Tables, figures, and graphs add to the readability of the text. The authors outline a process for diagnosis and provide examples of screening and assessment instruments. The chapters on psychoeducational assessment and treatment interventions will be of interest to school psychologists. The appendix lists a number of autism resources. Overall, this text provides a basic and general introduction to working with school-age children with autism spectrum disorders.
The content would have been strengthened by including case vignettes to illustrate the specific application of screening, assessment and intervention procedures. Supplemental resources will be needed for those practitioners seeking a more comprehensive description of assessment components, school-based intervention strategies, and "how to" guidelines. One person found this helpful. Customers who bought this item also bought. How to Shit in the Woods, 3rd Edition: Thompson's Solutions for Children with Autism.
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Identifying, Assessing, and Treating PTSD at School
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Other books in this series. Back cover copy By age 16, significant - one might even say "alarming" - numbers of students are demonstrating signs of posttraumatic stress disorder PTSD. Makes the case for why school psychologists and their colleagues need to be more prepared, willing, and able to identify and serve students with PTSD. Identifies the causes, prevalence, and associated conditions of PTSD. Provides a review of screening, referral, and diagnostic assessment processes.
Reviews appropriate treatments for students with PTSD. Table of contents Causes. A nationally certified school psychologist and a licensed psychologist, she has conducted more than 50 professional presentations on the topics of preventing and intervening with aggression and bullying, school crisis prevention and intervention, assessing and treating children with emotional and behavioral disorders, and parent and peer relationships. She has published more than 20 journal articles and book chapters and is co-author of the Educators' Handbook on Effective Testing.
In addition, she serves on the editorial boards of Psychology in the Schools and The School Psychologist.
She is also a recipient of the National Association of School Psychologists Presidential Award for her work with the crisis prevention and intervention workgroup. She has worked in public school and treatment settings for more than 15 years with children ages preschool through high school. She has conducted more than 40 presentations and has consulted with various school districts in the areas of crisis prevention and intervention, psychological safety, risk and suicide assessments, the impact of trauma, establishing safe schools, response to intervention models addressing both academics and behavior, and establishing effective programs for students with behavioral and emotional needs.
As an adjunct faculty member she has taught courses in psychosocial aspects of exceptional children, social-emotional assessment, crisis prevention and intervention, and academic and behavioral interventions.