Behavioral Assessment in Schools, Second Edition: Theory, Research, and Clinical Foundations

excellent textbook choice for graduate-level courses addressing

Table of Contents:
I. Introduction 1. Conceptual Foundations of Behavioral Assessment in Schools Thomas R. Kratochwill and Edward S. Shapiro II. Assessment Techniques 2. Direct Observation in School Settings: Theoretical Issues Christopher H. Skinner, Karen I. Dittmer, and Lorrie A. Howell 3. Direct Observation in the Assessment of Academic Skills Problems Edward J. Daly III and Amy Murdoch 4. Theory and Practice in Conducting Functional Analysis Jennifer J. McComas and F. Charles Mace 5. Analogue Assessment: Research and Practice in Evaluating Emotional and Behavioral Problems John M. Hintze, Gary Stoner, and Mary H. Bull 6. Analogue Assessment: Research and Practice in Evaluating Academic Skills Problems Maribeth Gettinger and Jill K. Seibert 7. Analogue Assessment of Academic Skills: Curriculum-Based Measurement and Performance Assessment Lynn S. Fuchs and Douglas Fuchs 8. Self-Monitoring: Theory and Practice Christine L. Cole and Linda M. Bambara 9. Informant Reports: Theory and Research in Using Child Behavior Rating Scales in School Settings Kenneth W. Merrell 10. Informant Reports: Conceptual and Research Bases of Interviews with Parents and Teachers Barbara Rybski Beaver and R. T. Busse 11. Self-Reports: Theory and Research in Using Rating Scale Measures Tanya L. Eckert, Erin K. Dunn, Katie M. Guiney, and Robin S. Codding 12. Self-Reports: Theory and Practice in Interviewing Children Stephanie H. McConaughy III. Issues in Child and Adolescent Assessment 13. Psychometric Qualities of Professional Practice David W. Barnett, Francis E. Lentz, Jr., and Gregg Macmann 14. Legal and Ethical Issues in Child and Adolescent Assessment Julia E. McGivern and Ann M. Marquart 15. Assessment of Ethnic and Linguistic Minority Children Stephen M. Quintana, Elisa M. Castillo, and Manuel X. Zamarripa 16. Educational and Psychiatric Classification Systems Thomas J. Power and Ricardo B. Eiraldi

About the Author :
Edward S. Shapiro, PhD, is Professor of School Psychology and Chairperson of the Department of Education and Human Services at Lehigh University. The former editor of School Psychology Review, he is the author or coauthor of several books, including Academic Skills Problems, Second Edition; Academic Skills Problems Workbook; and Behavior Change in the Classroom. Currently, Dr. Shapiro is codirecting a project focused on training doctoral school psychologists as Pediatric School Psychologists. This model attempts to train students to integrate children's health care, psychological, and educational needs within school settings. Thomas R. Kratochwill, PhD, is Director of the School Psychology Program and Psychoeducational Clinic at the University of Wisconsin-Madison. Dr. Kratochwill has been associate editor of Behavior Therapy, the Journal of Applied Behavior Analysis, and School Psychology Review, and was selected as the founding editor of the APA Division 16 journal, Professional School Psychology (nowSchool Psychology Quarterly). He is president of the Society for the Study of School Psychology and coauthor of the Task Force on Empirically Supported Interventions in School Psychology. Dr. Kratochwill has written or edited 23 books and made more than 100 presentations at professional meetings.

Review :
"As we have come to expect from Shapiro and Kratochwill, this is a comprehensive, thoughtful, and up-to-date volume. Topics represented include not only the classics, such as direct observation and functional analysis, but also curriculum-based assessment and self-monitoring strategies. This second edition represents the new 'gold standard' for students, researchers, and practitioners." --Cindy Carlson, PhD, University of Texas, Austin "This volume is a thinking person's guide to behavioral assessment methodology. The esteemed contributors integrate theory and practice admirably. Students who use this text will gain a sophisticated understanding of these techniques, learning not only how to use them, but also why." --Randy Kamphaus, PhD, University of Georgia "This volume is inclusive in scope and exclusive in the selection of chapter authors, who are among today's leading scholars in the field. Encompassed are an impressive array of direct and indirect behavioral assessment approaches that have relevance for both academic and nonacademic concerns. Behavioral assessment is conceptualized within a data-based, problem-solving framework that is widely employed within contemporary educational settings and that facilitates mandated assessment-treatment linkages. Incorporating numerous tables and figures to illustrate research reviews and practice guidelines, this volume is a 'must read' for advanced graduate students and practitioners in child clinical and school psychology. It is an excellent textbook choice for graduate-level courses addressing child behavioral assessment."--Cathy F. Telzrow, PhD, ABPP, School Psychology Program, Kent State University