B O O K R E V I E W S

Gilbert R. GredlerUniversity of South Carolina

Book Review Editor

Jacob, S. & Hartshorne, T.S. (2003). Ethics and law for school psychologists, 4th ed. Hoboken,NJ: Wiley. 392 pp. $80.00.

With this fourth edition the authors have provided the reader with a single-source book on ethicsand law specifically aimed at the psychologist in the school setting. The following topics areaddressed in the first three chapters: ethical codes and a decision making model; education lawthat protects the student and parents; liability of schools and practitioners; privacy issues; informedconsent and confidentiality (pp. vii–viii). The next eight chapters cover the ethical and legal issuesin psychoeducational assessment; evaluation of students with disabilities; counseling and thera-peutic interactions; and legal issues in working with parents and teachers. These eight chaptersalso review legal issues in undertaking research in the schools and ethical and legal issues involvedin supervision.

This fourth edition also includes the 1999 regulations of IDEA and increased emphasis ondiversity issues as well as addressing harassment problems. Study and discussion questions, vignettes,and possible activities for the reader are found in each chapter. These provide an excellent deviceto enhance discussion of a number of important psychological and educational issues.

This review will highlight a few of the important topics discussed by the authors. Mention ismade of the requirement that students may not be suspended or expelled without due process.Also, the child cannot be labeled “mentally retarded” or “emotionally disturbed” without dueprocess. This principle translates into a fair procedure that will include parental notice of suchactions and an impartial hearing about the results (p. 33).

Concerning privacy and informed consent the authors provide the reader with a helpful analy-sis about minors and their capacity to consent to psychological services and treatment. They statethat the years between ages 11 and 14 are “transitional” ones and children in this age range dousually defer to authority in such decisions. However, children age 14 or over are consideredcapable to participate in treatment decisions just as adults do (p. 59).

Because the majority of a school psychologist’s time involves psychoeducational assessmentthe reader will find the chapter on this topic most useful. In their discussion of the use of person-ality measures it would have been helpful to include a few examples of inappropriate use ofcertain measures. For example, some school psychologists make recommendations about a child’sadjustment status based on just the use of instruments such as the Bender or Draw-A-Person test(Martin, 1985).

The chapter on systems/organizational consultation topics includes minimum competencytesting, developmental/readiness screening testing, and school entry issues and retention deci-sions. While important points are made, this section could be expanded given the current emphasistoday by the public and school personnel on these issues.

School psychologists also should be aware of the fact that parental concern about placementof children in “developmental kindergarten” or other transition classes has increased drastically.Two states (Pennsylvania and Michigan) have incorporated educational regulations that state that

Psychology in the Schools, Vol. 41(3), 2004 © 2004 Wiley Periodicals, Inc.Published online in Wiley InterScience (www.interscience.wiley.com).

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schools cannot require the child to attend a pre-first-grade or transitional class instead of theregular kindergarten class (Gredler, 1992; Kelly, 1987; Wall, 1988). Another state (New Hamp-shire) has implemented a statewide Reading Recovery program which, in turn, has reduced the useof Gesselian tests by school psychologists to a significant degree.

Regarding the use of developmental/readiness screening tests,school psychologists need tobe aware that a correlation coefficient between a group’s score on a kindergarten screening instru-ment and a later achievement measure, while important information, provides insufficient data asto the value of the test. Use of a decision 2 � 2 predictive matrix will help provide additionalinformation as to the effectiveness of a screening measure (Gredler, 1997; Satz & Fletcher, 1988).

Another strong feature of this book is the discussion of the ethical and legal parameters of theuse of behavioral interventions in the school setting.

In summary it can be said that this book will stand for some time as an important bible onlegal and ethical issues for the school psychologist. It is a “must” for courses in a school psychology-training program. The use of vignettes and case studies will also be of definite value in workshopsfor the practicing school psychologist.

References

Gredler, G.R. (1992). School readiness: Assessment and educational issues. New York: Wiley.Gredler, G.R. (1997). Issues in school readiness. In G.C. Bear, K.M. Minke, & A. Thomas (Eds.). Children’s Needs II:

Development, Problems, and Alternatives (pp. 489–500). Bethesda, MD: National Association of School Psycholo-gists.

Kelly, F.J. (1987). Right of a child to attend kindergarten. Opinion #6467. Lansing, MI: Office of Attorney General.Martin, R.P. (1985). The ethics of utilizing the draw-a-person in child diagnosis: What are the implications for training?

