA

Jaime Benson
Center for Promoting Research to Practice
Lehigh University
Bethlehem, PA

Virginia W. Berninger
Department of Educational Psychology
University of Washington
Seattle, WA

Julie M. Bowen
Department of Educational Psychology
University of Utah
Salt Lake City, Utah

Melissa Bray
Neag School of Education
University of Connecticut
Storrs, CT

Sandra M. Chafouleas
Neag School of Education
University of Connecticut
Storrs, CT

Allison Champion
Department of Educational Psychology
University of Nebraska
Lincoln, NE

Lauren Christian
The National Austism Center
Randolph, MA

Elaine Clark
Department of Educational Psychology
University of Utah
Salt Lake City, UT

Nathan Clemens
Department of Educational Psychology
Texas A&M University
College Station, TX

Alyssa Collaro
Department of Educational Psychology
University of Nebraska
Lincoln, NE

Richard J. Cowan
School of Lifespan Development & Educational Sciences
Kent State University
Kent, OH

Tony D. Crespi
Department of Psychology
University of Hartford
West Hartford, CT

Laura M. Crothers
School of Education
Duquesne University
Pittsburgh, PA

Jack A. Cummings
School of Education
Indiana University
Bloomington, IN

Rik Carl D'Amato
Department of Psychology
University of Macau
Taipa, Macau SAR, China

Angie Dahl
Department of Psychology
Utah State University
Logan, UT

Raymond S. Dean
Department of Educational Psychology
Ball State University
Muncie, IN

Beth Doll
Department of Educational Psychology
University of Nebraska
Lincoln, NE

George J. DuPaul
School of Psychology
Lehigh University
Bethlehem, PA

Tanya L. Eckert
Department of Psychology
Syracuse University
Syracuse, NY

Ruth A. Ervin
Department of Educational & Counseling Psychology
University of British Columbia
Vancouver, BC

Michel Fayol
Université Blaise Pascal
Clermont-Ferrand, France

Jacquelyn N. Felt
Wisconsin Center for Education Research
University of Wisconsin, Madison
Madison, WI

Laura Fisher
The National Autism Center
Randolph, MA

Susan G. Forman
Department of Psychology
Rutgers University
Piscataway, NJ

Caryn Freeman
Los Angeles Unified School District
Los Angeles, CA

Michael K. Gardner
Department of Educational Psychology
University of Utah
Salt Lake City, UT

Maribeth Gettinger
Wisconsin Center for Education Research
University of Wisconsin, Madison
Madison, WI

Caroline N. Racine Gilles
Wisconsin Center for Education Research
University of Wisconsin, Madison
Madison, WI

Rich Gilman
Department of Developmental and Behavioral Pediatrics
Cincinnati Children's Hospital Medical Center
Cincinnati, OH

Karen L. Gischlar
Department of Psychology
Montclair State University
Montclair, NJ

Frank M. Gresham
Department of Psychology
Louisiana State University
Baton Rouge, LA

Robert M. Grom
President and CEO
Heritage Health Foundation, Inc.
Braddock, PA

Barbara A. Gueldner
The Children's Hospital
Denver, CO

Chelsie Guerrero
Department of Educational Psychology
University of Nebraska
Lincoln, NE

Sarah Harward
Department of Educational Psychology
University of Utah
Salt Lake City, Utah

Jocelyn R. Helwig
School of Psychology
Lehigh University
Bethlehem, PA

Kathryn E. Hoff
Department of Psychology
Illinois State University
Normal, IL

E. Scott Huebner
Department of Psychology
University of South Carolina
Columbia, SC

Tammy L. Hughes
School of Education
Duquesne University
Pittsburgh, PA

William R. Jenson
Department of Educational Psychology
University of Utah
Salt Lake City, UT

Kristin Jones
Department of Educational Psychology
University of Nebraska
Lincoln, NE

