Assessment in Educational Therapy offers essential grounding, skills, and ethical approaches for understanding and conducting assessments in the context of educational therapy. Six clear, straightforward chapters guide graduate students and trainees of the field to use scores, observation, and hypothesis testing to create strengths-based assessments and intervention strategies that can be delivered orally or in written reports. The book is the first to describe and critique all the standardized assessment instruments that qualified educational therapists can use to measure skills in reading, written expression, mathematics, and processing. Real-world case studies, practical takeaways of key concepts, resources for self-study, reflective questions, and other readers’ tools enliven this comprehensive yet accessible reference.

This book provides an in-depth look at what a little-known clinician, the educational therapist, does and how they do it. It goes behind the clinician’s door to illustrate the unusual and broad range of interventions – both academic/vocational and social/emotional – that an educational therapist employs. This particular case study involves a young woman named Nora who had a severe but undiagnosed auditory processing disorder. She could not give meaning to the spoken language that came at her too rapidly, leaving her in a constant fog of words that she couldn’t comprehend. This case discloses the problems, their causes, and the emotional toll that had to be considered when developing an effective educational/therapeutic plan for Nora. It vividly illustrates the dynamic exchanges and mutual learning that goes on between client and therapist. Parts I and II illustrate how the psycho-educational interventions that addressed Nora’s academic and non-academic needs were gradually formulated over the first year. Part III provides a series of vignettes from subsequent years that illustrate the ongoing applications of the therapist’s work. Distinguishing Features Explanatory Sidebars – The rationale behind particular techniques and interventions is clarified through a system of explanatory sidebars that inform the reader without distracting from the story. This approach makes the book both an instructional tool well as compelling story. Organic Curriculum – The rationale for and application of an "organic (personalized) curriculum" is explained and applied throughout the book as a model for others to use in working with this population. A Longitudinal Perspective – The initial work with Nora began many years ago, so this book provides a long view of her life and tracks the influences that educational therapy exerted on her development into a fully functioning adult. Cognitive/Emotional Integration – The core of educational therapy – the interdependence of cognitive skills and emotional response – is clearly documented throughout the book. In addition to educational therapy students and practitioners, this book is appropriate for those working in related fields such as special education, school psychology, school counselling, and social work in educational settings.

Assessment in Educational Therapy offers essential grounding, skills, and ethical approaches for understanding and conducting assessments in the context of educational therapy. Six clear, straightforward chapters guide graduate students and trainees of the field to use scores, observation, and hypothesis testing to create strengths-based assessments and intervention strategies that can be delivered orally or in written reports. The book is the first to describe and critique all the standardized assessment instruments that qualified educational therapists can use to measure skills in reading, written expression, mathematics, and processing. Real-world case studies, practical takeaways of key concepts, resources for self-study, reflective questions, and other readers' tools enliven this comprehensive yet accessible reference.

The Clinical Practice of Educational Therapy is the first book to provide a comprehensive review of the interdisciplinary profession and practice of educational therapy as it exists today. It describes the scope and practice of educational therapy from its European roots to its growing presence in the United States, and provides case studies to illustrate the work of educational therapists. Key Features: Interdisciplinary Perspective – Other books focus on either educational or therapeutic interventions but rarely discuss the blend and synergy of disciplines that are the hallmark of the profession. Illustrative Cases – The text draws heavily on case studies as a means of understanding the practice of educational therapy, especially the relationship between therapist and client. Expertise – Chapter authors are either experienced educational therapists or allied professionals who have made scholarly contributions to the profession, such as Dorothy Ungerleider, Patricia Waters, Roslyn Arnold, and George McCloskey. In addition to educational therapy students and practitioners, this book is appropriate for those working in related fields including special education, school psychology, school counseling, and social work in educational settings.

Best Practices in Educational Therapy provides actionable strategies and solutions for novice and veteran educational therapists. Given the diverse backgrounds of educational therapists and the varieties of specialization and client types, there is no single approach for all therapists and all clients. This book is built on a foundation of individualized intensive intervention, offering generalized principles of application across many contexts. Featuring practices informed by documented experiences of educational therapists as well as research in memory and cognition, attention, speech/language, specific syndromes, and the role of emotion in learning, this well-rounded guide will serve educational therapists at all stages in their career.

