This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Preview
Unable to display preview. Download preview PDF.
Bibliography
American Psychiatric Association. (2000). Diagnostic and statistical manual of mental disorders(4th ed., text rev.). Washington, DC: Author.
Bowlby, J. (1988). A secure base: Clinical applications of attachment theory. London: Routledge.
Hanson, R. R, & Spratt, E. G. (2000). Reactive attachment disorder: What we know about the disorder and implications for treatment. Child Maltreatment, 5, 137–145.
Sheperis, C. J., Renfro-Michel, E., & Doggett, R. A. (in press). In-home treatment of reactive attachment disorder in a therapeutic foster care system: A case example. The Journal of Mental Health Counseling.
Additional Reading for Nonprofessionals
Levy, T. M., & Orlans, M. (1998). Attachment, trauma, andhealing: Understanding and treating attachment disorder in children and families. Washington, DC: Child Welfare League of America.
Additional Readings for Professionals
Ainsworth, M. D., Blehar, M. C, Waters, E., & Wall, S. (1978). Patterns of attachment. Hillsdale, NJ: Erlbaum.
Bowlby, J. (1969). Attachment and loss: Attachment (Vol. 1). New York: Basic Books.
Sheperis, C. J., Dogget, R. A., Hoda, N. E., Blanchard, T., Renfro-Michel, E., Holdiness, S., et al. (2003). The development of an assessment protocol for reactive attachment disorder. The Journal of Mental Health Counseling, 25,291–310.
Sheperis, C. J., Dogget, R. A., & Renfro-Michel, E. (2003). Disrupted attachment patterns and youth at risk: Understanding and treating disruptive behavior. In D. Rea & R. Stallworth-Clark (Eds.), Fostering our youths well-being: Healing the social disease of violence(pp. 189–199). New York: McGraw-Hill.
Bibliography
Fuchs, D., Fuchs, L. S., Mathes, P. H., & Simmons, D. C. (1997). Peer-assisted strategies: Making classrooms more responsive to diversity. American Educational Research Journal, 34, 174–206.
Idol-Maestas, L., & Croll, V. J. (1987). The effects of training in story mapping procedures on the reading comprehension of poor readers. Learning Disability Quarterly, 10, 214–229.
Jenkins, J. R., & Jewell, M. (1993). Examining the validity of two measures for formative teaching: Reading aloud and maze. Exceptional Children, 59, 421–432.
LaBerg, D., & Samuels, S. J. (1974). Toward a theory of automatic information processing in reading. Cognitive Psychology, 6, 293–323.
Shapiro, E. S. (1996). Academic skills problems: Direct assessment andintervention(2nd ed.). New York: Guilford.
Sindelar, P. T, & Stoddard, K. (1991). Teaching reading to mildly disabled students in regular classes. In G. Stoner, M. R. Shinn, & H. M. Walker (Eds.), Intervention for achievement and behavior problems(pp. 357–378). Washington, DC: National Association of School Psychologists.
Skinner, C. H. (1998). Preventing academic skill deficits. In T. S. Watson & F. M. Gresham (Eds.), Handbook of child behavior therapy(pp. 61–82). New York: Plenum.
Sulzer-Azaroff, B., & Mayer, G. R. (1986). Achieving educational excellence using behavioral strategies. New York: Holt, Rinehart, & Winston.
Additional Readings for Nonprofessionals
Dawson, P. (1998). Reading to read: An intervention strategy combining CBM and repeated readings. In A. S. Canter & S. A. Carroll (Eds.), Helping children at home and school: Handouts from your school psychologist(pp. 203–204). Washington, DC: National Association of School Psychologists.
Vaughn, S., Bos, C. S., & Schumm, J. S. (2000). Teaching exceptional diverse, and at-risk students in the general education classroom. Boston: Allyn & Bacon. http://www.indstate.edu/soe/blumberg
Additional Readings for Professionals
Baker, S., Gersten, R., & Grossen, B. (2002). Interventions for students with reading comprehension problems. In M. R. Shinn, H. M. Walker, &G. Stoner (Eds.), Interventions for academic and behavior problems. II: Preventive and remedial approaches. Washington, DC: National Association of School Psychologists.
