Below, you'll find a list of books and articles that are recommended by various members, along with comments to highlight the value of the material.
|Recommended Book/Article||Member||School Division||Comments/Review|
|Wendling, B.J. & Mather, N.
Essentials of Evidence-Based Academic
Interventions. John Wiley & Sons.
||Ron T.||N/A||This was one of my go-to books for coming up with great academic recommendations! I highly recommend this little book if you don't have it. In my opinion, this book is a must read for all school psychologists. It ties academic problems to associated cognitive deficiences and is loaded with practical interventions for reading, spelling, written expression, and mathematics.|
|Feifer, S.G. (2019). The Neuropsychology of Stress & Trauma: How to Develop a Trauma Informed School. Middletown, MD: School Neuropsych Press.||Ron T.||N/A||This is a great book for developing an understanding of how trauma from adverse childhood experiences affects the brain, human functioning, and even test performance. It provides practical ideas on how to implement a trauma-informed school, including evidence-based interventions and accommodations.|
|Packer, L.E. &
Pruitt, S.K. (2010).
Challenging Kids, Challenged Teachers:
Teaching Students with Tourette's, Bipolar Disorder, Executive
Dysfunction, OCD, ADHD, and More. Portland, OR:
||Sherri Smart||Hanover||This book has teacher-friendly overviews.|
|Robinson, D.J. (2016).
The Mental Status Exam - Explained (3rd. Ed.). Rapid Psychler Press.
||Chris Franz||Borderland||This inexpensive book can help with prioritizing mental health observations and questions during interviewing so that you can write better narratives in reports and facilitate diagnoses.|
|Birsh, J.R. & Carreker, S.
Multisensory Teaching of Basic Language Skills
(4th Ed.). Brookes Publishing.
||Ron T.||N/A||This book discusses the use of multisensory structured teaching appropriate for all students (e.g, the Orton-Gillingham approach), including English-language learners and those with dyslexia and dyscalculia. It is a "must-read" for school psychologists who want to consult with teachers about science-based literacy instruction. The book is very comprehensive, spanning oral language development, emergent literacy skills, screening, curriculum-based measurement, phonemic awareness, decoding, morphology, executive functioning, reading fluency, vocabulary, reading comprehension, spelling instruction, written language instruction, use of technology, RTI, and much more.|
|Barkley, R. (2016).
Managing ADHD in School: The Best
Evidenced-Based Methods for Teachers. PESI
||Ron T.||N/A||This is not the most comprehensive book on ADHD written by Russell Barkley with pages of details about research studies. Instead, it summarizes all the essential information that teachers need to know, including genetics, the underlying neurophysiology, and a load of great evidence-based strategies for teachers! I produced some well-received presentations for teachers based on this one book.|
Feifer, S. (2017). The Neuropsychology of Mathematics: An Introduction to the FAM. PAR Inc.
|Ron T.||N/A||I used this book to interpret the FAM results for students. It has a research-based model of Math LD and it has some specific educational strategies for each subtype. It's worth getting if you're going to use the FAM.|
|Promising Books for
Bird, R. (2021). The Dyscalculia Toolkit: Supporting Learning Difficuties in Mathematics. Corwin.
Hannell, G. (2012). Dyscalculia: Action Plans for Successful Learning in Mathematics (2nd Ed.). Routledge.
Marie-Pascale, N. & Karagiannakis, G. (2022). Effective Teaching Strategies for Dyscalculia and Learning Difficulties in Mathematics: Perspectives from Cognitive Neuroscience. Routledge.
|Ron T.||N/A||I have only looked over the contents of these books, but they look promising for a better understanding of dyscalculia, as well as generating appropriate recommendations.|