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.

• Part One: Introduction and Overview 1. Introduction: On Such a Full Sea and We Continue to FlounderThomas J. Kehle and Melissa A. Bray Part Two: Historical and Contemporary Issues 2. The History of School Psychology: Understanding the Past to Not Repeat It Rik Carl D'Amato, Christina Zafiris, Erica McConnell, and Raymond S. Dean 3. The Expanding Role of School PsychologyCarrie Ball, Eric Pierson, and David E. McIntosh Part Three: Theoretical Perspectives 4. Individual DifferencesThomas J. Kehle and Melissa A. Bray 5. Theories of IntelligenceMichael K. Gardner Part Four: Research Methodology and Data Analysis 6. Research Methodology for Decision-Making in School PsychologyHariharan Swaminathan, H. Jane Rogers, and Rohini Sen 7. Data Analysis for Effective Decision MakingHoi K. Suen, Pui-Wa Lei, and Hongli Li Part Five: Assessment 8. Advances in Neuroscience and Reading DisabilitiesElaine Clark and Janiece L. Pompa 9. Functional Assessment of BehaviorT. Steuart Watson, Mark W. Steege, and Tonya S. Watson 10. Academic AssessmentEdward S. Shapiro, Jaime Benson, Nathan Clemens, and Karen L. Gischlar 11. The Development and Model of Therapeutic Assessment with Children: Application to School-based AssessmentDeborah J. Tharinger, Lauren S. Krumholz, Cynthia Austin, and May Matson 12. Assessment of Classroom EnvironmentsMaribeth Gettinger, Clarissa Schienebeck, Stephanie Seigel, and Laura Vollmer 13. Assessment of Externalizing Behavioral Deficits Robert J. Volpe and Sandra M. Chafouleas 14. Assessment of Internalizing Behavioral DeficitsRandy W. Kamphaus and Kristen L. Mays 15. Learning Disabilities: Assessment, Identification and TreatmentH. Lee Swanson Part Six: Intervention 16. Prevention as Early Intervention for Young Children at Risk: Recognition and Response in Early ChildhoodCathryn Lehman, Jennifer L. Salaway, Stephen J. Bagnato, Robert M. Grom, and Barbara Willard 17. Externalizing Disorders in Children and Adolescents: Behavioral Excess and Behavioral DeficitsWilliam R. Jenson, Sarah Harward, and Julie M. Bowen 18. Interventions for Students with Internalizing Behavioral DeficitsBarbara A. Gueldner and Kenneth W. Merrell 19. Classroom Interventions for Attention and HyperactivityGeorge J. DuPaul, Jocelyn R. Helwig, and Peter M. Slay 20. Social Skills Assessment and InterventionRichard J. Cowan 21. Challenging Gifted and Talented Learners with a Continuum of Research-Based Interventions StrategiesSally M. Reis and Joseph S. Renzulli 22. Interventions to Address School Crises and ViolenceSteven G. Little, Angeleque Akin-Little, and Natasha S. Medley 23. Promoting Subjective Well-BeingShannon M. Suldo, E. Scott Huebner, Jessica Michalowski, and Amanda Thalji 24. Efficacy of Special EducationKenneth A. Kavale and Lucinda S. Spaulding 25. Academic Interventions: What School Psychologists Need to Know for Their Assessment and Problem Solving Consultation RolesVirginia W. Berninger, Michel Fayol, and Nicole Alston-Abel 26. Evidence-based Practice and Autism Spectrum DisordersSusan M. Wilczynski, Laura Fisher, Leslie Sutro, Jennifer Bass, Dipti Mudgal, Victoria Zeiger, Lauren Christian, and Jesse Logue 27. The ClassMaps Framework for Data-Based, Classwide Classroom ManagementBeth Doll, Kristin Jones, Allison Champion, Allison Osborn, Sharon Zumbrunn, Alyssa Collaro, and Chelsie Guerrero 28. Response to Intervention: Conceptual Foundations and Evidence-Based PracticesFrank M. Gresham 29. Counseling in the Practice of School PsychologyTony D. Crespi and Denise E. Laframboise 30. Systems-Based Service Delivery in School PsychologySusan G. Forman and Jeffrey S. Selman 31. Positive Behavioral SupportsLisa M. Hagermoser Sanetti and Brandi Simonsen 32. Problem Solving Consultation: Applications in Evidence-Based Prevention and InterventionCaroline N. Racine Gilles, Thomas R. Kratochwill, Jacquelyn N. Felt, Clarissa Schienebeck, and Cara A. Vaccarello Part Seven: Medical Problems 33. Pediatric Health-Related Disorders: Prevention and Early InterventionLeAdelle Phelps 34. Pediatric PsychopharmacologyThomas Kubiszyn 35. Psychologically-Based Treatments for Children with Medical ProblemsLaura B. Allen, Jennie C. I. Tsao, Caryn Freeman, and Lonnie K. Zeltzer Part Eight: Professional Issues 36. The Influence of Legislation on the Practice of School PsychologyAngie Dahl, Kathryn E. Hoff, Gretchen Gimpel Peacock, and Ruth A. Ervin 37. Ethical Considerations in the Practice of School PsychologyKathleen M. McNamara 38. Emerging Trends in the Preparation of School Psychologists for Practice Rich Gilman, Kristen Missall, and Ryan Macks 39. Program Planning and EvaluationLaura M. Crothers, Lea A. Theodore, and Tammy L. Hughes 40. International Development of School PsychologyBonnie Kaul Nastasi and Kris Varjas Part Nine: Conclusions and Future Directions 41. Technology in the Practice of School Psychology: The Future is Past TenseJack A. Cummings 42. The Clinical Interview in Mathematics Assessment and Intervention: The Case of FractionsZheng Zhou 43. Conclusion: Evolution of School PsychologyTanya L. Eckert