Trainer’s Forum, 3, 1 & 5.Satz, P., & Fletcher, J.M. (1988) Early identification of learning disabled children: An age of old questions revisited.

Journal of Consulting and Clinical Psychology, 56, 824–829.Wall, D.D. (1988). Rules and regulations covering the establishment and operation of kindergarten, early admission policy

and admission of beginners in Pennsylvania, Circulars, #1–88, A-29 to A-34. Harrisburg, PA: State Department ofEducation Basic Education.

G.R.G.University of South Carolina

DOI: 10.1002/pits.10169

Luiselli, J.K., & Diament, C. (2002). Behavior psychology in the schools: Innovations inevaluation, support, and consultation. New York: The Haworth Press. 190 pp. $24.95.

Behavior Psychology in the Schools: Innovations in Evaluation, Support, and Consultation pro-vides a comprehensive description of the scope and direction of school-based behavioral consul-tation, as well as covering related issues such as prevention, behavioral supports, graduate training,legislation, evaluation, and behavioral applications. It emphasizes practical, empirically basedstrategies designed to promote academic and social functioning. These strategies target individu-als, classrooms, or can be employed school-wide. They are supported by clear and well-documented explanations as to how to implement them with success. The book is a practicalresource that is well suited for use by various school personnel including teachers, school psy-chologists, and administrators.

The 10 chapters address a variety of issues including behavioral consultation, positive behav-ior supports, academic remediation, health promotion strategies, techniques to reduce violence,curriculum-based measurement, technical assistance consultation, school-wide discipline proce-

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dures, training of school psychologists, and recommendations for successful use of behavioralconsultation in the schools. The varied perspectives offered within these chapters provide educa-tors with an excellent source of information, allowing them to utilize the strategies that best fittheir particular needs.

Behavior Psychology in the Schools is a worthwhile resource. This book uniquely addressesthe influences of behavioral and academic functioning on overall educational performance. Insum, the authors have succeeded in reviewing the direction behavioral consultation has taken inthe schools including a review of state and federal legislation, recognition of prevention-orientedtreatments, the shift from single-student intervention programs to those designed for classroomsand schools, and finally, a review of practice standards and competencies. Further, several addi-tional issues such as incorporating community involvement, long-term maintenance of consulta-tion goals, and graduate training in consultation are discussed.

Jolie M. AlricUniversity of Connecticut

Lea A. TheodoreHofstra University

Melissa A. BrayUniversity of ConnecticutDOI: 10.1002/pits.10170

Ozonoff, S., Dawson, G., & McPartland, J. (2002). A parent’s guide to Asperger Syndrome& High Functioning Autism. New York: Guilford Press. 278 pp. $17.95.

Parents of children at the high-functioning end of the autism spectrum will certainly benefit fromthis comprehensive handbook that not only leads them through the diagnostic maze of Autism andAsperger Syndrome but also provides systematic guidance for maximizing day-to-day function-ing. It is likely that families who adopt the strategies outlined in this manual will achieve theauthors’ goal of providing these children with “best chance for full and happy life.”

This parenting guide is divided into two equal parts. Part I focuses on issues of diagnosis,causes, and treatments pertaining to High-Functioning Autism (HFA) and Asperger Syndrome(AS) and is actually quite sophisticated in its breadth. Here, the authors do an outstanding job ofexplaining a myriad of complex and confusing issues. The history of Autism and Asperger Syn-drome is presented along with the controversy regarding whether HFA actually differs from AS.Here the authors describe deficits in social interaction, communication, and behavior in outstand-ing detail using a multitude of real-life examples. All of the DSM-IV’s pervasive developmentaldisorders are presented along with a very thorough description of the diagnostic process, theunfortunate (albeit common) incidence of misdiagnosis as well as the possibility of additionaldiagnoses and comorbidity. This all-inclusive, “no-holds-barred” style of presentation holds truefor the remainder of Part I, including causation and treatments. For example, Ozonoff and hercolleagues even address the current concern and relevant research regarding whether vaccinescause autism.

The authors’ attempt to explain every nuance and controversy in the field may be overwhelm-ing for parents at times. Alternatively, professionals working with these families will certainly

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benefit from the synopsis in Part I, enabling them to provide more effective evaluation and parentconsultation.

