Current Topics and Interventions for Educators

Paul C. McCabe, NCSP, is an associate professor of school psychology in the School Psychologist Graduate Program at Brooklyn College of the City University of New York. McCabe is a New York State certified school psychologist, New York State licensed psychologist, and a Nationally Certified School Psychologist (NCSP). He serves on the editorial boards of several publications in school psychology and developmental psychology, and has consulted at state and national levels on issues of early childhood assessment and best practices, pediatric issues in schools, and training in school psychology. McCabe conducts and publishes research in early childhood social, behavioral, and language development and concomitant problems; pediatric school psychology and health issues addressed by schools; and social justice issues in training, especially training educators to advocate for gay, lesbian, bisexual and transgendered youth. McCabe received his PhD in clinical and school psychology from Hofstra University. He holds undergraduate degrees from University of Rochester and Cazenovia College. Steven R. Shaw, NCSP, is an assistant professor in the Department of Educational and Counselling Psychology at McGill University in Montreal, Quebec. He has been a school psychologist since 1988 with clinical and administrative experience in schools, hospitals, and independent practice. He has conducted workshops and consulted with educational policy makers to address the needs of children with borderline intellectual functioning in the US, Canada, Pakistan, Moldova, Poland, India, and Egypt. Shaw conducts and publishes research in behavior and language development in children with rare genetic disorders; resilience factors for children with risk factors for school failure, especially borderline intellectual functioning; and pediatric school psychology and health issues addressed by schools. Shaw received a PhD in school psychology from the University of Florida.

"This three-volume set is the first to comprehensively address the needs of educators in understanding and treating pediatric conditions in school settings. The editors have invited many of the top scientists in their respective areas to succinctly summarize research findings that are most relevant for school professionals. The three volumes cover a plethora of pediatric conditions and health care topics ranging from chronic illnesses (e.g., asthma) to neuropsychiatric disorders (e.g., autism) to prevention and wellness intervention to controversial and hot topics (e.g., steroid use by adolescents and use of multiple psychotropic drugs in the absence of controlled trials). The editors and chapter authors deliver well-written, interesting, and concise chapters that focus on educational implications and school-based strategies that directly translate research into practice." -- George J. DuPaul, Professor of School Psychology "The three volumes represent a unique contribution to improving the way schools respond to the medical needs of students. In a highly readable format, each chapter addresses a different medical issue or condition, describes the most up-to-date research in that particular area, and gives practical suggestions about how each issue affects learning and the strategies that might best help the children and families coping with these conditions.This is an excellent resource for educators, school mental health professionals, and parents-a place to get reliable information about medical issues, their implications for learning, and strategies for addressing them in schools-all in an extremely readable and usable format." -- John E. Desrochers, Editor, Communique