| 000 | 09265cam a2200373 a 4500 | ||
|---|---|---|---|
| 001 | ocn308192076 | ||
| 003 | OCoLC | ||
| 005 | 20251028093315.0 | ||
| 008 | 090706s2010 nyua b 001 0 eng | ||
| 035 | _a(Sirsi) o308192076 | ||
| 040 |
_aDLC _beng _cDLC _dYDX _dBTCTA _dYDXCP _dBWX _dSINIE _dCDX _dHEBIS _dLMR _dDEBBG _dWEA _dOCLCQ _dJYJ _dOKN _dBDX _dSTJ _dOCLCF _dPHUSC _dOCLCQ _dCHVBK _dOCLCO _dVF$ |
||
| 035 | _a(OCoLC)308192076 | ||
| 043 | _an-us--- | ||
| 050 | 0 | 0 |
_aLB 1027.55 _b.P72 2010 |
| 049 | _aVF$A | ||
| 245 | 0 | 0 |
_aPractical handbook of school psychology : _beffective practices for the 21st century / _cedited by Gretchen Gimpel Peacock [and others]. |
| 260 |
_aNew York ; _aLondon : _bGuilford Press, _c2010. |
||
| 300 |
_axiii, 626 pages : _billustrations ; _c27 cm |
||
| 336 |
_atext _btxt _2rdacontent |
||
| 337 |
_aunmediated _bn _2rdamedia |
||
| 338 |
_avolume _bnc _2rdacarrier |
||
| 504 | _aIncludes bibliographical references and indexes. | ||
| 505 | 0 | 0 |
_tSchool psychologist as a problem solver in the 21st century: rationale and role definition / _rRuth A. Ervin, Gretchen Gimpel Peacock, and Kenneth W. Merrell -- _tChoosing targets for assessment and intervention : improving important student outcomes / _rRenee O. Hawkins [and others] -- _tAnalysis of universal academic data to plan, implement, and evaluate schoolwide improvement / _rAmanda M. VanDerHeyden -- _tAssessment of cognitive abilities and cognitive processes : issues, applications, and fit within a problem-solving model / _rRandy G. Floyd -- _tAssessment of academic skills in reading within a problem-solving model / _rAmanda M. Marcotte and John M. Hintze -- _tAssessment of academic skills in math within a problem-solving model / _rMatthew K. Burns and David A. Klingbeil -- _tAssessment of skills in written expression within a problem-solving model / _rKristin A. Gansle and George H. Noell -- _tSelecting academic interventions for individual students / _rEdward J. Daly III [and others] -- _tSchoolwide analysis of data for social behavior problems : assessing outcomes, selecting targets for intervention, and identifying need for support / _rKent McIntosh, Wendy M. Reinke, and Keith C. Herman -- _tAssessing disruptive behavior within a problem-solving model / _rBrian K. Martens and Scott P. Ardoin -- _tAssessing internalizing problems and well-being / _rDavid N. Miller -- _tUsing functional assessment to select behavioral interventions / _rKevin M. Jones and Katherine F. Wickstrom -- _tGuidelines for evidence-based practice in selecting interventions / _rKaren Callan Stoiber and Jennifer L. DeSmet -- _tProactive strategies for promoting learning / _rKenneth W. Howell and Joan Schumann -- _tProactive strategies for promoting social competence and resilience / _rKenneth W. Merrell, Verity H. Levitt, and Barbara A. Gueldner -- _tEvidence-based reading instruction : developing and implementing reading programs at the core, supplemental, and intervention levels / _rSylvia Linan-Thompson and Sharon Vaughn -- _tEvidence-based math instruction : developing and implementing math programs at the core, supplemental, and intervention levels / _rDavid J. Chard [and others] -- _tEvidence-based written language instruction : developing and implementing written language programs at the core, supplemental, and intervention levels / _rMerilee McCurdy, Stephanie Schmitz, and Amanda Albertson -- _tPeer-mediated intervention strategies / _rLeslie MacKay, Theresa Andreou, and Ruth A. Ervin -- _tSelf-management interventions / _rKathryn E. Hoff and Kristin D. Sawka-Miller -- _tInterventions for homework problems / _rDonna Gilbertson and Rebecca Sonnek -- _tTeaching functional life skills to children with developmental disabilities : acquisition, generalization, and maintenance / _tRonnie Detrich and Thomas S. Higbee -- _tParents and school psychologists as child behavior problem-solving partners : helpful concepts and applications / _rPatrick C. Friman, Jennifer L. Volz, and Kimberly A. Haugen -- _tParent training : working with families to develop and implement interventions / _rMark D. Shriver and Keith D. Allen -- _tProblem-solving skills training : theory and practice in the school setting / _rBryan Bushman and Gretchen Gimpel Peacock -- _tCognitive-behavioral interventions for depression and anxiety / _rSusan M. Swearer, Jami E. Givens, and Lynae J. Frerichs -- _tStrategies for working with severe challenging and violent behavior / _rLee Kern, Jaime L. Benson, and Nathan H. Clemens -- _tPsychopharmacological interventions / _rGeorge J. DuPaul, Lisa L. Weyandt, and Genery D. Booster -- _tSummarizing, evaluating, and drawing inferences from intervention data / _rEdward J. Daly III [and others] -- _tEmpirical and pragmatic issues in assessing and supporting intervention implementation in schools / _rGeorge H. Noell -- _tCollaboration across systems to support children and families / _rSusan M. Sheridan [and others] -- _tSchool psychologist's role in assisting school staff in establishing systems t |
