With its roots in clinical and educational psychology, school psychology is an ever-changing field that encompasses a diversity of topics. The Oxford Handbook of School Psychology synthesizes the most vital and relevant literature in all of these areas, producing a state-of-the-art, authoritative resource for practitioners, researchers, and parents.
Comprising chapters authored by the leading figures in school psychology, The Oxford Handbook of School Psychology focuses on the significant issues, new developments, and scientific findings that continue to change the practical landscape. The handbook's focuses include:
- allegiance to the reciprocal relationship between science and practice to promote problem-solving and enrichment models
- service delivery designed to improve competencies of all students
- the relationship between general cognitive ability and important life outcomes
- the development of viable and enduring educational, family, and community systems to support students
- increasing student diversity and the necessity of increased sensitivity to the influences of social, cultural, political, and legislative variables of schooling
- outlining tenable reasons why, since the end of World War II, children from kindergarten through the secondary grades have generally not been the recipients of a superior or efficient educational system
- all relevant legislation, including the No Child Left Behind Act, and the ongoing question of who or what is responsible for the inadequate academic preparation of inner-city children
- building a cumulative knowledge base to better facilitate students' academic, social, and personal competencies including the promotion of positive mental health and subjective well-being
The scholarship compiled here is a must-read for practitioners, students, and faculty, and an ideal resource for parents seeking a scientific approach to the efficacy of school psychology practices. In both breadth and depth, this handbook promises to serve as the benchmark reference work for years to come.

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 Flounder
Thomas 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 Psychology
Carrie Ball, Eric Pierson, and David E. McIntosh
Part Three: Theoretical Perspectives

4. Individual Differences
Thomas J. Kehle and Melissa A. Bray
5. Theories of Intelligence
Michael K. Gardner
Part Four: Research Methodology and Data Analysis

6. Research Methodology for Decision-Making in School Psychology
Hariharan Swaminathan, H. Jane Rogers, and Rohini Sen
7. Data Analysis for Effective Decision Making
Hoi K. Suen, Pui-Wa Lei, and Hongli Li
Part Five: Assessment

8. Advances in Neuroscience and Reading Disabilities
Elaine Clark and Janiece L. Pompa
9. Functional Assessment of Behavior
T. Steuart Watson, Mark W. Steege, and Tonya S. Watson
10. Academic Assessment
Edward S. Shapiro, Jaime Benson, Nathan Clemens, and Karen L. Gischlar
11. The Development and Model of Therapeutic Assessment with Children: Application to School-based Assessment
Deborah J. Tharinger, Lauren S. Krumholz, Cynthia Austin, and May Matson
12. Assessment of Classroom Environments
Maribeth 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 Deficits
Randy W. Kamphaus and Kristen L. Mays
15. Learning Disabilities: Assessment, Identification and Treatment
H. Lee Swanson
Part Six: Intervention

16. Prevention as Early Intervention for Young Children at Risk: Recognition and Response in Early Childhood
Cathryn Lehman, Jennifer L. Salaway, Stephen J. Bagnato, Robert M. Grom, and Barbara Willard
17. Externalizing Disorders in Children and Adolescents: Behavioral Excess and Behavioral Deficits
William R. Jenson, Sarah Harward, and Julie M. Bowen
18. Interventions for Students with Internalizing Behavioral Deficits
Barbara A. Gueldner and Kenneth W. Merrell
19. Classroom Interventions for Attention and Hyperactivity
George J. DuPaul, Jocelyn R. Helwig, and Peter M. Slay
20. Social Skills Assessment and Intervention
Richard J. Cowan
21. Challenging Gifted and Talented Learners with a Continuum of Research-Based Interventions Strategies
Sally M. Reis and Joseph S. Renzulli
22. Interventions to Address School Crises and Violence
Steven G. Little, Angeleque Akin-Little, and Natasha S. Medley
23. Promoting Subjective Well-Being
Shannon M. Suldo, E. Scott Huebner, Jessica Michalowski, and Amanda Thalji
24. Efficacy of Special Education
Kenneth A. Kavale and Lucinda S. Spaulding
25. Academic Interventions: What School Psychologists Need to Know for Their Assessment and Problem Solving Consultation Roles
Virginia W. Berninger, Michel Fayol, and Nicole Alston-Abel
26. Evidence-based Practice and Autism Spectrum Disorders
Susan 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 Management
Beth Doll, Kristin Jones, Allison Champion, Allison Osborn, Sharon Zumbrunn, Alyssa Collaro, and Chelsie Guerrero
28. Response to Intervention: Conceptual Foundations and Evidence-Based Practices
Frank M. Gresham
29. Counseling in the Practice of School Psychology
Tony D. Crespi and Denise E. Laframboise
30. Systems-Based Service Delivery in School Psychology
Susan G. Forman and Jeffrey S. Selman
31. Positive Behavioral Supports
Lisa M. Hagermoser Sanetti and Brandi Simonsen
32. Problem Solving Consultation: Applications in Evidence-Based Prevention and Intervention
Caroline 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 Intervention
LeAdelle Phelps
34. Pediatric Psychopharmacology
Thomas Kubiszyn
35. Psychologically-Based Treatments for Children with Medical Problems
Laura 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 Psychology
Angie Dahl, Kathryn E. Hoff, Gretchen Gimpel Peacock, and Ruth A. Ervin
37. Ethical Considerations in the Practice of School Psychology
Kathleen M. McNamara
38. Emerging Trends in the Preparation of School Psychologists for Practice
Rich Gilman, Kristen Missall, and Ryan Macks
39. Program Planning and Evaluation
Laura M. Crothers, Lea A. Theodore, and Tammy L. Hughes
40. International Development of School Psychology
Bonnie Kaul Nastasi and Kris Varjas
Part Nine: Conclusions and Future Directions

41. Technology in the Practice of School Psychology: The Future is Past Tense
Jack A. Cummings
42. The Clinical Interview in Mathematics Assessment and Intervention: The Case of Fractions
Zheng Zhou
43. Conclusion: Evolution of School Psychology
Tanya L. Eckert