Table of Contents

I. The School Psychologist as a Problem Solver: Establishing a Foundation and a Vision
1. The School Psychologist as a Problem Solver in the 21st Century: Rationale and Role Definition, Ruth A. Ervin, Gretchen Gimpel Peacock, and Kenneth W. Merrell
2. Choosing Targets for Assessment and Intervention: Improving Important Student Outcomes, Renee O. Hawkins, David W. Barnett, Julie Q. Morrison, and Shobana Musti-Rao
II. Assessment and Analysis: Focus on Academic Outcomes
3. Analysis of Universal Academic Data to Plan, Implement, and Evaluate Schoolwide Improvement, Amanda M. VanDerHeyden
4. Assessment of Cognitive Abilities and Cognitive Processes: Issues, Applications, and Fit within a Problem-Solving Model, Randy G. Floyd
5. Assessment of Academic Skills in Reading within a Problem-Solving Model, Amanda M. Marcotte and John M. Hintze
6. Assessment of Academic Skills in Math within a Problem-Solving Model, Matthew K. Burns and David A. Klingbeil
7. Assessment of Academic Skills in Written Expression within a Problem-Solving Model, Kristin A. Gansle and George H. Noell
8. Selecting Academic Interventions for Individual Students, Edward J. Daly III, Kristi L. Hofstadter, Rebecca S. Martinez, and Melissa Andersen
III. Assessment and Analysis: Focus on Social Emotional and Behavioral Outcomes
9. Schoolwide Analysis of Data for Social Behavior Problems: Assessing Outcomes, Selecting Targets for Intervention, and Identifying Need for Support, Kent McIntosh, Wendy M. Reinke, and Keith C. Herman
10. Assessing Disruptive Behavior within a Problem-Solving Model, Brian K. Martens and Scott P. Ardoin
11. Assessing Internalizing Problems and Well-Being, David N. Miller
12. Using Functional Assessment to Select Behavioral Interventions, Kevin M. Jones and Katherine F. Wickstrom
IV. Implementing Prevention and Intervention Strategies
13. Guidelines for Evidence-Based Practice in Selecting Interventions, Karen Callan Stoiber and Jennifer L. DeSmet
14. Proactive Strategies for Promoting Learning, Kenneth W. Howell and Joan Schumann
15. Proactive Strategies for Promoting Social Competence and Resilience, Kenneth W. Merrell, Verity H. Levitt, and Barbara A. Gueldner
16. Evidence-Based Reading Instruction: Developing and Implementing Reading Programs at the Core, Supplemental, and Intervention Levels, Sylvia Linan-Thompson and Sharon Vaughn
17. Evidence-Based Math Instruction: Developing and Implementing Math Intervention Programs at the Core, Supplemental, and Intervention Levels, David J. Chard, Leanne R. Ketterlin-Geller, Kathleen Jungjohann, and Scott K. Baker
18. Evidence-Based Written Language Instruction: Teaching Written Language Skills at the Core, Merilee McCurdy, Stephanie Schmitz, and Amanda Albertson
19. Peer-Mediated Intervention Strategies, Leslie MacKay, Theresa Andreou, and Ruth A. Ervin
20. Self-Management Interventions, Kathryn E. Hoff and Kristin D. Sawka-Miller
21. Interventions for Homework Problems, Donna Gilbertson and Rebecca Sonnek
22. Teaching Functional Life Skills to Children with Developmental Disabilities: Acquisition, Generalization, and Maintenance, Ronnie Detrich and Thomas S. Higbee
23. Parents and School Psychologists as Child Behavior Problem-Solving Partners: Helpful Concepts and Applications, Patrick C. Friman, Jennifer L. Volz, and Kimberly A. Haugen
24. Parent Training: Working with Families to Develop and Implement Interventions, Mark D. Shriver and Keith D. Allen
25. Problem-Solving Skills Training: Theory and Practice in the School Setting, Bryan Bushman and Gretchen Gimpel Peacock
26. Cognitive-Behavioral Interventions for Depression and Anxiety, Susan M. Swearer, Jami E. Givens, and Lynae J. Frerichs
27. Strategies for Working with Severe Challenging and Violent Behavior, Lee Kern, Jaime L. Benson, and Nathan H. Clemens
28. Psychopharmacological Interventions, George J. DuPaul, Lisa L. Weyandt, and Genery D. Booster
V. Evaluating Interventions
29. Summarizing, Evaluating, and Drawing Inferences from Intervention Data, Edward J. Daly III, David W. Barnett, Sara Kupzyk, Kristi Hofstadter, and Elizabeth Barkley
30. Empirical and Pragmatic Issues in Assessing and Supporting Intervention Implementation in Schools, George H. Noell
VI. Building Systems to Support the Problem-Solving Model
31. Collaboration across Systems to Support Children and Families, Susan M. Sheridan, Katie L. Magee, Carrie A. Blevins, and Michelle S. Swanger-Gagné
32. The School Psychologist's Role in Assisting School Staff in Establishing Systems to Manage, Understand, and Use Data, Elizabeth Schaughency, Brent Alsop, and Anna Dawson
33. Implementing the Problem-Solving Model with Culturally and Linguistically Diverse Students, Robert L. Rhodes
34. Making Problem-Solving School Psychology Work in Schools, W. David Tilly III, Bradley C. Niebling, and Alecia Rahn-Blakeslee

About the Author

Edited by Kenneth W. Merrell, PhD, University of Oregon, USA, Ruth A. Ervin, PhD, University of British Columbia, Vancouver, BC, Canada, and Gretchen Gimpel Peacock, PhD, Utah State University, USA.

Reviews

"The editors have brought together some of the field's best authors to produce a unique resource that will meet the needs of both experienced practitioners and those new to the profession. The Handbook will be especially important for practitioners in the midst of shifting their practice to support response to intervention (RTI) in general and special education--the consistent problem-solving focus is exactly what is needed." - Michael Vanderwood, Graduate School of Education, University of California-Riverside, USA "The volume offers a wealth of evidence-based strategies for working with children exhibiting a wide range of academic and behavioral problems. Readers will greatly appreciate the practicality and clarity of the problem-solving procedures provided throughout the chapters. Graduate students and practitioners will find themselves frequently consulting this excellent handbook for guidance on both assessment and intervention." - George Bear, School Psychology Program, University of Delaware, USA "This comprehensive book applies the problem-solving model to both academic and social-emotional problems. The authors address topics that are highly relevant for school psychologists who are moving beyond the traditional assessment role, and I was impressed with the breadth and scope of their treatment. The style is concise, capturing the essence of what practitioners need to know and do. The book is appropriate for both graduate students and professionals. Sections and chapters are well organized, making it easy to pinpoint specific topics during practicum and internship classes." - Ellie L. Young, Department of Counseling Psychology and Special Education, Brigham Young University, USA