| 520 | _aPart I: The School Psychologist as a Problem Solver: Establishing a Foundation and a Vision. Ervin, Peacock, Merrell, The School Psychologist as a Problem Solver in the 21st Century: Rationale and Role Definition. Hawkins, Barnett, Morrison, Musti-Rao, Choosing Targets for Assessment and Intervention: Improving Important Student Outcomes. Part II: Assessment and Analysis: Focus on Academic Outcomes. VanDerHeyden, Analysis of Universal Academic Data to Plan, Implement, and Evaluate Schoolwide Improvement. Floyd, Assessment of Cognitive Abilities and Cognitive Processes: Issues, Applications, and Fit within a Problem-solving Model: Focusing on Academic Achievement. Marcotte, Hintze, Assessment of Academic Skills in Reading within a Problem-solving Model. Burns, Klingbeil, Assessment of Academic Skills in Math within a Problem-solving Model. Gansle, Noell, Assessment of Academic Skills in Written Expression within a Problem-solving Model. Daly III, Hofstadter, Martinez, Andersen, Selecting Academic Interventions for Individual Students. Part III: Assessment and Analysis: Focus on Social Emotional and Behavioral Outcomes. McIntosh, Reinke, Herman, Schoolwide Analysis of Data for Social Behavior Problems: Assessing Outcomes, Selecting Targets for Intervention, and Identifying Need for Support. Martens, Ardoin, Assessing Disruptive Behavior within a Problem-solving Model. Miller, Assessing Internalizing Problems and Well-being. Jones, Wickstrom, Using Functional Assessment to Select Behavioral Interventions. Part IV: Implementing Prevention and Intervention Strategies. Stoiber, DeSmet, Guidelines for Evidence-based Practice in Selecting Interventions. Howell, Schumann, Proactive Strategies for Promoting Learning. Merrell, Levitt, Gueldner, Proactive Strategies for Promoting Social Competence and Resilience. Linan-Thompson, Vaughn, Evidence-based Reading Instruction: Developing and Implementing Reading Programs at the Core, Supplemental, and Intervention Levels. Chard, Ketterlin-Geller, Jungjohann, Baker, Evidence-based Math Instruction: Developing and Implementing Math Intervention Programs at the Core, Supplemental, and Intervention Levels. McCurdy, Schmitz, Albertson, Evidence-based Written Language Instruction: Teaching Written Language Skills at the Core. MacKay, Andreou, Ervin, Peer-mediated Intervention Strategies. Hoff, Sawka-Miller, Self-management Interventions. Gilbertson, Sonnek, Interventions for Homework Problems. Detrich, Higbee, Teaching Functional Life Skills to Children with Developmental Disabilities: Acquisition, Generalization, and Maintenance. Friman, Volz, Haugen, Parents and School Psychologists as Child Behavior Problem-solving Partners: Helpful Concepts and Applications. Shriver, Allen, Parent Training: Working with Families to Develop and Implement Interventions. Bushman, Peacock, Problem-solving Skills Training: Theory and Practice in the School Setting. Swearer, Givens, Frerichs, Cognitive-Behavioral Interventions for Depression and Anxiety. Kern, Benson, Clemens, Strategies for Working with Severe Challenging and Violent Behavior. DuPaul, Weyandt, Booster, Psychopharmacological Interventions. Part V: Evaluating Interventions. Daly III, Barnett, Kupzyk, Hofstadter, Barkley, Summarizing, Evaluating, and Drawing Inferences from Intervention Data. Noell, Empirical and Pragmatic Issues in Assessing and Supporting Intervention Implementation in Schools. Part VI: Building Systems to Support the Problem-solving Model. Sheridan, Magee, Blevins, Swanger-Gagne, Collaboration across Systems to Support Children and Families. Alsop, Dawson, Schaughency, The School Psychologist's Role in Assisting School Staff in Establishing Systems to Manage, Understand, and Use Data. Rhodes, Implementing the Problem-solving Model with Culturally and Linguistically Diverse Students. Tilly III, Niebling, Rahn-Blakeslee, Making Problem-solving School Psychology Work in Schools. | ||
| 650 | 0 |
_aSchool psychology _zUnited States. |
|
| 650 | 7 |
_aSchool psychology. _2fast _0(OCoLC)fst01107741 |
|
| 651 | 7 |
_aUnited States. _2fast _0(OCoLC)fst01204155 |
|
| 651 | 7 |
_aUSA. _2swd |
|
| 651 | 7 |
_aUSA. _2idszbz |
|
| 651 | 7 |
_aUSA. _0(DE-588)4078704-7 _2gnd |
|
| 700 | 1 | _aGimpel Peacock, Gretchen. | |
| 994 |
_aC0 _bVF$ |
||
| 999 |
_c133845 _d133845 |
||