Randy W. Kamphaus
College of Education
Georgia State University
Atlanta, GA

Kenneth A. Kavale
School of Education
Regent University
Virginia Beach, VA

Thomas Kehle
Neag School of Education
University of Connecticut
Storrs, CT

Thomas R. Kratochwill
Department of Educational Psychology
University of Wisconsin-Madison
Madison, WI

Lauren S. Krumholz
Therapeutic Assessment Project
The University of Texas at Austin
Austin, TX

Thomas Kubiszyn
Department of Educational Psychology
University of Houston
Houston, TX

Denise E. Laframboise
Department of Psychology
University of Hartford
West Hartford, CT

Cathryn Lehman
Department of School Psychology
Duquesne University
Pittsburgh, PA

Pui-Wa Lei
Department of Educational Psychology, School Psychology, and Special Education
The Pennsylvania State University
University Park, PA

Hongli Li
Department of Educational Psychology, School Psychology, and Special Education
The Pennsylvania State University
University Park, PA

Steven G. Little
School of Education
Massey University
Auckland, New Zealand

Jesse Logue
The National Autism Center
Randolph, MA

Ryan Macks
Department of Developmental and Behavioral Pediatrics
Cincinnati Children's Hospital Medical Center
Cincinnati, OH

May Matson
Therapeutic Assessment Project
University of Texas at Austin
Austin, TX

Kristen L. Mays
College of Education
Georgia State University
Atlanta, GA

Erica McConnell
University of Northern Colorado
Greeley, CO

David E. McIntosh
Department of Special Education
Ball State University
Muncie, IN

Kathleen M. McNamara
Psychology Department
Cleveland State University
Cleveland, OH

Natasha S. Medley
Graduate School of Education
University of California, Riverside
Riverside, CA

Kenneth W. Merrell
School of Psychology
University of Oregon
Eugene, OR

Jessica Michalowski
College of Education
University of South Florida
Tampa, FL

Kristen Missall
College of Education
The University of Iowa
Iowa City, IA

Dipti Mudgal
The May Institute
Randolph, MA

Bonnie Kaul Nastasi
Department of Psychology
Tulane University
New Orleans, LA

Allison Osborn
Department of Educational Psychology
University of Nebraska
Lincoln, NE

Gretchen Gimpel Peacock
Department of Psychology
Utah State University
Logan, UT

LeAdelle Phelps
Department of Counseling, School, and Educational Psychology
University at Buffalo, SUNY
Buffalo, NY

Eric Pierson
Department of Educational Psychology
Ball State University
Muncie, IN

Janiece L. Pompa
Department of Educational Psychology
University of Utah
Salt Lake City, UT

Sally M. Reis
Neag School of Education
University of Connecticut
Storrs, CT

Joseph S. Renzulli
Neag School of Education
University of Connecticut
Storrs, CT

H. Jane Rogers
Neag School of Education
University of Connecticut
Storrs, CT

Jennifer L. Salaway
Early Childhood Partnerships
Children's Hospital of Pittsburgh
Pittsburgh, PA

Lisa M. Hagermoser Sanetti
Neag School of Education
University of Connecticut
Storrs, CT

Clarissa Schienebeck
Wisconsin Center for Education Research
University of Wisconsin, Madison
Madison, WI

Stephanie Seigel
Wisconsin Center for Education Research
University of Wisconsin, Madison
Madison, WI

Jeffrey S. Selman
Department of Psychology
Rutgers University
Piscataway, NJ

Rohini Sen
Department of Statistics
University of Connecticut
Storrs, CT

Edward S. Shapiro
Center for Promoting Research to Practice
Lehigh University
Bethlehem, PA

Lucinda S. Spaulding
School of Education
Regent University
Virginia Beach, VA

Brandi Simonsen

Neag School of Education
University of Connecticut
Storrs, CT

Peter M. Slay
School of Psychology
Lehigh University
Bethlehem, PA

Mark W. Steege
Department of School Psychology
University of Southern Maine
Portland, ME

