Evidence-Based Interventions

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Evidence-Based Interventions Powered By Docstoc
					                                                                     REvIEWSedited By Merryl BuShanSky




older Students                                  with adolescents and adults whose studies
                                                and/or work require frequent written ex-
                                                                                                            The author is thorough in her expla-
                                                                                                       nation of the intervention assistance ap-
                                                                                                                                                               thing found among few other texts within
                                                                                                                                                               the existing literature. Children and Bul-
With LD or ADHD                                 pression (e.g., college papers, reports).
                                                    This book has everything to recom-
                                                                                                       proach to service delivery and does not
                                                                                                       assume that the reader has significant
                                                                                                                                                               lying is composed of 12 chapters and 8
                                                                                                                                                               appendices, including discussions of the
r eVieW ed By S uSan a . S u l l iVa n          mend it. Research related to each topic                background in the current laws (e.g.,                   PV literature (current conceptualization,
                                                is extremely well documented and Dr.                   NCLB, 2001; IDEA, 2004) or in response-                 definitions, etc.), negative sequelae to PV


T        his volume is Dr. Noel Gregg’s most    Gregg has developed easy-to-read tables,               to-intervention (RTI) models. Dr. Rath-                 (e.g., internalizing problems, anger, etc.),
         recent contribution to the field of    diagrams, and flow charts. School psy-                 von provides a concise rationale for uti-               as well as more practical chapters that in-
         educational psychology. In the         chologists who work in high schools, vo-               lizing evidence-based interventions for                 clude suggestions for parents and school
preface, Dr. Gregg stated that her purpose      cational–technical schools, and colleges               academic as well as behavioral difficulties             personnel for responding effectively when
in writing this book was to provide a com-      will find this book an outstanding refer-              and backs up each of these assertions with              a child is a victim of bullying.
prehensive, evidence-                           ence work. Psychologists in private prac-              appropriate research.                                       The first four chapters of the book
                             AdoleSCenTS
based examination of the And AdulTS             tice who may be called upon to evaluate                     Not only does Dr. Rathvon provide                  are generally focused on increasing one’s
academic needs of ado- WiTh leArning            older adolescents or adults in order to                a concise rationale for the importance                  knowledge of PV, including the typical con-
lescents and adults with diSAbiliTieS           determine their eligibility for accommo-               of documenting changes in student out-                  cerns and experiences of parents (Chap-
                             And Adhd:
learning disabilities and/ Assessment and       dations in school or at work will also find            comes (behavioral as well as academic)                  ter 2); understanding bullying terminol-
or ADHD.                     Accommodation      this book invaluable.                                  during the intervention assistance process,             ogy, concepts, and severities (Chapter 3);
                             By N. Gregg
     The book comprises                         Susan A. Sullivan, PhD, is a school psychologist re-   she also discusses some of the barriers to              and contemporary research findings in the
                             2009, Guilford
eight chapters, the first Press                 tired from the Bureau of Indian Affairs. She resides   evaluation and provides specific examples               PV literature (Chapter 4), which includes
four of which discuss                           in Asheville, NC, where she continues to serve her     of measures to use. For instance, she pro-              delineation of victimization experiences
                                                Navajo brothers and sisters as a volunteer member
the importance of accommodations; the           of the Board of Directors of the Eastern Navajo        vides a very good explanation of curricu-               across age groups, among other salient is-
need for adequate documentation; broad          Child Drive, a nonprofit corporation.                  lum-based measurement (CBM) and de-                     sues (e.g., related psychosocial problems,
and specific cognitive processing mea-                                                                 scribes how to calculate percentage gains               reasons children give for bullying, etc.).
surement; and social, emotional, and be-
havioral assessment. The next three chap-
                                                Evidence-Based                                         for assessing response to student academic
                                                                                                       interventions and percentage reductions
                                                                                                                                                                   Chapters 5 through 7 focus on more
                                                                                                                                                               specific topics related to bullying, includ-
ters address the topics of assessment and       Interventions                                          for documenting the impact of behavioral                ing understanding the context of the school
accommodations in the areas of reading,                                                                interventions. She also includes several                environment, “telling” as a response to
writing, and alternative symbol systems         reVieWed By                                            useful examples of data observation forms               bullying, and bully-bystanders. Although
                                                d e n i S e B . a cco r d i n o
(i.e., mathematics, science, foreign lan-                                                              that can be photocopied for personal use.               each of the aforementioned chapters will


                                                E
guage). Finally, the book concludes with                ffective School Interventions would                 School psychologists may find the sug-             be both memorable and useful for the in-
a discussion of accommodations on large-                be an excellent resource text for              gestions for including intervention-ori-                tended audience, readers will likely spend
scale assessments, sometimes referred to                school consultation. Specifically,             ented recommendations in psychological                  most of their time in the final five chap-
as “high stakes” tests (e.g., the National      it would be appropriate for consultants                reports and the specific steps for develop-             ters (i.e., Chapters 8 through 12). Specifi-
Assessment of Educational Progress, the         working to implement empirically vali-                 ing local n
				
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