Features an expanded discussion of mediated learning and includes case studies, reflective activities for the reader, and in-depth coverage of metacognition, metalearning, metateaching, and metatasking.

This expanded new edition reflects the author's efforts to explore the crucial components of the education of the creative arts therapist. The text reflects significant developments in the profession of art therapy, important modifications in the educational standards of the American Art Therapy Association, and profound changes in health care. The book is an expression of the author's belief that the most essential element of art therapy is art as the core of the profession. It is art making that undergirds the profession and is also the key element that art therapists bring to the client-therapist and educator-student relationships. Central, too, to the author's approach is the manner in which mentor and beginning art therapist come together in their efforts to learn and grow. The concern for authentic engagement in the training relationship enhances the beginner's ability to use the self to help clients learn to use art and artistic expression to identify and integrate new insights in their lives. Topics presented include The Image, Making Art, Beginner's Chaos, Journey Metaphor in Education, Mentor/Supervisor, The Art Experience, Core Curriculum, Practical Experience, Science and Soul in the Clinical Setting, The Work of Art Therapy, The Young Student, Gifts of the Male and Female Student, Role of Philosophy, Therapy and Holidays, Metaverbal Therapy, Role of Metaphor, Role of Love, Role of Assessment, and Role of Work. The book is ultimately concerned with the use of art and the artistic relationship to promote human growth. The author's deep understanding of both art and existentialism makes this book a high point in the ever-evolving fields of existential psychotherapy and art therapy.

Make formative assessment work for you—and your math students! Finally, formative assessment that adds up! Bringing Math Students Into the Formative Assessment Equation is the ultimate resource for helping teachers implement formative assessment in the middle school mathematics classroom. And it’s much more than that. With this research-based, teacher-tested guide, you won’t just learn effective teaching strategies—you’ll turn your students into self-regulated learners. They’ll monitor and assess their own progress—and communicate to you about it! Features include: A clear and manageable six-aspect instructional model Detailed strategies for helping students own their successes Real-life examples from middle school mathematics teachers Useful resources and a companion website to help you implement formative assessment in your classroom Formative assessment isn’t just for teachers anymore. With the help of this essential resource, you’ll work together with your students toward a common goal of math success. "This book is outstanding. I would recommend it to any math educator. The depth of research integrated into practice is extensive and, as a result, it is the most practical book I have come across related to formative assessment and mathematics The self-regulation aspects, as well as the ownership and involvement emphasized in the book, went beyond the traditional cognitive strategies endorsed in most books." Marc Simmons, Principal Ilwaco Middle School, Ocean Beach School District, Long Beach, WA "The ideas in this book are brought to life with examples of teachers and students in the classroom. The teacher voices, comments, and quotes lend credibility and are a big component of the book’s strengths as well as the visuals and graphics." Rita Tellez, Math Coordinator Ysleta Independent School District, El Paso, TX

Serving students with academic deficiencies necessitates communication and collaboration among professionals from several disciplines. Academic Assessment and Intervention brings together divergent approaches in order to demonstrate that scientific evidence, rather than biases or previous practice, must determine assessment practices that are selected and used for particular purposes. Similar to a handbook in its comprehensive topical coverage, this edited collection provides a contextual foundation for academic assessment and intervention; describes both norm-referenced and curriculum-based assessment/measurement in detail; considers the implications of both of these assessments on ethnically diverse populations; provides a clear link between assessment, evidence-based interventions and the RTI model; and considers other important topics related to this area such as teacher behavior. Intended primarily for graduate-level courses in education, school psychology, or child clinical psychology, it will also be of interest to practicing professionals in these fields.

Educational Care, a resource for parents and Teacher's, provides suggestions for dealing with the specific needs of individual students. The book focuses on the link between home and school, using case studies to illustrate key points.