School-based mental health professionals receive extensive training in assessment and treatment techniques with children. However, most of this training is based on research with white, middle-class populations, whose experiences are hardly universal. In the next decade, ethnic minority students are projected to become the numerical majority in the U.S. public school population. There is a pressing need for assessments and interventions that treat black, Latino, and other ethnic minority children with the understanding and respect they deserve as members of unique cultures with particular mental health needs. This book offers how-to guidance to psychologists and counselors who assess and intervene with ethnic minority children. Beginning with a historical tour of psychoeducational assessment related to ethnic minorities, the book situates basic areas of assessment--such as neuropsychology, social/emotional assessment, and early childhood development assessment- within an ethnic minority context. It then offers evidenced-based strategies for improving the educational performance and wellbeing of ethnically diverse students. This invaluable resource is a comprehensive yet practical starting point for stakeholders to consider when designing and conducting research, clinical assessments, and interventions. Following the Series Foreword by David Shriberg and the Introduction by Scott L. Graves, Jr., and Jamilia J. Blake, this book contains three parts. Part I, Historical Context and Current Issues Related to the Assessment of Ethnic Minority Children, contains: (1) History of Psychological Assessment and Intervention With Minority Populations (Scott L. Graves, Jr., and Candice Aston); (2) Theoretical Frameworks of Ethnic Minority Youth Achievement (Jamilia J. Blake, Leann V. Smith, and Alicia D. Knight); (3) 2014 Standards for Educational and Psychological Testing: Implications for Ethnic Minority Youth (Frank C. Worrell and Cyrell C. B. Roberson). Part II, Assessment of Ethnic Minority Students contains: (4) Intellectual Assessment of Ethnic Minority Children (Scott L. Graves, Jr., and Kayla Nichols); (5) Academic Assessment of Diverse Students (Leah M. Nellis and Alyce M. Hopple); (6) Social-Emotional and Behavioral Assessment (Jamilia J. Blake, Rebecca R. Winters, and Laura B. Frame); (7) Early Childhood Assessment for Diverse Learners (Kara E. McGoey, Allison McCobin, and Lindsey G. Venesky); (8) Neuropsychological Assessment of Ethnic Minority Children (April D. Thames, Ahoo Karimian, and Alexander J. Steiner). Part III, Promising Practices in Intervention for Ethnic Minority Students, contains: (9) Assessment-Based Intervention Frameworks: An Example of a Tier 1 Reading Intervention in an Urban School (Matthew K. Burns, Sandra M. Pulles, Lori Helman, and Jennifer McComas); (10) Manualized School-Based Social-Emotional Curricula for Ethnic Minority Populations (Sara M. Castro-Olivo, Kristine Cramer, and Nicole M. Garcia); (11) Consultation-Based Intervention Services for Racial Minority Students (Markeda Newell); (12) Implementing Community-Based Research and Prevention Programs to Decrease Health Disparities (Tiffany G. Townsend and Stephanie Hargrove; (13) Increasing Academic Performance of Ethnically Diverse Learners Through Single-Subject Research (Laurice M. Joseph); (14) Improving Service Delivery to Ethnic and Racial Minority Students Through Multicultural Program Training (Sherrie L. Proctor and Chamane Simpson). An index and About the Editors section are included.