Every day, children and adolescents worldwide return to the educational setting having sustained a traumatic brain injury (TBI). The possible negative consequences of TBI range from mild to severe and include neurological, cognitive, emotional, social, and behavioral difficulties. Within the school setting, the negative effects of TBI tend to persist or worsen over time, often resulting in academic and social difficulties that require formal and informal educational assistance and support. School psychologists and other educational professionals are well-positioned to help ensure students...

An update to the bestselling first edition, this practical guidebook for implementing a school-wide Response-to-Intervention (RTI) model clearly and concisely presents issues from assessment and decision-making to Tiers I, II, and III interventions. The authors discuss what RTI is and why it is used, how to conduct assessments within an RtI system, and how to create a school-wide organization to facilitate RTI. Curricula, instruction, and intervention strategies for each Tier level covered in detail, and answers to frequently asked questions and tips for getting started are also...

In the past several years, models of multi-tiered service delivery have emerged as a framework for supporting the needs of school-aged children in schools across the country and have received much attention in scholarly publications of education and related fields. Despite the needs of young children and the promise of early intervention, however, models of multi-tiered service delivery are only in the beginning stages of development in early childhood education settings such as preschools. This text provides early-childhood professionals with an introduction to tiered service delivery and...

In the past several years, models of multi-tiered service delivery have emerged as a framework for supporting the needs of school-aged children in schools across the country and have received much attention in scholarly publications of education and related fields. Despite the needs of young children and the promise of early intervention, however, models of multi-tiered service delivery are only in the beginning stages of development in early childhood education settings such as preschools. This text provides early-childhood professionals with an introduction to tiered service delivery and...

In today s schools, it is imperative that school-based mental health professionals be adequately trained in the knowledge and impact of pediatric health disorders on children s academic, social, and emotional progress and performance. This book will provide practitioners and researchers with the most relevant and up-to-date information concerning conceptual models and applications of intervention and prevention strategies in pediatric school psychology. Rather than making specific disorders the book s primary focus, the authors discuss practical topics such as improving adherence,...

This user-friendly book equips school practitioners with practical skills and strategies for conducting student-driven interviews conversations that invite students of all ages to take charge of school-behavior problems and build solutions based on their own strengths and resources. In contrast to traditional interviewing models that approach behavior problems by focusing on what is wrong and missing in students lives, student-driven interviews help students discover and apply what is right and working in their lives successes, strengths, values, and other "natural resources."

In...

This user-friendly book equips school practitioners with practical skills and strategies for conducting student-driven interviews conversations that invite students of all ages to take charge of school-behavior problems and build solutions based on their own strengths and resources. In contrast to traditional interviewing models that approach behavior problems by focusing on what is wrong and missing in students lives, student-driven interviews help students discover and apply what is right and working in their lives successes, strengths, values, and other "natural resources."

In...

There is considerable concern surrounding the complex issue of how to meet the learning needs of English-language learners within general and special education programs. "Implementing Response-to-Intervention to Address the Needs of English-Language Learners" increases school psychologists knowledge of intervention strategies related to ELLs, through its examination of the challenges associated with evaluating ELLs and by providing a collaborative framework to enhance educational identification and placement in special education. It accomplishes this by incorporating research-based...