Investigating School Psychology

Michael I. Axelrod, PhD, is the Director of the Human Development Center and a Professor in the Department of Psychology at the University of Wisconsin-Eau Claire, USA. He is a Nationally Certified School Psychologist and Licensed Psychologist. His published books include Behavior Analysis for School Psychologist, School-Based Behavioral Intervention Case Studies: Effective Problem Solving for School Psychologists, and Reading Intervention Case Studies for School Psychologists.Stephen Hupp, PhD, is a Licensed Clinical Psychologist and Professor of Psychology at Southern Illinois University Edwardsville (SIUE), USA. In 2015, he won the Great Teacher Award from the SIUE Alumni Association. He is the editor of Skeptical Inquirer magazine, and he has published several books including Pseudoscience in Therapy and Great Myths of Child Development.

“Most people make up their minds based on very limited information. Support for this assertion can be found in myriad surveys, polls, and descriptions of public opinion. School psychology is a domain where strongly held yet non scientifically supported opinions are rampant. The unfortunate result is the risk of harmful child practices. This book identifies several examples of practices and/or perspectives that masquerade as factual and sets the record straight with relevant scientific findings. Thus it is an ideal companion for texts used by professors teaching classes to students majoring in child psychology in general and school psychology in particular.”Patrick Friman, PhD, ABPP Vice President of Behavioral Health, Boys Town; Professor of Pediatrics, University of Nebraska Medical Center, USA."Investigating School Psychology: Pseudoscience, Fringe Science, and Controversies offers a comprehensive yet easily digestible summary of the research refuting the most common and harmful myths in school psychology and education. Axelrod and Hupp have brought together leading scholars in the field to create an informative resource for anyone invested in our schools and the well-being of children. The book should be required reading for all policy makers in education."Renee O. Hawkins, PhD, Director of the School of Human Services and Professor in the Ed.S. and Ph.D. School Psychology Programs at the University of Cincinnati, USA.

• ForewordBertha VazquezPart I. Introduction1. School Psychology, Pseudoscience, and Self-CorrectionMichael I. Axelrod2. Historical Pseudoscience in SchoolsScott Bellini, Parker S. Beckman, and Hanna S. LimPart II. Systems-level Practices3. Zero Tolerance PoliciesAngela Fontanini-Axelrod4. Suicide Prevention and Intervention PracticesSusan M. Swearer, Samantha Kesselring, and Emilea Rejman5. Prevention Programs for Risky BehaviorsMarisa E. Marraccini, Lauren E. Delgaty, and Telieha J. MiddletonPart III. Assessment6. Cognitive AssessmentMatthew K. Burns and Jonie B. Welland7. Academic AssessmentJeremy Miciak, Ryan L. Famer, and Amanda M. VanDerHeyden8. Projective Drawing TechniquesNicholas F. Benson, Stefan C. Dombrowski, and Michael I. AxelrodPart IV. Instruction and Intervention9. Academic InstructionChad E. L. Kinney, John C. Begeny, and Rahma M. Hida10. Academic InterventionsZachary C. LaBrot and Emily R. DeFouw11. Working Memory TrainingSarah J. Conoyer, Kathrin E. Maki, and Jamie HaasPart V. Working with Specific Populations and Problems12. Neurodevelopmental DisordersAngela Capuano and Kim Killu13. Externalizing BehaviorsMaddison Knott, Arianna Delgadillo, Sara Jordan, Lauren Erp, and Audrey Ambrosio14. Internalizing ProblemsAvalon S. Moore, Alixandra Wilens, and Brian A. ZaboskiPostscript: School Psychology Practices with Strong EvidenceSarah Conoyer, Stephen Hupp, and Michael Axelrod