Universal Screening in Educational Settings

Evidence-Based Decision Making for Schools
Erscheinungsjahr 2013
ISBN: 978-1-4338-1550-8
Verlag: American Psychological Association (APA)

Buch, Englisch, 328 Seiten, Hardback, Format (B × H): 186 mm x 261 mm, Gewicht: 762 g

Reihe: School Psychology Series

Since the beginning of the 21st century, changes in federal policies have dramatically increased the emphasis on universal screening in American schools. Universal screening is designed to be a cost-effective and brief assessment of all students within certain settings (e.g., classroom, school, district) to identify those who may need prevention and early intervention services, as well as to determine whether core educational programmes are effectively meeting the majority of students' needs.

Universal Screening in Educational Settings provides evidence-based guidance for selecting or developing, implementing, and interpreting universal screening instruments in educational settings. The book describes how universal screening fits within response-to-intervention and multiple-gating models of education and also addresses psychometric issues (e.g., reliability and validity) and implementation issues (e.g., teacher training, parental consent, technology, budgets, and school characteristics).

Specific chapters focus on screening instruments for early literacy, reading, mathematics, and behaviour, as well as considerations specific to English language learners.

Because universal screening is a critical component of accountability, Universal Screening in Educational Settings is essential reading for school psychologists, counsellors, administrators, teachers, and related support professionals.

Autoren/Hrsg.

Kettler, Ryan J

Glover, Todd A

Albers, Craig A

Feeney-Kettler, Kelly A

Über Autor(innen)

Ryan J. Kettler, PhD, is an assistant professor of School Psychology in the Graduate School of Applied and Professional Psychology at Rutgers, The State University of New Jersey, USA. He earned his doctorate in educational psychology from the University of Wisconsin-Madison, USA in 2005. Dr. Kettler s research on data-based decision making in education has been funded externally and has yielded more than 40 publications. He is currently coprincipal investigator of the School System Improvement Project, funded by the U.S. Department of Education, as well as editor of the research registry of the Society for the Study of School Psychology.

Todd A. Glover, PhD, is a research associate professor at the Nebraska Center for Research on Children, Youth, Families, and Schools at the University of Nebraska-Lincoln, USA. His research and publications focus on school-based screening, academic and behavioural supports for students at risk, and response to intervention. Dr. Glover is the principal or coprincipal investigator of ongoing grant projects funded by the U.S. Department of Education s Institute for Education Sciences and the Nebraska Department of Education. He is also director of Research Operations for the National Center for Research on Rural Education.

Craig A. Albers, PhD, is an associate professor of educational psychology in the School Psychology Program and is the chairperson of the Interdisciplinary Prevention and Intervention Sciences Program at the University of Wisconsin-Madison, USA. He earned his doctorate in educational psychology at Arizona State University, USA in 2002. Dr. Albers has received multiple U.S. Department of Education and Institute of Education Sciences research and training grants associated with implementation of response-to-intervention models. He is a member of the Society for the Study of School Psychology and serves as an associate editor for the Journal of School Psychology.

Kelly A. Feeney-Kettler, PhD, is a consultant in educational psychology in Basking Ridge, New Jersey, USA. She earned her doctorate in educational psychology from the University of Wisconsin-Madison, USA in 2008. Dr. Feeney-Kettler developed the Preschool Behavior Screening System to promote the early identification of preschool children at risk for mental health problems. She was recognised by Division 16 (School Psychology) of the American Psychological Association with an outstanding dissertation award. She also has been recognised as an Early Career Scholar by the Society for the Study of School Psychology.