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The Handbook of University and Professional Careers in School
Psychology is a comprehensive resource for school psychologists in
doctoral training or currently appointed to positions in
universities and other clinical professional settings. Across 30
unique chapters, experts in the field offer diverse, experienced
perspectives on accessing resources, building skills, navigating
difficult experiences, and flourishing in all major facets of the
profession. The book places special emphasis on development
throughout the career lifespan and the empowerment of women, people
of color, and scholars from outside of the United States.
The Handbook of University and Professional Careers in School
Psychology is a comprehensive resource for school psychologists in
doctoral training or currently appointed to positions in
universities and other clinical professional settings. Across 30
unique chapters, experts in the field offer diverse, experienced
perspectives on accessing resources, building skills, navigating
difficult experiences, and flourishing in all major facets of the
profession. The book places special emphasis on development
throughout the career lifespan and the empowerment of women, people
of color, and scholars from outside of the United States.
Publishing in School Psychology and Related Fields aims to help
students, early career professionals, and seasoned scholars alike
better understand the process of peer-review and publishing in
journals, books, and other professional-oriented forums. Edited by
a former editor of the Journal of School Psychology and containing
chapters from insiders who have operated as productive authors,
reviewers, and editors, this informative new resource contains
practical and invaluable advice for anyone looking to increase
their scholarly productivity and jump start their career.
Publishing in School Psychology and Related Fields aims to help
students, early career professionals, and seasoned scholars alike
better understand the process of peer-review and publishing in
journals, books, and other professional-oriented forums. Edited by
a former editor of the Journal of School Psychology and containing
chapters from insiders who have operated as productive authors,
reviewers, and editors, this informative new resource contains
practical and invaluable advice for anyone looking to increase
their scholarly productivity and jump start their career.
This book is a practical guide to the intellectual assessment of
children and adolescents in the schools. Although primarily
intended for graduate students in school psychology training
programs and practicing school psychologists, it should also be
useful for those involved with making decisions in schools that are
based, in part, on the results of intelligence tests, including
counselors, teachers, administrators, and other school personnel.
In writing it, we placed particular emphasis on evidence-based
practices pertaining to the use and interpretation of intelligence
tests. The assessment of intelligence has long been mandated by law
for eligibility determination for special education and related
services. At the current time, however, there is widespread
disagreement about the use and interpretation of intelligence
tests. Nevertheless, none of the currently available books on
intellectual assessment critically reviews the scientific evidence
regarding the critical role played by intelligence tests in the
schools for the determination of eligibility for special education
and related services. One of the main intentions of this book was
to fill that gap and to recommend best practices with scientific
support.
This book is a practical guide to the intellectual assessment of
children and adolescents in the schools. Although primarily
intended for graduate students in school psychology training
programs and practicing school psychologists, it should also be
useful for those involved with making decisions in schools that are
based, in part, on the results of intelligence tests, including
counselors, teachers, administrators, and other school personnel.
In writing it, we placed particular emphasis on evidence-based
practices pertaining to the use and interpretation of intelligence
tests. The assessment of intelligence has long been mandated by law
for eligibility determination for special education and related
services. At the current time, however, there is widespread
disagreement about the use and interpretation of intelligence
tests. Nevertheless, none of the currently available books on
intellectual assessment critically reviews the scientific evidence
regarding the critical role played by intelligence tests in the
schools for the determination of eligibility for special education
and related services. One of the main intentions of this book was
to fill that gap and to recommend best practices with scientific
support.
Widely used to assess social-emotional and behavioral referral
concerns in grades PreK-12, systematic direct observation is an
essential skill for school psychologists and other educators. This
accessible book helps practitioners conduct reliable, accurate
observations using the best available tools. Chapters present
effective coding systems for assessing student classroom behavior,
the classroom environment, behavior in non-classroom settings, and
behavior in a functional assessment context; also provided are
guidelines for developing new codes when an appropriate one does
not already exist. Procedures for summarizing, graphing, and
interpreting data for different assessment purposes are detailed.
In a large-size format for easy photocopying, the book includes 13
reproducible coding forms. Purchasers get access to a Web page
where they can download and print the reproducible materials. This
book is in The Guilford Practical Intervention in the Schools
Series, edited by Sandra M. Chafouleas.
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