The Cambridge Handbook of Applied School Psychology PDF
Preview The Cambridge Handbook of Applied School Psychology
TheCambridgeHandbookofAppliedSchoolPsychology Practicebooksareoftensimple“howto”listsorstraightforward“recipes,” and hence the practitioner does not learnwhythe activity is related to the outcometheyseek.Inessence,theylosehowthespecificsofthepracticeare relatedtothetheoryofchangeorthetheoryofhowtheproblemdeveloped in the first place. This leads to practitioners potentially removing crucial elementsofbestpracticeprocedureswhenmakingmodificationstotackle new or different problems in an unfamiliar context. By understanding the theoretical underpinnings, practitioners can better plan for adjustments becausetheyknowhowtheoutcomestheyseekareinformedbythetheory. Engagingly written and perfect for day-to-day use, this book translates state-of-the-art research and interdisciplinary theory into practical recom- mendationsforthoseworkingwithchildrenandadolescents. frank c. worrell isaprofessorofschoolpsychologyattheUniversity ofCalifornia,Berkeley,USA.Hehaswonmultipleawardsforhisresearch and is a fellow of the American Psychological Association, the American Educational Research Association, and the Association for Psychological Science. tammy l. hughes is a professor of school psychology at Duquesne University in Pittsburgh, USA. A school psychologist, licensed psycholo- gist, and board-certified in school psychology, she is a Fellow of the AmericanPsychologicalAssociation. dante d. dixson isanassistantprofessoratMichiganStateUniversity, USA,withintheSchoolandEducationPsychologyPrograms.Hecurrently serves as a board member for the Roeper Institute, the Michigan AssociationofGiftedChildren,andBoysHopeGirlsHopeDetroit. Published online by Cambridge University Press Published online by Cambridge University Press The Cambridge Handbook of Applied School Psychology Editedby Frank C. Worrell UniversityofCalifornia,Berkeley Tammy L. Hughes DuquesneUniversity Dante D. Dixson MichiganStateUniversity Published online by Cambridge University Press UniversityPrintingHouse,CambridgeCB28BS,UnitedKingdom OneLibertyPlaza,20thFloor,NewYork,NY10006,USA 477WilliamstownRoad,PortMelbourne,VIC3207,Australia 314–321,3rdFloor,Plot3,SplendorForum,JasolaDistrictCentre, NewDelhi–110025,India 79AnsonRoad,#06–04/06,Singapore079906 CambridgeUniversityPressispartoftheUniversityofCambridge. ItfurtherstheUniversity’smissionbydisseminatingknowledgeinthepursuitof education,learning,andresearchatthehighestinternationallevelsofexcellence. www.cambridge.org Informationonthistitle:www.cambridge.org/9781108415965 DOI:10.1017/9781108235532 ©CambridgeUniversityPress2020 Thispublicationisincopyright.Subjecttostatutoryexception andtotheprovisionsofrelevantcollectivelicensingagreements, noreproductionofanypartmaytakeplacewithoutthewritten permissionofCambridgeUniversityPress. Firstpublished2020 AcataloguerecordforthispublicationisavailablefromtheBritishLibrary. LibraryofCongressCataloging-in-PublicationData Names:Worrell,FrankC.,editor.|Hughes,TammyL.,1969–editor.|Dixson, DanteD.,1989–editor. Title:TheCambridgehandbookofappliedschoolpsychology/Editedby FrankC.Worrell,UCBerkeley,TammyL.Hughes,DuquesneUniversity, DanteD.Dixson,MichiganStateUniversity. Othertitles:Handbookofappliedschoolpsychology Description:Cambridge,UnitedKingdom;NewYork,NY:CambridgeUniversity Press,2020.|Series:Cambridgehandbooksinpsychology|Includesbibliographical referencesandindex. Identifiers:LCCN2019051686(print)|LCCN2019051687(ebook)| ISBN9781108415965(hardback)|ISBN9781108235532(ebook) Subjects:LCSH:Schoolpsychology.|Specialeducation.