Shapiro, E. S. (1996). Academicskills problems: Directassessmentandintervention(2nd ed.). New York: Guilford.
Bibliography
Fuchs, L. S., & Deno, S. L. (1991). Paradigmatic distinctions between instructionally relevant measurement models. Exceptional Children, 57, 488–500.
Hintze, J. M., & Shapiro, E. S. (1997). Curriculum-based measurement and literature-based reading: Is curriculum-based measurement meeting the needs of changing reading curricula? Journal of School Psychology, 35, 351–375.
Hintze, J. M., Shapiro, E. S., & Lutz, J. G. (1994). The effects of curriculum on the sensitivity of curriculum-based measurement in reading. The Journalof Special Education, 28, 188–202.
Additional Readings for Nonprofessionals
Shapiro, E. S. (1996). Academic skills problems: Direct assessment andintervention (2nd ed.). New York: Guilford.
Shinn, M. R. (Ed.). (1989). Curriculum-based measurement: Assessing specialchildren. New York: Guilford.
Additional Reading for Professionals
Shinn, M. R. (Ed.). (1998). Advanced applications of curriculum-based measurement. New York: Guilford.
Bibliography
Carnine, D. W., Silbert, J., & Kameenui, E.J. (1997). Direct instruction reading.
Upper Saddle River, NJ: Prentice-Hall.
Mercer, C. D., & Mercer, A. R. (1993). Teaching students with learning problems. New York: Merrill.
Rodis, P., Garrod, A., & Boscardin, M. L. (2001). Learning disabilities and lifestories. Boston: Allyn & Bacon.
Additional Reading for Nonprofessionals
Hardman, M. L., Drew, C. J., & Egan, M. W. (1999). Human exceptionality: Society, school, and family. Boston: Allyn & Bacon.
Additional Reading for Professionals
Bigge, J. L., & Stump, C. S. (1999). Curriculum, assessment, and instruction for students with disabilities. Belmont, CA: Wadsworth.
Bibliography
Crick, N. R., Grotpeter, J. K., & Bigbee, M. A. (2002). Relationally and physically aggressive children’s intent attributions and feelings of distress for relational and instrumental peer provocations. Child Development, 73, 1134–1142.
French, D. C, Jansen, E. A., & Pidada, S. (2002). United States and Indonesian children’s and adolescents’ reports of relational aggression by disliked peers. Child Development, 73, 1143–1150.
Henington, C, Hughes, J. N., Cavell, T. A., & Thompson, B. (1998). The role of relational aggression in identifying aggressive boys and girls. Journal of School Psychology, 36, 457–477.
O’Donnell, A. S. (2002). Implementation and evaluation of a treatment program for relational aggression and victimization with preadolescent girls. Dissertation Abstracts International, 63(6B), 2996.
Prinstein, M. J., Boergers, J., & Vernberg, E. M. (2001). Overt and relational aggression in adolescents: Social-psychological adjustment of aggressors and victims. Journal of Clinical Child Psychology, 4, 479–491.
Additional Reading for Nonprofessionals
Taylor, J. (2002). The girls’ guide to friends: Straight talk for teens on making close pals, creating lasting ties, and being an all-around great friend. New York: Crown.
Additional Readings for Professionals
Crick, N. R., & Grotpeter, J. K. (1995). Relational aggression, gender, and social-psychological adjustment. Child Development, 66, 710–722.
Crick, N. R., Werner, N. E., & Casas, J. F. (1999). Childhood aggression and gender: A new look at an old problem. In D. Bernstein (Ed.), Gender and motivation(pp. 75–141). Lincoln: University of Nebraska Press.
Nelson, D. A., & Crick, N. R. (2002). Parental psychological control: Implications for childhood physical and relational aggression. In B. K. Barber (Ed.), Intrusive parenting: How psychological control affects children and adolescents(pp. 161–189). Washington, DC: American Psychological Association.