Hoi K. Suen
Department of Educational Psychology, School Psychology, and Special Education
The Pennsylvania State University
University Park, PA

Shannon M. Suldo
College of Education
University of South Florida
Tampa, FL

Leslie Sutro
The National Autism Center
Randolph, MA

Hariharan Swaminathan
Neag School of Education
University of Connecticut
Storrs, CT

H. Lee Swanson
Graduate School of Education
University of California, Riverside
Riverside, CA

Amanda Thalji
College of Education
University of South Florida
Tampa, FL

Deborah J. Tharinger
Therapeutic Assessment Project
University of Texas at Austin
Austin, TX

Lea A. Theodore
School of Psychology
Queens College
Flushing, NY

Jennie C. I. Tsao
Department of Pediatrics
David Geffen School of Medicine
University of California, Los Angeles
Los Angeles, CA

Cara A. Vaccarello
Wisconsin Center for Education Research
University of Wisconsin, Madison
Madison, WI

Kris Varjas
Department of Psychology
Georgia State University
Atlanta, GA

Laura Vollmer
Wisconsin Center for Education Research
University of Wisconsin, Madison
Madison, WI

Robert J. Volpe
Department of Counseling and Applied Educational Psychology
Northeastern University
Boston, MA

Tonya S. Watson
Department of Educational Psychology
Miami University
Oxford, OH

T. Steuart Watson
Department of Educational Psychology
Miami University
Oxford, OH

Susan M. Wilczynski
The National Autism Center
Randolph, MA

Barbara Willard
4 Kids Early Learning Program
Heritage Health Foundation, Inc.
Pittsburgh, PA

Christina Zafiris
Jackson Memorial Hospital
University of Miami Medical School
Miami, FL

Victoria Zeiger
The National Autism Center
Randolph, MA

Lonnie K. Zeltzer
Department of Pediatrics
David Geffen School of Medicine
University of California, Los Angeles
Los Angeles, CA

Zheng Zhou
Dept. of Psychology
St. John's University
Queens, NY 11439

Sharon Zumbrunn
Department of Educational Psychology
University of Nebraska
Lincoln, NE

Dear Customer,

Also Available As:

The Oxford Handbook of School Psychology

Edited by Melissa A. Bray, Ph.D. and Thomas J. Kehle, Ph.D. Series edited by Peter E. Nathan, Ph.D.

The Oxford Handbook of School Psychology

Edited by Melissa A. Bray, Ph.D. and Thomas J. Kehle, Ph.D. Series edited by Peter E. Nathan, Ph.D.

Description

The Oxford Handbook of School Psychology

Edited by Melissa A. Bray, Ph.D. and Thomas J. Kehle, Ph.D. Series edited by Peter E. Nathan, Ph.D.

Table of Contents

The Oxford Handbook of School Psychology

Edited by Melissa A. Bray, Ph.D. and Thomas J. Kehle, Ph.D. Series edited by Peter E. Nathan, Ph.D.

Author Information

Contributors:

The Oxford Handbook of School Psychology

Edited by Melissa A. Bray, Ph.D. and Thomas J. Kehle, Ph.D. Series edited by Peter E. Nathan, Ph.D.

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Edited by Melissa A. Bray, Ph.D. and Thomas J. Kehle, Ph.D.
Series edited by Peter E. Nathan, Ph.D.

Edited by Melissa A. Bray, Ph.D. and Thomas J. Kehle, Ph.D.
Series edited by Peter E. Nathan, Ph.D.

Edited by Melissa A. Bray, Ph.D. and Thomas J. Kehle, Ph.D.
Series edited by Peter E. Nathan, Ph.D.

Edited by Melissa A. Bray, Ph.D. and Thomas J. Kehle, Ph.D.
Series edited by Peter E. Nathan, Ph.D.

Edited by Melissa A. Bray, Ph.D. and Thomas J. Kehle, Ph.D.
Series edited by Peter E. Nathan, Ph.D.