Part II of this parent’s guide is that which parents will likely rely on most, referring again andagain to techniques for helping their child with HFA or AS face daily challenges in the world.Here, the authors “guiding principle” is to build on and channel the child’s strengths (e.g., mem-ory, academic skills, and visual thinking) in a variety of ways and environments including home,school, and the social world. Specific strategies for communication and dealing with challengingbehavior are presented along with school intervention ideas and an overview of strategies used bytherapists. In addition, a whole chapter is dedicated to dealing with the late adolescent/adult child.As with Part I, Part II also proves to be an excellent resource for professionals, especially thosewho have felt at a loss in developing effective goals, interventions and/or 504 accommodationplans for students with HFA and AS.

Throughout this guide, Ozonoff and her colleagues use dozens of real-life scenarios to illus-trate their points. This proves to be one of the outstanding features of the book as it continuallydraws the reader in, heightening one’s interest and making complex issues real. This parentingguide systematically consolidates all relevant concerns for children with HFA and AS in one,all-inclusive source. It is highly recommended as a valuable addition to the library of parents andprofessionals seeking to improve the lives these individuals.

Mary Ellen WarrenDevelopmental Pediatric Clinic

University of South CarolinaDOI: 10.1002/pits.10171

Kruger, L. (2000). Computers in the delivery of special education and related services: Devel-oping collaborative and individualized learning environments. Binghamton, NY: HaworthPress. 136 pp. $39.95 cloth, $24.95 paper.

Over the past few decades in education, computers have evolved to become an integral part ofevery student’s education (Edyburn, 2001; Means, 2001) even though their perceived worth rangesfrom an important teaching aid, to a waste of time that only serves to distract students from theirlearning. Currently, the possibilities for integrating computers into students’ and teachers’ dailyroutines are almost limitless. Technologies including the Internet, e-mail, ever-smaller and morepowerful laptop and handheld computers, and emerging wireless technologies, have begun toreshape everything from classroom materials and topics, to teaching methodologies.

In the Introduction, the editor Louis J. Kruger states that his goal was to reflect, “the hope thatthe creative use of computers will transcend whatever nagging stereotypes that have been assignedto them, and be viewed as partners in the education process; machines that enhance current prac-tices and open new vistas for learning and collaboration” (pg. xv). Kruger hoped to demonstratethat the effective use of computers and the Internet can dramatically broaden the scope of instruc-tion in the classroom and bring educators and parents into more collaborative relationships. Toachieve his goal, he includes several chapters on how a new form of collaborative instruction canbe achieved through the use of technology, including strategies on working with community men-tors via e-mail, effectively utilizing the enormous quantity of information available on the Inter-net, establishing and maintaining e-mail contact with parents, and working more closely withrelated service providers. Other chapters highlighted topics such as unique considerations forfamilies with children with special needs.

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In contrast to the majority of the technology literature this book is concerned with howeducators can more effectively use existing and readily available technologies such as e-mail,calculators, and the Internet.

Each chapter attempts to focus on Kruger’s goal of demonstrating how technology can beused to promote collaboration and/or improve instruction. When viewed as a complete work,however, the book struggles to meet its purpose in a clear and uniform manner. Instead, eachchapter seems to stand by itself, without a clear sense of shared purpose, with some authorsproviding interesting discussions that, however, do not fit neatly with the bulk of the text.

As such, this volume began to feel like three different books in one. First, there was Kruger’sstated goal of demonstrating how computers can improve the education of students with specialneeds. Second, there was the message that collaborative teams need to take a more significant rolein K-12 education. Third, there was a single chapter discussing how computers can facilitate thepractice of Curriculum Based Assessment (CBA). While each of these messages was important,one received a complete elucidation.

In chapter one, Fuchs and Fuchs wrote on their work developing computer applications forCBA. They claim that through the use of their application, the time-consuming and complicatedtask of administering and scoring CBA prompts can be dramatically expedited. Therefore, teach-ers would be able to implement CBA regularly in their classroom to track student progress andprovide focused teaching in problem areas. This chapter was a clear example of how the use ofcomputers would eventually provide such a significant improvement over traditional techniquesthat they will become integral to all facets of the educational process.

The final chapter addressed the use of computer software to facilitate the activities of schoolstaff. Aldrich described the development of software that would assist collaborative teams incollecting and analyzing data, documenting decisions, and providing follow-up. Again, this is anarea where the use of computers by educators would allow the provision of dramatically improvedservices to their students.

