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Strategies for Teaching Students with Learning and Behavioral Problems,9780205341955
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Strategies for Teaching Students with Learning and Behavioral Problems

by ;
Edition:
5th
ISBN13:

9780205341955

ISBN10:
0205341950
Media:
Paperback
Pub. Date:
1/1/2002
Publisher(s):
Allyn & Bacon
List Price: $84.60
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Summary

Strategies for Teaching Students with Learning and Behavior Problems continues to provide in-depth descriptions of methods and strategies for teaching students, managing professional roles, and collaborating with families, professionals, and paraprofessionals. This new edition features an increased emphasis on secondary level students by adding a new chapter on Transition Planning and Life Skills/Transition Education. The authors have also integrated technology throughout the text with the addition of Tech Talks and relevant Websites. Additional emphasis has been placed on monitoring student progress and teaching diverse students throughout the book. The book has been updated with regard to IDEA '97 and the March '99 implementation regulations and the use of research-based practices, with the chapters on reading being completely revised to reflect new research on teaching phonological awareness, the alphabetic principle, word analysis, and the chapter on socialization, revised to emphasize positive behavioral supports school-wide and within classrooms.

Table of Contents

Preface xi
The Teaching---Learning Process
1(27)
What Are the Characteristics of Students with Learning and Behavior Problems?
3(1)
What Factors Should Be Considered When Determining How Serious a Learning and Behavior Problem Is?
4(1)
What Learning and Educational Environments Are Available for Students with Learning and Behavior Problems?
5(1)
Including Special Education Students
5(2)
The Realities of Inclusion
6(1)
Mainstreaming and Inclusion
7(1)
Developing an Individualized Education Program
7(6)
Parent Involvement
9(3)
Student Involvement
12(1)
How Do Teachers Teach Students with Learning and Behavior Problems?
13(5)
The Learner
15(1)
The Teacher
16(2)
The Instructional Cycle
18(1)
Features of Effective Instruction
18(1)
Assessing Progress
18(1)
Types of Evaluation Measures
19(7)
Designing Instruction
24(1)
Determining Goals of Instruction
24(1)
Flexible Grouping
24(1)
Adaptations
25(1)
Scaffolding
25(1)
Time Management
25(1)
Websites
26(1)
Invitation for Learning
27(1)
Think and Apply
27(1)
Approaches to Learning and Teaching
28(40)
Operant Learning and Applied Behavior Analysis
29(12)
Manipulating Antecedents
31(1)
Increasing Desirable Behaviors Through Consequences
31(5)
Decreasing Undesirable Behaviors Through Consequences
36(4)
Stages of Learning
40(1)
Cognitive Strategy Instruction
41(7)
Common Features of Cognitive Strategy Instruction
44(3)
Teaching Implications of Cognitive Strategy Instruction
47(1)
Sociocultural Theory of Cognitive Development
48(7)
Use of Resources
48(1)
Social Nature of Learning and Interactive Dialogue
49(3)
Scaffolded Instruction
52(1)
Instructional Implications
53(2)
Information Processing and Schema Theories
55(10)
Sensing
59(1)
Attention
59(1)
Perception
60(1)
Short-Term or Working Memory
60(1)
Long-Term Memory and Schemas
61(1)
Executive Functioning or Metacognition
62(3)
Teaching Implications of Information Processing and Schema Theories
65(1)
Summary
65(1)
Websites
66(1)
Think and Apply
67(1)
Oral Language
68(45)
Content of Language Instruction
70(13)
Relationship of Oral and Written Communication
71(1)
Components of Language
72(4)
School-Age Language Development and Difficulties
76(7)
Conclusion
83(1)
Guidelines for Teaching Language
83(13)
General Guidelines for Teaching Oral Language
83(5)
Teaching Content
88(5)
Teaching Form
93(2)
Teaching Use
95(1)
Planning Instruction for Students Who Are Culturally and Linguistically Diverse (CLD)
96(6)
Second Language Acquisition
97(4)
Strategies for Teaching Culturally and Linguistically Diverse Learners
101(1)
Metalinguistics
102(2)
Instructional Activities
104(3)
Summary
107(1)
Websites
108(1)
Think and Apply
109(1)
Appendix 3.1 Selected Programs and Games for Teaching Language
110(3)
Reading: Phonological Awareness, Alphabetic Principle, and Word Recognition
113(56)
Reading and Reading Instruction
116(1)
Components of Reading Instruction
117(1)
Phonological Awareness, Letter---Sound Correspondence, and the Alphabetic Principle
117(12)
Development of Phonological Awareness and the Alphabetic Principle