Bibliography
Anderson, G. E., Jimerson, S. R., & Whipple, A. D. (2002). Students’ ratings of stressful experiences at home and school: Loss of a parent and grade retention as superlative stressors. Manuscript in preparation, University of California, Santa Barbara.
Holmes, C. T. (1989). Grade-level retention effects: A meta-analysis of research studies. In L. A. Shepard & M. L. Smith (Eds.), Flunking grades: Research and policies on retention(pp. 16–33). London: Falmer.
Holmes, C. T., & Matthews, K. M. (1984). The effects of nonpromotion on elementary and junior high school pupils: A meta-analysis. Reviews of Educational Research, 54, 225–236.
Jimerson, S. R. (1999). On the failure of failure: Examining the association between early grade retention and education and employment outcomes during late adolescence. Journal of School Psychology, 37, 243–272.
Jimerson, S. R. (2001). Meta-analysis of grade retention research: Implications for practice in the 21st century. School Psychology Review, 30, 420–437.
Jimerson, S. R., Anderson, G. E., & Whipple, A. D. (2002). Winning the battle and losing the war: Examining the relation between grade retention and dropping out of high school. Psychology in the Schools, 39, 441–457.
Jimerson, S. R., Carlson, E., Rotert, M., Egeland, B., & Sroufe, L. A. (1997). A prospective, longitudinal study of the correlates and consequences of early grade retention. Journal of School Psychology, 35, 3–25.
Additional Readings for Nonprofessionals
Alexander, K., Entwisle, D., & Dauber, S. (1994). On the success of failure: A reassessment of the effects of retention in the primary grades. New York: Cambridge University Press.
Shepard, L. S., & Smith, M. L. (1989). Flunking grades: Research and policies on retention. London: Falmer.
Additional Readings for Professionals
Ferguson, P., Jimerson, S., & Dalton, M. (2001). Sorting out successful failures: Exploratory analyses of factors associated with academic and behavioral outcomes of retained students. Psychology in the Schools, 38, 327–342.
Jimerson, S. R., Ferguson, P., Whipple, A. D., Anderson, G. E., & Dalton, M. J. (2002). Exploring the association between grade retention and dropout: A longitudinal study examining socio-emotional, behavioral, and achievement characteristics of retained students. The California School Psychologist, 7,51–62.
Jimerson, S. R., & Kaufman, A. M. (in press). Reading, writing, and retention: A primer on grade retention research. The Reading Teacher.
Pianta, R. C, Tietbohl, P. J., & Bennett, E. M. (1997). Differences in social adjustment and classroom behavior between children retained in kindergarten and groups of age and grade matched peers. Early Education and Development, 8, 137–152.
Bibliography
Levitt, E. E., & Truumaa, A. (1972). The Rorschach technique ivith children and adolescents: Application and norms. New York: Grune & Stratton.
Rose, T., Kaser-Boyd, N., & Maloney, M. P. (2001). Essentials of Rorschach assessment. New York: Wiley.
Weiner, I. B. (1996). Some observations on the validity of the Rorschach inkblot method. Psychological Assessment, 8, 206–213.
Additional Readings for Professionals
Exner, J. E. (2000). Rorschach workbook for the comprehensive system (5th ed.).
New York: Rorschach Workshop.
Exner, J. E., & Weiner, I. B. (1996). The Rorschach: A comprehensive system
(3rd ed.). New York: Wiley.
Weiner, I. B. (1998). Principles of Rorschach interpretation. Mahwah, NJ: Erlbaum.
Author information
Authors and Affiliations
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2004 Kluwer Academic/Plenum Publishers
About this chapter
Cite this chapter
Watson, T.S., Skinner, C.H. (2004). Rr. In: Watson, T.S., Skinner, C.H. (eds) Encyclopedia of School Psychology. Springer, Boston, MA. https://doi.org/10.1007/978-0-387-22556-2_17
Download citation
DOI: https://doi.org/10.1007/978-0-387-22556-2_17
Publisher Name: Springer, Boston, MA
Print ISBN: 978-1-4757-0994-0
Online ISBN: 978-0-387-22556-2
eBook Packages: Springer Book Archive