Handbook of Evidence-Based Practices for Emotional and Behavioral Disorders: Applications in Schools
Publisher: The Guilford Press
ISBN 10: 9781462526161
ISBN 13: 978-1462526161
ISBN 10: 146251216X
ISBN 13: 978-1462512164
"Walker and Gresham have provided a major gift to the field. Leading experts on EBD present the foundations and specific intervention guidance needed by teachers, school psychologists, administrators, and researchers. The field of special education is changing--multi-tiered systems of support and integrated approaches to linking mental health, academic instruction, and behavioral intervention are now expected. This handbook defines the best science for assisting children with EBD and their families, while also addressing the organizational variables and data systems necessary to deliver this science. An impressive accomplishment."--Robert H. Horner, PhD, Alumni–Knight Endowed Professor of Special Education, University of Oregon
"I have adopted the Handbook of Evidence-Based Practices for Emotional and Behavioral Disorders as the central text for my Psychotherapeutic Interventions course. In my experience, the term 'best practice' is often thrown about without an adequate understanding of what it means. This volume provides a comprehensive look at the evidence base for a variety of assessment practices, interventions, and service delivery models used for children and adolescents with EBD, and helps students and practitioners examine current practices in light of research."--Adam D. Weaver, PhD, Department of Psychology, University of Nebraska at Omaha
"While every educator now recognizes the importance of evidence-based practices with all students, busy K-12 practitioners do not have the time to read all the literature, separate research from opinion, and further separate quality research from the rest. That distillation process has been done for us by Walker and Gresham in this invaluable handbook. The volume provides an indispensable roadmap and travel guide to the implementation of best practices. When implemented well, these practices can transform the trajectories of our most challenging-to-teach students."--Randy Sprick, PhD, Director, Safe and Civil Schools
About the Author
Hill M. Walker, PhD, is Founder and Co-Director of the Institute on Violence and Destructive Behavior and Professor Emeritus in the Department of Special Education and Clinical Sciences at the University of Oregon, and is Senior Scientist at the Oregon Research Institute. The only faculty member to receive the University of Oregon's highest honor, the Presidential Medal, Dr. Walker is also a recipient of honors including the Distinguished Achievement Award from the Association of University Centers on Disabilities and the Kauffman-Hallahan Distinguished Researcher Award from the Division for Research of the Council for Exceptional Children. His research and more than 175 publications focus on social skills assessment, intervention and curricular development, early intervention and prevention with at-risk children and students, longitudinal research on students with EBD and their families, and behavioral-ecological approaches to school intervention.
Frank M. Gresham, PhD, is Professor in the Department of Psychology at Louisiana State University. He is a Fellow of the American Psychological Association (APA) and of APA Divisions 16 (School Psychology), 5 (Quantitative and Qualitative Methods), and 53 (Society for Clinical Child and Adolescent Psychology). He is a recipient of the Lightner Witmer Award and the Senior Scientist Award from APA Division 16. Dr. Gresham is one of the few psychologists to be awarded Fellow status in the American Association for the Advancement of Science. His research and more than 260 publications address topics including social skills assessment and intervention, response to intervention, and assessment and interventions for students with emotional and behavioral disorders. He is codeveloper of the Social Skills Improvement System Rating Scales.