|Studentswithdisabilities. Classification:LCCLB1027.55.C362020(print)|LCCLB1027.55(ebook)| DDC370.15–dc23 LCrecordavailableathttps://lccn.loc.gov/2019051686 LCebookrecordavailableathttps://lccn.loc.gov/2019051687 ISBN978-1-108-41596-5Hardback ISBN978-1-108-40125-8Paperback CambridgeUniversityPresshasnoresponsibilityforthepersistenceoraccuracyof URLsforexternalorthird-partyinternetwebsitesreferredtointhispublication anddoesnotguaranteethatanycontentonsuchwebsitesis,orwillremain, accurateorappropriate. Published online by Cambridge University Press Contents ListofContributors pageix ContributorBiographies xiv Acknowledgments xxx 1 BroadeningtheFocusofSchoolPsychologyPractice 1 frank c. worrell, tammy l. hughes, and dante d. dixson PartI Individual-LevelAcademicInterventions 9 2 EnhancingReadingMotivationinSchools 11 jamie zibulskyandlilyschwartz 3 Addressing“Won’tDo”IssuesinMathematics christopher h. skinner, shelby wright, and elizabeth 30 mccallum 4 LearningDisabilitiesinMathematics 48 amanda mckerracher 5 ExecutiveFunctionandSchoolPerformance 64 cynthia a. riccio and maria j. castro PartII Teacher-andSystem-LevelInterventions 83 6 School-BasedInterventions 85 nicholas gelbar and lea a. theodore 7 HelpingTeachersUseProgressMonitoringData forInterventionDecisions 102 matthewk. burns, lisa n. aguilar, and crystal n. taylor 8 SupportingTeachersinTier1Instruction:UseofCoaching andFormativeAssessment 120 adam j. lekwa and linda a. reddy 9 TheAcademicSupportIndex:AToolforContextualizing StudentData 138 david stevens v Published online by Cambridge University Press vi Contents PartIII InterventionsfromEducationalandSocial/Personality Psychology 155 10 BelonginginSchools:ASocialPsychologicalPerspective amanda d. perez, randy t. lee, and rodolfo 157 mendoza-denton 11 Cross-Race/EthnicFriendshipsinSchool 170 sandra graham and kara kogachi 12 Self-RegulatedLearninginSchoolContexts timothy j. cleary, gregory l. callan, 194 and erica r. pawlo 13 SchoolEnvironmentsthatFacilitateDelayingGratification 213 he´ferbembenutty 14 UnderstandingandCultivatingHopeinSchool 224 dante d. dixson 15 SchoolSettingsthatFacilitateHighTeacherExpectations 239 christine m. rubie-davies and annaline flint 16 ParentalAutonomyandRelatednessSupport 260 john mark froiland 17 PreventingandMinimizingStereotypeThreatinSchool Settings 277 jennifer randall crosby 18 TheHiddenClassroom:HowGenderStereotypesImpact AcademicAchievement antonya m. gonzalez, hee jaejulie oh, and andrew 295 s. baron PartIV BehavioralandSocial-EmotionalInterventions 315 19 InternalizingProblemsandDisordersofChildhood randy w. kamphaus, emily walden, and dianna 317 carrizales-engelmann 20 AdolescentSuicidalBehaviorinSchools:WhattoKnow andWhattoDo 335 jamesj. mazza and david n. miller 21 EmotionalDisturbanceversusSocialMaladjustment 353 tammy l.hughes, michael e. tansy, and elizabeth a. pask 22 AutismSpectrumDisorderandIllegalActs 369 elizabeth a. pask and tammy l. hughes Published online by Cambridge University Press Contents vii 23 EffectiveBullyingPreventionandInterventionStrategies forSchoolProfessionals susan m. swearer, allen g. garcia, ana m. damme, 388 shir palmon, nicholasj. asay,and mario j. scalora 24 PrinciplesofPreventionandInterventiontoCloseDiscipline GapsinSchools 409 anne gregory and russell j. skiba 25 SocialandEmotionalLearninginSchools 428 james c. diperna, jenniferr. frey, and susan c.hart PartV HealthandPediatricInterventions 451 26 ImpairmentsRelatedtoMedicalConditions 453 david l. wodrich 27 PsychologicalConsiderationsforAsthma melissa a. bray, melissa m. root, meiko howell, 471 and evelyn bilias-lolis 28 SubstanceUseandMisusePrevention:Guidance forPractitioners 481 sheila yu and steve sussman 29 CoordinatingServiceswithNonschoolProviders 500 maria e. golden and george j. dupaul PartVI FamilyConnectionsandLifeTransitions 517 30 Parent–TeacherRelationships 519 kathleen m. minke and jordana s. woodford 31 TheSchoolPsychologist’sRoleinFacilitatingtheTransition toCollege 538 judith kaufman and camilla s.