The remaining five chapters focused more on how educators can use existing technologiesthat most classrooms already possess. For example, the most advanced technology discussed inJohn Woodward’s chapter on mathematics instruction was calculators and spreadsheet programs,both of which have existed for decades. In chapter 6, Parette and Anderson provided an informa-tive, but perhaps out of place, discussion of important considerations when buying a home com-puter for a child with special needs. The middle three of the seven chapters of the book fit mostneatly with Kruger’s goal of demonstrating how computers can encourage better teaching throughcollaboration. The authors (Kevin O’Neil et al., Ken Ryka et al., Gail Mecklem et al.) provideexplanations of how to use technology to bring students, teachers, parents, and mentors closertogether through better information and communication.

Therefore, this volume attempted to justify greater application of computers to special edu-cation and related services, but never quite finds a true focus. As a whole, these reviewers were leftwondering if Kruger should have first assembled a book on collaborative teams and left the dis-cussions of technology for another text.

References

Edyburn, D.L. (2001). 2000 in review: A synthesis of the special education technology literature. Journal of SpecialEducation Technology, 16(2), 5–25.

Means, B. (2001). Technology use in tomorrow’s schools. Educational Leadership, 58(4), 57– 61.

Nate Jones, Thomas Kehle & Melissa BrayUniversity of ConnecticutDOI: 10.1002/pits.10172

Book Reviews 407

Stein, A.E. (2003). Fragments: Coping with attention deficit disorder. New York: Haworth Press.245 pp. $65.00.

This is a most unusual book. The author states: “This book is about life. It is written for those whothink they have no hope, who struggle with life, with decisions, with addiction, and in search ofthemselves—” (p. ix).

Stein recounts “fragments” of her life after being diagnosed with attention deficit hyperactiv-ity disorder (ADHD). Rejecting medication and traditional psychotherapy the author relates herjourney through the years following her ADHD diagnosis.

Stein states her philosophy in a most important preface to the book. She emphasizes the valueof religion or spirituality to her as well as gardening and farming activities as important in enhanc-ing self-efficacy and in building community. She also mentions how the Amish build communityand family relationships and emphasizes that we also need to observe the values of other cultures.“Increasing technology breeds individuality and isolation, with society consistently placing a pri-ority on productivity and efficiency” (p. xii).

The author provides the reader with a vivid, engaging account of the difficulties she faced andhow she reacted to them. It is unusual to find such a detailed and vibrant account of an individualwho has faced many difficulties in life and has succeeded in mastering many of them as well ascharting a successful path through life. The book is also a definite testimonial of the value ofautobiography as an important insight into how an individual feels and copes with life’s challenges.

G.R.G.University of South Carolina

DOI: 10.1002/pits.10173

Kauffman, J.M. (2002). Education deform: Bright people sometimes say stupid things abouteducation. Lanham, MD: Scarecrow Press. 305 pp. $39.95 cloth, $29.95 paper.

Strictly speaking Jim Kauffman, Professor of Education at the University of Virginia, is “mad ashell” and is not going to take it anymore. In Kauffman’s view, perilous times are upon specialeducation thanks to the reform efforts of postmodernists who maintain that truth and knowledgeare constructed according to social rules rather than scientific evidence. Rejecting scientific methodas an objective means of reliable inquiry, proponents of postmodernism hold that there is no bodyof knowledge in the field of special education. Rather there are many “knowledges,” each of equalvalue; science (propelled largely by males of Western European origin) is yet just another socialconstruction. According to Kauffman in his book, Education Deform: Bright People SometimesSay Stupid Things About Education, postmodernism is responsible for the stupid things said abouteducation in general, and about special education specifically. [Postmodernist special educatorsinclude Tom Skrtic, Alan Gartner and Dorothy Lipsky, Maynard Reynolds, Wayne Sailor, andKathleen Gee (Kauffman, Bantz, & McCullough, 2002; Sasso, 2001).]

Education Deform is comprised of seven chapters and an epilogue. Chapter one discusses the“Deforming Effects of Nonsense,” such as maintaining that the instructional, social, and behav-ioral needs of students with disabilities are the same as those without disabilities, and the post-modern belief that special education is racist, discriminatory, and ineffective. Such erroneous

408 Book Reviews

thinking creates fertile ground for legislation such as “No Child Left Behind,” which flies in theface of reality unless we are willing to ignore children with disabilities.

