The Oxford Handbook of School Psychology

Paperback | September 19, 2013

EditorMelissa A. Bray, Thomas J. Kehle

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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-beingThe 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 yearsto come.

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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,...

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.

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Format:PaperbackDimensions:920 pages, 10 × 7 × 0.68 inPublished:September 19, 2013Publisher:Oxford University PressLanguage:English

The following ISBNs are associated with this title:

ISBN - 10:0199348405

ISBN - 13:9780199348404

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Extra Content

Table of Contents

Part One: Introduction and Overview1. Thomas J. Kehle and Melissa A. Bray: Introduction: On Such a Full Sea and We Continue to FlounderPart Two: Historical and Contemporary Issues2. Rik Carl D'Amato, Christina Zafiris, Erica McConnell, and Raymond S. Dean: The History of School Psychology: Understanding the Past to Not Repeat It3. Carrie Ball, Eric Pierson, and David E. McIntosh: The Expanding Role of School PsychologyPart Three: Theoretical Perspectives4. Thomas J. Kehle and Melissa A. Bray: Individual Differences5. Michael K. Gardiner: Theories of IntelligencePart Four: Research Methodology and Data Analysis6. Hariharan Swaminathan, H. Jane Rogers, and Rohini Sen: Research Methodology for Decision-Making in School Psychology7. Hoi K. Suen, Pui-Wa Lei, and Hongli Li: Data Analysis for Effective Decision MakingPart Five: Assessment8. Elaine Clark and Janiece L. Pompa: Advances in Neuroscience and Reading Disabilities9. T. Steuart Watson, Mark W. Steege, and Tonya S. Watson: Functional Assessment of Behavior10. Edward S. Shapiro, Jaime Benson, Nathan Clemens, and Karen L. Gischlar: Academic Assessment11. Deborah J. Tharinger, Lauren S. Krumholz, Cynthia Austin, and May Matson: The Development and Model of Therapeutic Assessment with Children: Application to School-based Assessm12. Maribeth Gettinger, Clarissa Schienebeck, Stephanie Seigel, and Laura Vollmer: Assessment of Classroom Environments13. Robert J. Volpe and Sandra M. Chafouleas: Assessment of Externalizing Behavioral Deficits14. Deficits: Assessment of Internalizing Behavioral Deficits15. H. Lee Swanson: Learning Disabilities: Assessment, Identification and TreatmentPart Six: Intervention16. Cathryn Lehman, Jennifer L. Salaway, Stephen J. Bagnato, Robert M. Grom, and Barbara Willard: Prevention as Early Intervention for Young Children at Risk: Recognition and Response in Early Childhood17. William R. Jenson, Sarah Harward, and Julie M. Bowen: Externalizing Disorders in Children and Adolescents: Behavioral Excess and Behavioral Deficits18. Barbara A. Gueldner and Kenneth W. Merrell: Interventions for Students with Internalizing Behavioral Deficits19. George J. DuPaul, Jocelyn R. Helwig, and Peter M. Slay: Classroom Interventions for Attention and Hyperactivity20. Richard J. Cowan: Social Skills Assessment and Intervention21. Sally M. Reis and Joseph S. Renzulli: Challenging Gifted and Talented Learners with a Continuum of Research-Based Interventions Strategies22. Steven G. Little, Angeleque Akin-Little, and Natasha S. Medley: Interventions to Address School Crises and Violence23. Shannon M. Suldo, E. Scott Huebner, Jessica Michalowski, and Amanda Thalji: Promoting Subjective Well-Being24. Kenneth A. Kavale and Lucinda S. Spaulding: Efficacy of Special Education25. Virginia W. Berninger, Michel Fayol, and Nicole Alston-Abel: Academic Interventions: What School Psychologists Need to Know for Their Assessment and Problem Solving Consultation Roles26. Susan M. Wilczynski, Laura Fisher, Leslie Sutro, Jennifer Bass, Dipti Mudgal, Victoria Zeiger, Lauren Christian, and Jesse Logue: Evidence-based Practice and Autism Spectrum Disorders27. Beth Doll, Kristin Jones, Allison Champion, Allison Osborn, Sharon Zumbrunn, Alyssa Collaro, and Chelsie Guerrero: The ClassMaps Framework for Data-Based, Classwide Classroom Management28. Frank M. Gresham: Response to Intervention: Conceptual Foundations and Evidence-Based Practices29. Tony D. Crespi and Denise E. Laframboise: Counseling in the Practice of School Psychology30. Susan G. Forman and Jeffrey S. Selman: Systems-Based Service Delivery in School Psychology31. Lisa M. Hagermoser Sanetti and Brandi Simonsen: Positive Behavioral Supports32. Caroline N. Racine Gilles, Thomas R. Kratochwill, Jacquelyn N. Felt, Clarissa Schienebeck, and Cara A. Vaccarello: Problem Solving Consultation: Applications in Evidence-Based Prevention and InterventionPart Seven: Medical Problems33. LeAdelle Phelps: Pediatric Health-Related Disorders: Prevention and Early Intervention34. Thomas Kubiszyn: Pediatric Psychopharmacology35. Laura B. Allen, Jennie C. I. Tsao, Caryn Freeman, and Lonnie K. Zeltzer: Psychologically-Based Treatments for Children with Medical ProblemsPart Eight: Professional Issues36. Angie Dahl, Kathryn E. Hoff, Gretchen Gimpel Peacock, and Ruth A. Ervin: The Influence of Legislation on the Practice of School Psychology37. Kathleen M. McNamara: Ethical Considerations in the Practice of School Psychology38. Rich Gilman, Kristen Missall, and Ryan Macks: Emerging Trends in the Preparation of School Psychologists for Practice39. Laura M. Crothers, Lea A. Theodore, and Tammy L. Hughes: Program Planning and Evaluation40. Bonnie Kaul Nastasi and Kris Varjas: International Development of School PsychologyPart Nine: Conclusions and Future Directions41. Jack A. Cummings: Technology in the Practice of School Psychology: The Future is Past Tense42. Zhang Zhou: The Clinical Interview in Mathematics Assessment and Intervention: The Case of Fractions43. Tanya L. Eckert: Conclusion: Evolution of School Psychology