Dropout Prevention

1. Auflage 2014
ISBN: 978-1-4625-1620-9
Verlag: Guilford Publications

Buch, Englisch, 176 Seiten, Format (B × H): 205 mm x 268 mm, Gewicht: 418 g

Reihe: The Guilford Practical Intervention in the Schools Series

Meeting a crucial need, this book presents effective prevention and intervention methods that can help all students stay--and succeed--in school. The authors emphasize that dropout is a process, not an event. They provide tools for identifying dropout risk (including academic, behavior, and attendance problems) and strategies for problem solving and data-based decision making at the elementary and secondary levels. Illustrative case examples and reproducible checklists and tools enhance this user-friendly resource. The print book has a large-size format to facilitate photocopying. Purchasers also get access to a Web page where they can download and print the reproducible materials.

This book is in The Guilford Practical Intervention in the Schools Series, edited by Sandra M. Chafouleas.

Zielgruppe

Professional Practice & Development

Autoren/Hrsg.

Goss, C Lee

Hokkanen, Kristina J

Fachgebiete

• Sozialwissenschaften Psychologie Psychotherapie / Klinische Psychologie Kinder- und Jugendlichenpsychotherapie

Inhaltsverzeichnis

I. Systemwide Dropout Prevention
1. The Dropout Crisis
2. School, Family, and Community Partnerships
3. Academic and Behavior Links to Inform Dropout Prevention Methods
II. Dropout Prevention at the Elementary Level
4. A Process, Not an Event: Early Identification of Dropout Risk
5. Tier 2 and Tier 3 Problem Solving at the Elementary Level: Are We Closing the Gap?
6. Early Intervention: Elementary Evidence-Based Resources (with Jennifer L. Robert)
III. Dropout Prevention in Middle School and High School
7. Time Is of the Essence: Early Warning Systems for Middle School and High School
8. Tier 2 and Tier 3 Problem Solving at the Secondary Level
9. Middle School and High School Evidence-Based Resources (with Jennifer L. Robert)
10. The Role of Technical Education, Alternative High Schools, and Postsecondary Options in Dropout Prevention
Conclusion: Time for a Change
Appendix: Reproducible Materials
Appendix A. Checklist for Monitoring and Improving Family Engagement
Appendix B. Academic Intervention Record Form
Appendix C. Building an Early Warning System
Appendix D. Evidence-Based Interventions
Appendix E. Online Resources for Dropout Prevention and Intervention Methods

Über Autor(innen)

C. Lee Goss, PsyD, NCSP, is a Lecturer in the Educational and School Psychology Programs at the University of Southern Maine. She has provided school psychology services, professional development, and consultation for schools and districts in multi-tiered, system-wide prevention and early intervention methods. In private practice, Dr. Goss takes a collaborative and comprehensive multidisciplinary approach to supporting children and adolescents at risk for academic, social, and mental health problems that often result in underachievement and school failure. Her research interests include prevention, early intervention, and problem-solving methods to inform effective interventions and dropout prevention.
    
Kristina J. Andren, PsyD, NCSP, has practiced as a school psychologist in Maine schools since 2005. She served as Assistant Professor of Educational and School Psychology at the University of Southern Maine, and continues to be affiliated with the University as a supervising licensed psychologist for PsyD school psychology interns and practicum students and as a member of the School Psychology Advisory Board. Dr. Andren's research interests include assessment and intervention within a multi-tiered systems of support (MTSS) framework. Her current work focuses on the application of MTSS methods--such as response to intervention--to reading initiatives, schoolwide practices, and dropout prevention.