This book provides evidence-based strategies for assessment and intervention with ethnic minority children in schools.

Contributors
Series Foreword
David Shriberg
Introduction
Scott L. Graves, Jr., and Jamilia J. Blake
Part I: Historical Context and Current Issues Related to the Assessment of Ethnic Minority Children
Chapter 1: History of Psychological Assessment and Intervention With Minority Populations
Scott L. Graves, Jr., and Candice Aston
Chapter 2: Theoretical Frameworks of Ethnic Minority Youth Achievement
Jamilia J. Blake, Leann V. Smith, and Alicia D. Knight
Chapter 3: 2014 Standards for Educational and Psychological Testing: Implications for Ethnic Minority Youth
Frank C. Worrell and Cyrell C. B. Roberson
Part II: Assessment of Ethnic Minority Students
Chapter 4: Intellectual Assessment of Ethnic Minority Children
Scott L. Graves, Jr., and Kayla Nichols
Chapter 5: Academic Assessment of Diverse Students
Leah M. Nellis and Alyce M. Hopple
Chapter 6: Social–Emotional and Behavioral Assessment
Jamilia J. Blake, Rebecca R. Winters, and Laura B. Frame
Chapter 7: Early Childhood Assessment for Diverse Learners
Kara E. McGoey, Allison McCobin, and Lindsey G. Venesky
Chapter 8: Neuropsychological Assessment of Ethnic Minority Children
April D. Thames, Ahoo Karimian, and Alexander J. Steiner
Part III: Promising Practices in Intervention for Ethnic Minority Students
Chapter 9: Assessment-Based Intervention Frameworks: An Example of a Tier 1 Reading Intervention in an Urban School
Matthew K. Burns, Sandra M. Pulles, Lori Helman, and Jennifer McComas
Chapter 10: Manualized School-Based Social–Emotional Curricula for Ethnic Minority Populations
Sara M. Castro-Olivo, Kristine Cramer, and Nicole M. Garcia
Chapter 11: Consultation-Based Intervention Services for Racial Minority Students
Markeda Newell
Chapter 12: Implementing Community-Based Research and Prevention Programs to Decrease Health Disparities
Tiffany G. Townsend and Stephanie Hargrove
Chapter 13: Increasing Academic Performance of Ethnically Diverse Learners Through Single-Subject Research
Laurice M. Joseph
Chapter 14: Improving Service Delivery to Ethnic and Racial Minority Students Through Multicultural Program Training
Sherrie L. Proctor and Chamane Simpson
Index
About the Editors

Scott L. Graves, Jr., PhD, is an associate professor in the Department of Counseling, Psychology and Special Education at Duquesne University. He earned his doctorate in educational psychology from the University of Kentucky in 2006. His interests can be broadly categorized as understanding protective factors that lead to appropriate development in early childhood. His research agenda is focused on identifying strengths in African American children that lead to positive social-emotional and academic outcomes. Dr. Graves has published widely in these areas. Currently, he is an elected member of the APA Committee on Ethnic Minority Affairs.

Jamilia J. Blake, PhD, LSSP, is a licensed psychologist and associate professor at Texas A&M University in the school psychology program. She earned her doctoral degree from the University of Georgia in educational psychology. Dr. Blake's research examines the developmental trajectory of peer-directed aggression, bullying, and victimization in socially marginalized youth; and racial disparities in school discipline. She has published studies examining the social and psychological consequences of aggression for African American girls and the degree to which parental beliefs about aggression differentially influence African American and European American girls' use of aggression. She teaches courses in emotional and behavioral assessment, child therapy, consultation, educational disparities, and multicultural counseling.