Overview

A leading introductory text, this authoritative volume comprehensively describes the school psychologist's role in promoting positive academic, behavioral, and emotional outcomes for all students. The book emphasizes a problem-solving-based, data-driven approach to practice in today's diverse schools. It grounds the reader in the concepts and tools needed to become a competent, ethical practitioner; implement and evaluate multi-tiered interventions; and facilitate systems-level change. Useful pedagogical features include illustrative vignettes and end-of-chapter discussion questions and activities. New to this edition incorporates up-to-date research findings and professional standards expanded coverage of response to intervention, cultural and linguistic diversity issues, and evidence-based practice in mental health chapter on legal issues includes expanded coverage of IDEIA and other recent federal mandates.

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9781609187521

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Reviews

This is a great text for introducing students to the roles and functions of the school psychologist. The authors have done an outstanding job of providing a solid and complete foundation for school-based service delivery. I have used this text in graduate training and look forward to incorporating the updated second edition into my courses. I particularly appreciate the expanded discussion of multi-tiered service delivery frameworks, such as response to intervention. - Sandra M. Chafouleas, University of Connecticut, USA The second edition of School Psychology for the 21st Century builds on what was already an excellent, comprehensive text. Updated and expanded coverage of the impact of IDEIA reauthorization, professional ethics, and a number of other key areas keeps the material timely and useful. Thankfully, the book retains all of the elements that make it the selection of choice for most Introduction to School Psychology courses. - T. Chris Riley-Tillman, East Carolina University, USA

This is a great text for introducing students to the roles and functions of the school psychologist. The authors have done an outstanding job of providing a solid and complete foundation for school-based service delivery. I have used this text in graduate training and look forward to incorporating the updated second edition into my courses. I particularly appreciate the expanded discussion of multi-tiered service delivery frameworks, such as response to intervention. - Sandra M. Chafouleas, PhD, School Psychology Program, University of Connecticut, USA The second edition of School Psychology for the 21st Century builds on what was already an excellent, comprehensive text. Updated and expanded coverage of the impact of IDEIA reauthorization, professional ethics, and a number of other key areas keeps the material timely and useful. Thankfully, the book retains all of the elements that make it the selection of choice for most Introduction to School Psychology courses. - T. Chris Riley-Tillman, PhD, Department of Psychology, East Carolina University, USA

This is a great text for introducing students to the roles and functions of the school psychologist. The authors have done an outstanding job of providing a solid and complete foundation for school-based service delivery. I have used this text in graduate training and look forward to incorporating the updated second edition into my courses. I particularly appreciate the expanded discussion of multi-tiered service delivery frameworks, such as response to intervention. - Sandra M. Chafouleas, PhD, School Psychology Program, University of Connecticut, USA The second edition of School Psychology for the 21st Century builds on what was already an excellent, comprehensive text. Updated and expanded coverage of the impact of IDEIA reauthorization, professional ethics, and a number of other key areas keeps the material timely and useful. Thankfully, the book retains all of the elements that make it the selection of choice for most Introduction to School Psychology courses. - T. Chris Riley-Tillman, PhD, Department of Psychology, East Carolina University, USA

Author Information

Kenneth W. Merrell, University of Oregon, USA, Ruth A. Ervin, University of British Columbia, Canada; and Gretchen Gimpel Peacock, Utah State University, USA

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