øverup 32 TransitionfromSchooltoWorkwithinaTheory-based Problem-SolvingFramework 553 ara j.schmitt, jamieyarbrough, and jenna m. hennessey PartVII SpecialPopulations 577 33 SchoolPsychologistsinEarlyChildhoodSettings vincent c. alfonso,susan f. ruby, adriana m. wissel, 579 and jaleh davari 34 IdentifyingandServingGiftedandTalentedStudents paula olszewski-kubilius, frank c. worrell, and rena 598 f. subotnik Published online by Cambridge University Press viii Contents 35 HowBesttoServeCourt-InvolvedYouthinSchools 613 jamesr.andretta 36 School-BasedInterventionsforRefugeeChildren andAdolescents 634 zuhra teja and frank c. worrell PartVIII Conclusion 655 37 RisingtotheChallenge:ASchoolPsychologyforAllStudents 657 frank c. worrell, danted. dixson, and tammy l. hughes Index 672 Published online by Cambridge University Press Contributors lisan.aguilar,PhD,AssistantProfessor,SchoolofEducation,IndianaUniversity, Bloomington,IN. vincentc.alfonso,PhD,FormerDean,SchoolofEducation,GonzagaUniversity, Spokane,WA. jamesr.andretta,PhD,PostdoctoralFellow,SuperiorCourtoftheDistrictof Columbia,CourtSocialServicesDivision,Washington,DC. nicholasj.asay,eds,SchoolPsychologist,RobbinsdaleAreaSchools, Minneapolis,MN. andrews.baron,PhD,AssociateProfessor,DepartmentofPsychology,University ofBritishColumbia,Vancouver,BC. he´ferbembenutty,PhD,AssociateProfessor,DepartmentofSecondary EducationandYouthServices,QueensCollegeoftheCityUniversityofNewYork, Queens,NY. evelynbilias-lolis,PhD,AssociateProfessor,DepartmentofPsychologicaland EducationalConsultationintheGraduateSchoolofEducationandAllied Professions,FairfieldUniversity,Fairfield,CT. melissaa.bray,PhD,ProfessorandDirectoroftheSchoolPsychologyProgram, NeagSchoolofEducation,UniversityofConnecticut,Storrs,CT. matthewk.burns,PhD,Professor,DepartmentofSpecialEducation,University ofMissouri,Columbia,MO. gregoryl.callan,PhD,AssistantProfessor,PsychologyDepartmentandSchool Psychology,UtahStateUniversity,Logan,UT. diannacarrizales-engelmann,PhD,DirectorofAdministrationandEquity, CollegeofEducation,UniversityofOregon,Eugene,OR. mariaj.castro,ma,med,PhDCandidate,SchoolPsychology,TexasA&M University,CollegeStation,TX. timothyj.cleary,PhD,AssociateProfessor,GraduateSchoolofAppliedand ProfessionalPsychology,RutgersUniversity,Piscataway,NJ. ix Published online by Cambridge University Press x ListofContributors jenniferrandallcrosby,PhD,PsychOneCoordinator,StanfordUniversity, Stanford,CA. anam.damme,ma,bcba,plmhp,PhDCandidate,EducationalPsychology, UniversityofNebraska-Lincoln,Lincoln,NE. jalehdavari,ma,ncc,PhDCandidate,CounselingPsychology,GeorgiaState University,Atlanta,GA. jamesc.diperna,PhD,ProfessorandDirectoroftheSchoolPsychologyProgram, EducationalPsychology,Counseling,andSpecialEducation,ThePennsylvania StateUniversity,UniversityPark,PA. danted.dixson,PhD,AssistantProfessor,SchoolandEducationalPsychology, DepartmentofCounseling,EducationalPsychology,andSpecialEducation,College ofEducation,MichiganStateUniversity,EastLansing,MI. georgej.dupaul,PhD,Professor,SchoolPsychologyProgram,LehighUniversity, Bethlehem,PA. annalineflint,med,PhDCandidate,SchoolofLearning,Developmentand ProfessionalPractice,UniversityofAuckland,Auckland,NewZealand. jenniferr.frey,PhD,bcba-d,AssociateProfessor,SpecialEducationand DisabilityStudies,GeorgeWashingtonUniversity,Washington,DC. johnmarkfroiland,PhD,ClinicalAssistantProfessor,CollegeofEducation, PurdueUniversity,WestLafayette,IN. alleng.garcia,ma,PhDCandidate,EducationalPsychology,Universityof Nebraska-Lincoln,Lincoln,NE. nicholas gelbar, PhD, Assistant Professor, Department of Community Medicine and Health Care, University of Connecticut School of Medicine, Farmington, CT. mariae.golden,PhD,GeisingerMedicalCenter,Danville,PA. antonyam.gonzalez,PhD,AssistantProfessor,DepartmentofPsychology, WesternWashingtonUniversity,Bellingham,WA. sandragraham,PhD,DistinguishedProfessor,DepartmentofEducation, UniversityofCalifornia,LosAngeles,LosAngeles,CA. annegregory,PhD,Professor,GraduateSchoolofAppliedandProfessional Psychology,RutgersUniversity,Piscataway,NJ. susanc.hart,ms,med,ResearchProjectManager,EducationalPsychology, Counseling,andSpecialEducation,ThePennsylvaniaStateUniversity,University Park,PA. jennam.hennessey,PhD,AssociateProfessor,DepartmentofEducationaland SchoolPsychology,IndianaUniversityofPennsylvania,Indiana,PA. Published online by Cambridge University Press
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