"Bray and Kehle have set a new standard for the field. With over 40 chapters by a virtual who's-who in the school psychology community and beyond, this book is comprehensive in both scope and substance. Alongside sections on traditional topics, the handbook includes sections related to more contemporary and pressing concerns such as research methods, professional issues, gifted education, subjective well-being, program evaluation, technology in practice,pediatric psychopharmacology, mathematics assessment, and the role of legislation... An invaluable resource for many years to come." Frank C. Worrell University of California, Berkeley"All the latest legislation is included in this book, which is a resource that should be in the libraries of all professionals who work in school systems." --Doody's

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.

• Part One: Introduction and Overview 1. Introduction: On Such a Full Sea and We Continue to FlounderThomas J. Kehle and Melissa A. Bray Part Two: Historical and Contemporary Issues 2. The History of School Psychology: Understanding the Past to Not Repeat It Rik Carl D'Amato, Christina Zafiris, Erica McConnell, and Raymond S. Dean 3. The Expanding Role of School PsychologyCarrie Ball, Eric Pierson, and David E. McIntosh Part Three: Theoretical Perspectives 4. Individual DifferencesThomas J. Kehle and Melissa A. Bray 5. Theories of IntelligenceMichael K. Gardner Part Four: Research Methodology and Data Analysis 6. Research Methodology for Decision-Making in School PsychologyHariharan Swaminathan, H. Jane Rogers, and Rohini Sen 7. Data Analysis for Effective Decision MakingHoi K. Suen, Pui-Wa Lei, and Hongli Li Part Five: Assessment 8. Advances in Neuroscience and Reading DisabilitiesElaine Clark and Janiece L. Pompa 9. Functional Assessment of BehaviorT. Steuart Watson, Mark W. Steege, and Tonya S. Watson 10. Academic AssessmentEdward S. Shapiro, Jaime Benson, Nathan Clemens, and Karen L. Gischlar 11. The Development and Model of Therapeutic Assessment with Children: Application to School-based AssessmentDeborah J. Tharinger, Lauren S. Krumholz, Cynthia Austin, and May Matson 12. Assessment of Classroom EnvironmentsMaribeth Gettinger, Clarissa Schienebeck, Stephanie Seigel, and Laura Vollmer 13. Assessment of Externalizing Behavioral Deficits Robert J. Volpe and Sandra M. Chafouleas 14. Assessment of Internalizing Behavioral DeficitsRandy W. Kamphaus and Kristen L. Mays 15. Learning Disabilities: Assessment, Identification and TreatmentH. Lee Swanson Part Six: Intervention 16. Prevention as Early Intervention for Young Children at Risk: Recognition and Response in Early ChildhoodCathryn Lehman, Jennifer L. Salaway, Stephen J. Bagnato, Robert M. Grom, and Barbara Willard 17. Externalizing Disorders in Children and Adolescents: Behavioral Excess and Behavioral DeficitsWilliam R. Jenson, Sarah Harward, and Julie M. Bowen 18. Interventions for Students with Internalizing Behavioral DeficitsBarbara A. Gueldner and Kenneth W. Merrell 19. Classroom Interventions for Attention and HyperactivityGeorge J. DuPaul, Jocelyn R. Helwig, and Peter M. Slay 20. Social Skills Assessment and InterventionRichard J. Cowan 21. Challenging Gifted and Talented Learners with a Continuum of Research-Based Interventions StrategiesSally M. Reis and Joseph S. Renzulli 22. Interventions to Address School Crises and ViolenceSteven G. Little, Angeleque Akin-Little, and Natasha S. Medley 23. Promoting Subjective Well-BeingShannon M. Suldo, E. Scott Huebner, Jessica Michalowski, and Amanda Thalji 24. Efficacy of Special EducationKenneth A. Kavale and Lucinda S. Spaulding 25. Academic Interventions: What School Psychologists Need to Know for Their Assessment and Problem Solving Consultation RolesVirginia W. Berninger, Michel Fayol, and Nicole Alston-Abel 26. Evidence-based Practice and Autism Spectrum DisordersSusan M. Wilczynski, Laura Fisher, Leslie Sutro, Jennifer Bass, Dipti Mudgal, Victoria Zeiger, Lauren Christian, and Jesse Logue 27. The ClassMaps Framework for Data-Based, Classwide Classroom ManagementBeth Doll, Kristin Jones, Allison Champion, Allison Osborn, Sharon Zumbrunn, Alyssa Collaro, and Chelsie Guerrero 28. Response to Intervention: Conceptual Foundations and Evidence-Based PracticesFrank M. Gresham 29. Counseling in the Practice of School PsychologyTony D. Crespi and Denise E. Laframboise 30. Systems-Based Service Delivery in School PsychologySusan G. Forman and Jeffrey S. Selman 31. Positive Behavioral SupportsLisa M. Hagermoser Sanetti and Brandi Simonsen 32. Problem Solving Consultation: Applications in Evidence-Based Prevention and InterventionCaroline N. Racine Gilles, Thomas R. Kratochwill, Jacquelyn N. Felt, Clarissa Schienebeck, and Cara A. Vaccarello Part Seven: Medical Problems 33. Pediatric Health-Related Disorders: Prevention and Early InterventionLeAdelle Phelps 34. Pediatric PsychopharmacologyThomas Kubiszyn 35. Psychologically-Based Treatments for Children with Medical ProblemsLaura B. Allen, Jennie C. I. Tsao, Caryn Freeman, and Lonnie K. Zeltzer Part Eight: Professional Issues 36. The Influence of Legislation on the Practice of School PsychologyAngie Dahl, Kathryn E. Hoff, Gretchen Gimpel Peacock, and Ruth A. Ervin 37. Ethical Considerations in the Practice of School PsychologyKathleen M. McNamara 38. Emerging Trends in the Preparation of School Psychologists for Practice Rich Gilman, Kristen Missall, and Ryan Macks 39. Program Planning and EvaluationLaura M. Crothers, Lea A. Theodore, and Tammy L. Hughes 40. International Development of School PsychologyBonnie Kaul Nastasi and Kris Varjas Part Nine: Conclusions and Future Directions 41. Technology in the Practice of School Psychology: The Future is Past TenseJack A. Cummings 42. The Clinical Interview in Mathematics Assessment and Intervention: The Case of FractionsZheng Zhou 43. Conclusion: Evolution of School PsychologyTanya L. Eckert

