A landmark text, this volume systematically addresses the issues involved in developing behavioral assessment strategies for educational--rather than clinical--settings. The theoretical and conceptual underpinnings of widely used assessment methods are discussed, and their strengths and limitations evaluated. Attention is given to legal and professional issues, decision making processes in educational diagnosis, and culturally sensitive assessment practices.
"As we have come to expect from Shapiro and Kratochwill, this is a comprehensive, thoughtful, and up-to-date volume. Topics represented include not only the classics, such as direct observation and functional analysis, but also curriculum-based assessment and self-monitoring strategies. This second edition represents the new 'gold standard' for students, researchers, and practitioners." --Cindy Carlson, PhD, University of Texas, Austin
"This volume is a thinking person's guide to behavioral assessment methodology. The esteemed contributors integrate theory and practice admirably. Students who use this text will gain a sophisticated understanding of these techniques, learning not only how to use them, but also why." --Randy Kamphaus, PhD, University of Georgia
"This volume is inclusive in scope and exclusive in the selection of chapter authors, who are among today's leading scholars in the field. Encompassed are an impressive array of direct and indirect behavioral assessment approaches that have relevance for both academic and nonacademic concerns. Behavioral assessment is conceptualized within a data-based, problem-solving framework that is widely employed within contemporary educational settings and that facilitates mandated assessment-treatment linkages. Incorporating numerous tables and figures to illustrate research reviews and practice guidelines, this volume is a 'must read' for advanced graduate students and practitioners in child clinical and school psychology. It is an excellent textbook choice for graduate-level courses addressing child behavioral assessment."--Cathy F. Telzrow, PhD, ABPP, School Psychology Program, Kent State University