A01=Dennis J. Simon
ADHD
ADHD school supports
assessment
attention
Attention Deficit Hyperactivity Disorder
Author_Dennis J. Simon
autism interventions school
behavioral interventions classroom
behaviorism
Category=JNC
classroom behavior supports
cognition
constructivism
coping skills
coping skills programs schools
crisis intervention schools
development
developmental considerations school psychology
educational assessment
educational evaluation
educational interventions
educational psychology interventions
eq_bestseller
eq_isMigrated=1
eq_isMigrated=2
eq_nobargain
eq_non-fiction
eq_society-politics
evidence based school counseling
externalizing behavior interventions
externalizing disorders
family school collaboration
instructional supports struggling learners
internalizing disorders
internalizing disorders school
interventions
learning
MTSS framework
multi tiered support system
problem-solving skills
RTI interventions schools
school based interventions
school counseling strategies
school mental health services
school psychologist handbook
school psychology interventions
school-centered interventions
social skills
social skills training students
special education interventions
student mental health support
symptom profiles
tiered intervention model
Product details
- ISBN 9781433820854
- Dimensions: 178 x 254mm
- Publication Date: 17 Nov 2015
- Publisher: American Psychological Association
- Publication City/Country: US
- Product Form: Hardback
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This book presents a practical framework for delivering therapeutic and instructional interventions in schools. Readers will learn how to select evidence-based interventions and make appropriate adaptations for the school context.
School is where therapeutic services for children and adolescents are most commonly delivered. When schools help children to develop their social, coping, and problem-solving skills, the children can readily use these skills in their daily interactions. And interventions that take place where problems occur are more likely to be successful than those applied elsewhere. As beneficial as school-based psychological interventions may be, it can be challenging for school psychologists and other school personnel to select the most appropriate ones and to adapt them to the realities of the school environment.
School-Centered Interventions presents a practical framework for delivering proven interventions that target the most common psychological, social, and learning problems experienced by children and adolescents amp ndash from externalizing and internalizing disorders to the challenges posed by ADHD and autism spectrum disorder. For each symptom profile, Dennis J. Simon examines the diagnostic and developmental considerations, the empirically supported intervention strategies, the instructional supports, crisis intervention protocols, and required family and systemic supports. Throughout, the emphasis is on the school context and its implications. The result is a comprehensive, multi-tiered approach to meeting students amp rsquo needs.
School is where therapeutic services for children and adolescents are most commonly delivered. When schools help children to develop their social, coping, and problem-solving skills, the children can readily use these skills in their daily interactions. And interventions that take place where problems occur are more likely to be successful than those applied elsewhere. As beneficial as school-based psychological interventions may be, it can be challenging for school psychologists and other school personnel to select the most appropriate ones and to adapt them to the realities of the school environment.
School-Centered Interventions presents a practical framework for delivering proven interventions that target the most common psychological, social, and learning problems experienced by children and adolescents amp ndash from externalizing and internalizing disorders to the challenges posed by ADHD and autism spectrum disorder. For each symptom profile, Dennis J. Simon examines the diagnostic and developmental considerations, the empirically supported intervention strategies, the instructional supports, crisis intervention protocols, and required family and systemic supports. Throughout, the emphasis is on the school context and its implications. The result is a comprehensive, multi-tiered approach to meeting students amp rsquo needs.
Dennis J. Simon, PhD, is a licensed clinical and school psychologist with more than 3 decades of experience within elementary and secondary schools. For 4 years, he was director of NSSEO Timber Ridge Therapeutic Day School, a zero-reject public program serving the Chicago area. His career has centered on program development and psychological interventions for children and adolescents experiencing social, emotional, and behavioral disorders. Currently, he teaches courses at Loyola University of Chicago on therapeutic interventions, clinical supervision, and consultation for systems change. Dr. Simon is the lead author of the developmental/ecological/problem-solving model of clinical supervision that supports training in evidence-based intervention practices.