In chapter two, “The Art of the Stupid,” Kauffman challenges the practice of renamingsomething to change what people believe about it. Examples are using the terms “developmentallydelayed” or “physically challenged” in place of mentally retarded or physically disabled. TheCanadian government took political correctness to such an extreme it expunged “retarded” fromofficial government language in the mistaken belief that the condition would be eradicated. In asimilar vein, the education community persists in “speaking in tongues” (see Merrow, 2003) anduses politically correct yet instructionally meaningless terms. In chapter three, “Slogans and OtherTrivialities,” Kauffman bemoans the use of misleading terms and slogans such as “brain-basededucation,” “child-centered schooling,” “learning styles,” “all children can learn,” and “all chil-dren are special.”

“Self-Contradictions, Nonsequiturs, and Denials” (chapter four) result in students with dis-abilities not receiving specialized instruction. Kauffman questions using the Brown v. Board ofEducation decision to equate disability with skin color:

The misuse of the Brown decision to defend full inclusion of children with disabilities is a nonse-quitur that in my opinion demeans both the civil rights of ethnic minorities who were mistreated byracially segregated school systems, and the civil rights of students with disabilities who may requireeducation in a class or school separate from the classroom and school (p. 117).

Wholesale inclusion of students with disabilities denies the fact that these students haveneeds different from those of students without disabilities. In chapter five, “Misleading State-ments,” Kauffman questions the postmodernist belief that those who believe that some childrenbenefit from special classes are segregationist. What is needed (and what is legally required),according to Kauffman is a continuum of services that includes the option of a special class (seeFuchs & Fuchs, 1995; Kauffman et al., 2001; Kauffman & Hallahan, 1995). Chapter seven explores“The Unintelligible” writing of such postmodernists as Jacques Derrida, Michel Foucault, PaulFeyeraben, and Richard Rorty and exposes the fallacy of equating postmodernist ideas with vir-tues (e.g., full inclusion as a democratic ideal, “right thinking” as more important than technicalcompetence).

Chapter seven includes 30 suggestions for making sense about education. Examples includebasing education reform on scientifically based evidence and practice, providing placement, instruc-tional, and curricular options for students with disabilities, and adopting reliable methods to eval-uate educational effectiveness.

Special education has changed significantly over the past 20 years with the majority of stu-dents with disabilities receiving most, if not all, of their education in regular education classrooms(U.S. Department of Education, 2001). Rather than provide direct services, special educators aremore apt to assume the roles of itinerant or consulting teachers (Friend & Bursuck, 2002). Afterreading Education Deform, one wonders if opportunities for students with disabilities are restrictedrather than expanded.

Kauffman’s book makes for provocative reading and may cause readers to question the spe-cial education status quo (see Scanlon, Boudah, Elksnin, Gersten, & Klingner, 2003).

References

Friend, M., & Bursuck, W.D. (2002). Including students with special needs: A practical guide for classroom teaching.Boston: Allyn & Bacon.

Fuchs, D., & Fuchs, L.S. (1995). Special education can work. In J.M. Kauffman, J.W. Lloyd, D.P. Hallahan, & T.A. Astuto(Eds.), Issues in educational placement: Students with emotional and behavioral disorders (pp. 363–377). Mahway,NJ: Erlbaum.

Book Reviews 409

Kauffman, J.M., Bantz, J., & McCullough, J. (2002). Separate and better: A special public school class for students withemotional and behavioral disorders. Exceptionality, 10(3), 149–170.

Kauffman, J.M., & Hallahan, D.P. (Eds.). (1995). The illusion of full inclusion: A comprehensive critique of a currentspecial education bandwagon. Austin, TX: PRO-ED.

Merrow, J. (2003, January 12). Speaking in tongues. The New York Times, Education Life, p. 47.Sasso, G.M. (2001). The retreat from inquiry and knowledge in special education. The Journal of Special Education, 34,

178–193.Scanlon, D., Boudah, D., Elksnin, L.K., Gersten, R., & Klingner, J. (2003). Important publications in the field of LD in

light of imminent topics. Learning Disability Quarterly, 26, 215–224.U.S. Department of Education. (2001). Twenty-third annual report to Congress on the implementation of the Individuals

with Disabilities Education Act. Washington, DC: Author.

Linda K. ElksninThe Citadel, Charleston, South Carolina

DOI: 10.1002/pits.10174

410 Book Reviews