"Bray and Kehle have set a new standard for the field. With over 40 chapters by a virtual who's-who in the school psychology community and beyond, this book is comprehensive in both scope and substance. Alongside sections on traditional topics, the handbook includes sections related to more contemporary and pressing concerns such as research methods, professional issues, gifted education, subjective well-being, program evaluation, technology in practice,pediatric psychopharmacology, mathematics assessment, and the role of legislation... An invaluable resource for many years to come." Frank C. Worrell University of California, Berkeley"All the latest legislation is included in this book, which is a resource that should be in the libraries of all professionals who work in school systems." --Doody's

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.

• Part One: Introduction and Overview 1. Introduction: On Such a Full Sea and We Continue to FlounderThomas J. Kehle and Melissa A. Bray Part Two: Historical and Contemporary Issues 2. The History of School Psychology: Understanding the Past to Not Repeat It Rik Carl D'Amato, Christina Zafiris, Erica McConnell, and Raymond S. Dean 3. The Expanding Role of School PsychologyCarrie Ball, Eric Pierson, and David E. McIntosh Part Three: Theoretical Perspectives 4. Individual DifferencesThomas J. Kehle and Melissa A. Bray 5. Theories of IntelligenceMichael K. Gardner Part Four: Research Methodology and Data Analysis 6. Research Methodology for Decision-Making in School PsychologyHariharan Swaminathan, H. Jane Rogers, and Rohini Sen 7. Data Analysis for Effective Decision MakingHoi K. Suen, Pui-Wa Lei, and Hongli Li Part Five: Assessment 8. Advances in Neuroscience and Reading DisabilitiesElaine Clark and Janiece L. Pompa 9. Functional Assessment of BehaviorT. Steuart Watson, Mark W. Steege, and Tonya S. Watson 10. Academic AssessmentEdward S. Shapiro, Jaime Benson, Nathan Clemens, and Karen L. Gischlar 11. The Development and Model of Therapeutic Assessment with Children: Application to School-based AssessmentDeborah J. Tharinger, Lauren S. Krumholz, Cynthia Austin, and May Matson 12. Assessment of Classroom EnvironmentsMaribeth Gettinger, Clarissa Schienebeck, Stephanie Seigel, and Laura Vollmer 13. Assessment of Externalizing Behavioral Deficits Robert J. Volpe and Sandra M. Chafouleas 14. Assessment of Internalizing Behavioral DeficitsRandy W. Kamphaus and Kristen L. Mays 15. Learning Disabilities: Assessment, Identification and TreatmentH. Lee Swanson Part Six: Intervention 16. Prevention as Early Intervention for Young Children at Risk: Recognition and Response in Early ChildhoodCathryn Lehman, Jennifer L. Salaway, Stephen J. Bagnato, Robert M. Grom, and Barbara Willard 17. Externalizing Disorders in Children and Adolescents: Behavioral Excess and Behavioral DeficitsWilliam R. Jenson, Sarah Harward, and Julie M. Bowen 18. Interventions for Students with Internalizing Behavioral DeficitsBarbara A. Gueldner and Kenneth W. Merrell 19. Classroom Interventions for Attention and HyperactivityGeorge J. DuPaul, Jocelyn R. Helwig, and Peter M. Slay 20. Social Skills Assessment and InterventionRichard J. Cowan 21. Challenging Gifted and Talented Learners with a Continuum of Research-Based Interventions StrategiesSally M. Reis and Joseph S. Renzulli 22. Interventions to Address