ing and implementation of behavioral assessment strategies. Only recently has
there been increasing interest in behavioral assessment for school psychologists,
as evidence by numerous articles published in journals associated with school
psychology ( Journal of School Psychology, School Psychology Review, Profes-
sional School Psychology) as well as monographs published by the National
Association of School Psychologists.

This book is an attempt to provide school pscychologists with an understand-
ing of the concepts and procedures of behavioral assessment. The text was
written with an emphasis on conducting assessments in school-based settings.
Many clinical psychologists who conduct behavioral evaluations on school-age
children and adolescents may not completely appreciate the unique environment
of the school. As such, behavioral assessment as it is typically conducted may
have to be altered. Portions of the text on assessing academic behavior are
particularly relevant to this point.

An attempt was made to provide a text that could be used both as a classroom
resource for training psychologists as well as a self-teaching guide for practicing
professionals who may want to use these procedures. Numerous examples are
interspersed throughout the book to provide concrete models for conducting
behavioral assessment. In addition, research support for the recommended tech-
niques is offered.

Many persons must be thanked in producing this manuscript. First, my sin-
cere appreciation is given to Tom Kratochwill and Jim Ysseldyke, series editors,
who offered many critical and valuable comments about the book at various
stages of its development. I would also like thank Donna Toothman and Sharon
Yaszewski, both of whom spent numerous hours on the word processor produc-
ing the manuscript. Finally, I would like to thank my wife, Sally, and children,
Daniel and Jay, who had to persevere many weekends without Daddy so the
manuscript could be finished.

Edward S. Shapiro

-xii-