Advances in School Psychology - Vol. 6

Advances in School Psychology - Vol. 6

Advances in School Psychology - Vol. 6

Advances in School Psychology - Vol. 6

Excerpt

Advances in School Psychology is a serial publication in which original reviews of the literature are published that document developments relevant to the field of school psychology. The Advances has always taken a broad-based focus to account for the diversity in school psychology research, theory, and practice. In concert with previous volumes of the Advances, Volume VI reflects several significant developments in the field of school psychology, including the current status of professional training and practice and licensing school psychology and independent practice, family assessment and intervention as well as resistance to parent training and managing parent training, characteristics of rural America and implications for the practice of school psychology, and chapters on the conceptualization and classification of assessment of social skills and adaptive behavior of mildly handicapped populations. The authors address a broad spectrum of issues in each of these areas and map the state of the art in terms of research, theory, and practice in school psychology.

A number of individuals contributed significantly to Volume VI. As always, my sincere appreciation is extended to the Advisory Board members. In addition, a number of individuals offered their editorial expertise and provided assistance on review of manuscripts that appear in this volume. Special thanks goes to Jack I. Bardon, Jane Close-Conoley, W. Alan Coulter, Elizabeth J. Doll, Thomas Fagan, Rex Forehand, George W. Hynd, Kathie Lodholz, Gary B. Melton, Edward S. Shapiro, Gregory Waas, and Hill M. Walker.

Several individuals contribute to the Advances series on an annual basis. Special appreciation is extended to my wife, Carol Anne who allows me to spend valuable time working on the series when I should be doing things around the house. Special thanks goes to Karen Kraemer for her assistance with editorial . . .

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