“This text will be a valuable resource for both support personnel in the schools and private practitioners in conducting valid behavioral assessments as part of a problem-solving process in which identified target behavior is linked to mode of intervention. It provides a response to the ongoing needs of professionals seeking to improve service provision in this area.”

—Readings


“If Shapiro and Kratochwill set out to create a useful, field-based, practitioner-oriented manualmission accomplished!...It is highly recommended that the matched pair [Conducting School-Based Assessments of Child and Adolescent Behavior and Behavioral Assessment in Schools, Second Edition] be considered for any behavioral assessment course offered at the graduate or even undergraduate level.”

—Behavioral Interventions


“This volume's strengths include the rich case material, numerous tables that serve as guidelines for approaching multidimensional assessment, and specific examples of actual tests, questionnaires, and behavioral observation strategies. The chapters are clearly written, interesting, and provocative. Moreover, they challenge us to recognize and use 'best practices' in our day-to-day work settings. The book presents a 'how to' approach that will be welcomed by many practitioners.”

—Thomas H. Ollendick, PhD, Department of Psychology, Virginia Tech


“This book provides comprehensive coverage of contemporary behavioral assessment concepts and methods for persons working in the schools. Especially appealing is the book's clear organization, based on the conceptual framework delineated in the initial chapter. The use of the 'directness continuum' to order the chapters is a logically compelling and pedagogically useful strategy. Offering an up-to-date treatment of the field, the book's coverage includes functional analysis as well as issues related to assessing ethnic and linguistic minority children. It is consistently practical, including many case examples and samples of useful instruments and forms.”

—John D. Cone, PhD, Department of Psychology, United States International University, San Diego, CA


“This book provides a much-needed update on conducting school-based assessments, especially in light of recent advances in functional assessment. The chapters will help practitioners tackle school-based referrals in all of their complexity. Clear and up-to-date information is presented on the complete range of necessary measures, integrated into a sound conceptualization of the multifaceted task of assessment. The book even includes a chapter on cultural and linguistic issues. Appropriate for school psychologists and anyone making decisions about children in schools, this book should find its way into all school psychology graduate training curricula.”

—Edward Daly, PhD, Department of Psychology, Western Michigan University