Overview

For courses in Collaboration / Consultation in Special Education. For college and university students doing advanced work in special education, school psychology, school counseling, and educational administration, For practitioners employed in special education, school psychology, school counseling, or educational administration who are responsible for helping teachers or parents solve learning and behavior problems. This package includes the Enhanced Pearson eText and the loose-leaf version. An authoritative look at the consultation process as a collaborative, problem-solving endeavor designed to assist parents, teachers, or other team members in their work with students who have, or are at risk for, behavioral or learning problems. This authoritative book looks at the consultation process as a collaborative, problem-solving endeavor designed to help practitioners assist others in their work with students who have, or are at risk for, behavioral or learning problems. With a focus on having consultants bridge the gap between research and practice in schools, and on striving to initiate evidence-based practices whenever possible, the authors stress providing interventions that are proportional to the student's needs. They look at how, through data-based systems-change, schools are redistributing their resources along MultiTiered Systems of Support (MTSS) so those in greatest need receive the most intensive help. The premise is that MTSS, which includes Response to Intervention (RtI) and School-Wide Positive Behavior Support (SWPBS) requires collaborative consultation to be successful. Throughout the book, numerous activities and video vignettes promote consultation skills. Readers not only read about conducting a problem-solving interview or managing a student in a crisis, they also observe and role-play the consultation skills involved in seeking a successful resolution. Invigorate learning with the Enhanced Pearson eText The Enhanced Pearson eText provides a rich, interactive learning environment designed to improve student mastery of content with embedded video and activities. The Enhanced Pearson eText is also available without a print version of the textbook. Instructors, visit pearsonhighered.com/etextbooks to register for your digital examination copy. Students, register for or purchase your eText at pearsonhighered.com/etextbooks.

Full Product Details

Author:   Thomas Kampwirth ,  Kristin Powers
Publisher:   Pearson Education (US)
Imprint:   Pearson Education (US)
Edition:   5th edition
Dimensions:   Width: 21.30cm , Height: 1.30cm , Length: 27.20cm
Weight:   0.599kg
ISBN:  

9780133827132

ISBN 10:   0133827135
Pages:   288
Publication Date:   22 January 2015
Audience:   College/higher education ,  Tertiary & Higher Education
Format:   Loose-leaf
Publisher's Status:   Active
Availability:   In Print  
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Table of Contents

Chapter 1 Overview of School-Based Consultation 1 Chapter 2 Consultation Models and Professional Practices 19 Chapter 3 Problem-Solving Consultation in a Multi-Tiered System of Support 50 Chapter 4 Communication and Interpersonal Skills 83 Chapter 5 Legal and Ethical Issues in School Consultation 124 Chapter 6 Consulting about Students with Social, Emotional, and/or Behavioral Problems 137 Chapter 7 Consulting about Students with Academic Skill Problems 173 Chapter 8 Transition Planning 198 Chapter 9 Systems-Level Consultation: The Organization as the Target of Change 214 Chapter 10 Case Studies in Collaborative Consultation 236 Index 251

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Author Information

Thomas J. Kampwirth is Professor Emeritus in the Advanced Studies in Education and Counseling Department at California State University, Long Beach. He taught in the areas of special education and school psychology from 1971 through 2004 and was coordinator of the school psychology program for 25 years. From 1980 through 2009 he was a consulting school psychologist for the special education programs operated by the Orange County Department of Education. Dr. Kampwirth served as a special education teacher and school psychologist in numerous districts in Illinois, Arizona, and California. His research interests include aptitude-treatment interactions and consultation processes. He received his doctorate in school psychology from the University of Illinois in 1968. In 2003, he was given the Lifetime Achievement Award by the National Association of School Psychologists. Kristin M. Powers is Professor of School Psychology and Director of the Community Clinic for Counseling and Educational Services at California State University, Long Beach. Her research on transition planning, instructional consultation, and disproportional representation in special education has been published in state and national journals. She is co-Project Director of two Office of Special Education Programs (OSEP) grants focused on advanced training in instructional consultation and multi-tiered systems of support. She is a founding board member of the Consortium to Promote School Psychology in Vietnam (CASP-V). She worked as a school psychologist and administrative assistant for the Long Beach Unified School District (LBUSD) and received her doctorate in educational psychology from the University of Minnesota school psychology program in 1998.

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