School Crises and ViolenceSteven G. Little, Angeleque Akin-Little, and Natasha S. Medley 23. Promoting Subjective Well-BeingShannon M. Suldo, E. Scott Huebner, Jessica Michalowski, and Amanda Thalji 24. Efficacy of Special EducationKenneth A. Kavale and Lucinda S. Spaulding 25. Academic Interventions: What School Psychologists Need to Know for Their Assessment and Problem Solving Consultation RolesVirginia W. Berninger, Michel Fayol, and Nicole Alston-Abel 26. Evidence-based Practice and Autism Spectrum DisordersSusan M. Wilczynski, Laura Fisher, Leslie Sutro, Jennifer Bass, Dipti Mudgal, Victoria Zeiger, Lauren Christian, and Jesse Logue 27. The ClassMaps Framework for Data-Based, Classwide Classroom ManagementBeth Doll, Kristin Jones, Allison Champion, Allison Osborn, Sharon Zumbrunn, Alyssa Collaro, and Chelsie Guerrero 28. Response to Intervention: Conceptual Foundations and Evidence-Based PracticesFrank M. Gresham 29. Counseling in the Practice of School PsychologyTony D. Crespi and Denise E. Laframboise 30. Systems-Based Service Delivery in School PsychologySusan G. Forman and Jeffrey S. Selman 31. Positive Behavioral SupportsLisa M. Hagermoser Sanetti and Brandi Simonsen 32. Problem Solving Consultation: Applications in Evidence-Based Prevention and InterventionCaroline N. Racine Gilles, Thomas R. Kratochwill, Jacquelyn N. Felt, Clarissa Schienebeck, and Cara A. Vaccarello Part Seven: Medical Problems 33. Pediatric Health-Related Disorders: Prevention and Early InterventionLeAdelle Phelps 34. Pediatric PsychopharmacologyThomas Kubiszyn 35. Psychologically-Based Treatments for Children with Medical ProblemsLaura B. Allen, Jennie C. I. Tsao, Caryn Freeman, and Lonnie K. Zeltzer Part Eight: Professional Issues 36. The Influence of Legislation on the Practice of School PsychologyAngie Dahl, Kathryn E. Hoff, Gretchen Gimpel Peacock, and Ruth A. Ervin 37. Ethical Considerations in the Practice of School PsychologyKathleen M. McNamara 38. Emerging Trends in the Preparation of School Psychologists for Practice Rich Gilman, Kristen Missall, and Ryan Macks 39. Program Planning and EvaluationLaura M. Crothers, Lea A. Theodore, and Tammy L. Hughes 40. International Development of School PsychologyBonnie Kaul Nastasi and Kris Varjas Part Nine: Conclusions and Future Directions 41. Technology in the Practice of School Psychology: The Future is Past TenseJack A. Cummings 42. The Clinical Interview in Mathematics Assessment and Intervention: The Case of FractionsZheng Zhou 43. Conclusion: Evolution of School PsychologyTanya L. Eckert

"Bray and Kehle have set a new standard for the field. With over 40 chapters by a virtual who's-who in the school psychology community and beyond, this book is comprehensive in both scope and substance. Alongside sections on traditional topics, the handbook includes sections related to more contemporary and pressing concerns such as research methods, professional issues, gifted education, subjective well-being, program evaluation, technology in practice,pediatric psychopharmacology, mathematics assessment, and the role of legislation... An invaluable resource for many years to come." Frank C. Worrell University of California, Berkeley"All the latest legislation is included in this book, which is a resource that should be in the libraries of all professionals who work in school systems." --Doody's