This book assembles into one volume summaries of school-based intervention research that relates to those who deal on a regular basis with the growing body of students having high-incidence learning disabilities and/or behavior disorders: special educators school psychologists and clinical child psychologists. Chapter authors begin with an overview of their topic followed by a brief section on historical perspectives before moving on to the main section â a critical discussion of empirically based intervention procedures. In those instances where evidence-based prescriptions can legitimately be made authors discuss best practices and the conditions (e. g. classroom environment teacher expertise) under which these practices are most effective. A final section deals with policy issues. Language: English