119(1)
Teaching Phonological Awareness and the Alphabetic Principle
120(2)
Teaching Letter---Sound Correspondences
122(5)
Guidelines for Teaching Letter---Sound Correspondence
127(2)
Word Identification, Decoding, and Word Study
129(8)
What Is a Sight Word?
130(1)
Decoding Strategies for Identifying Words
131(6)
Teaching Word Recognition, Decoding, and Word Study
137(23)
Explicit Code Instruction
138(14)
Implicit Code Instruction
152(6)
Techniques for Building Sight Words
158(2)
Instructional Activities
160(2)
Summary
162(2)
Websites
164(1)
Think and Apply
165(1)
Appendix 4.1 Scope and Sequence for Teaching Phonics
166(2)
Appendix 4.2 Common Rime/Spelling Patterns
168(1)
Reading: Fluency and Comprehension
169(59)
Teaching Fluency
170(12)
Measuring Fluency and Monitoring Student Progress
171(2)
Reading Aloud and Previewing Books
173(1)
Repeated Reading
174(1)
Choral Repeated Reading
175(3)
Peer-Supported Reading
178(2)
Reading Performance
180(1)
Making Easy Books Acceptable and Difficult Books Accessible
181(1)
Integrating Fluency Building into a Reading Program
182(1)
Teaching Comprehension
182(41)
A Framework for Reading Comprehension
184(3)
Guidelines for Teaching Reading Comprehension
187(3)
Previewing, Predicting, and Activating Prior Knowledge
190(6)
Questioning Strategies
196(5)
Text Structure and Summarization Strategies
201(8)
Using Multicomponent Cognitive Strategy Instruction to Teach Comprehension
209(7)
Adapting Approaches to Teaching Reading in Inclusive Classrooms
216(7)
Instructional Activities
223(2)
Summary
225(1)
Websites
226(1)
Think and Apply
226(2)
Written Expression
228(51)
Teaching the Writing Process
230(22)
The Writing Process for Students with Learning and Behavior Problems
230(6)
Elements of the Writing Process
236(13)
Aspects of the Writing Process
249(3)
Using Computers to Facilitate Writing
252(1)
Teaching Spelling
252(12)
Spelling Instruction
256(8)
Teaching Handwriting
264(7)
Handwriting Problems
264(1)
Manuscript and Cursive Writing
265(1)
Reversals
265(1)
Components of Handwriting
266(5)
Instructional Activities
271(5)
Summary
276(1)
Websites
277(1)
Think and Apply
278(1)
Content Area Learning and Study Skills
279(53)
Teaching Content Area Information and Vocabulary
282(17)
Process for Teaching Concepts and Vocabulary
282(1)
Step One: Selecting Concepts and Related Vocabulary
282(1)
Step Two: Evaluating Instructional Materials
283(4)
Step Three: Assessing Students' Prior Knowledge
287(2)
Step Four: Using Prelearning Activities
289(10)
Steps Five and Six: Reinforcing Concept Learning During and After Learning
299(1)
Making Adaptations
299(8)
What Do Teachers and Students Think About Making Adaptations?
299(1)
Adapting Textbooks
300(2)
Developing Listener-Friendly Lectures
302(2)
Adapting Class Assignments and Homework
304(1)
Constructing and Adapting Tests
305(2)
Study Skills and Learning Strategies
307(19)
Personal Development Skills
308(5)
Process Skills
313(5)
Expression Skills
318(8)
Instructional Activities
326(3)
Summary
329(1)
Websites
329(1)
Think and Apply
330(2)
Mathematics
332(49)
Factors Influencing Math Ability
334(1)
Teaching Perspectives
335(5)
Curriculum-Based Measurement
340(2)
Prenumber Skills
342(2)
One-to-One Correspondence
342(2)
Classification
344(1)
Seriation
344(1)
Numeration and Place Value
344(6)
Readiness for Numeration: Seventeen Concepts
345(4)
Teaching Place Value
349(1)
Computation: Addition, Subtraction, Multiplication, Division
350(8)
Understanding the Operation
350(1)
Knowing Basic Math Facts
351(3)
Math Computation Errors
354(2)
Language of Math Computation
356(1)
Use of Calculators
356(2)
Fractions
358(1)
Measurement
358(2)
Time
359(1)
Money
360(1)
Problem Solving
360(5)
Factors Affecting Successful Verbal Problem Solving
361(1)
Methods of Teaching Story Problem Solving
362(3)
Approaches to Increasing Math Performance
365(2)
Cognitive Approaches
365(1)
Behavioral Approaches
366(1)
Focus on Real-World Mathematics
367(3)
Functional Math
367(3)
Curriculum and Materials
370(1)
Project Math
370(1)
DISTAR Arithmetic
371(1)
Additional Sources of Curriculum and Materials
371(1)
Instructional Activities
371(7)
Summary
378(1)
Websites
379(1)
Think and Apply
380(1)
Socialization and Classroom Management
381(50)
Social Competence and Social Difficulties
383(16)
Definitions of Social Competence
383(2)
Perceptions of Students with Social Difficulties
385(2)
Characteristics of Students with Social Difficulties
387(8)
Social Difficulties Prevalent During Adolescence
395(4)
Intervention Strategies
399(25)
Interpersonal Problem Solving
400(4)
Behavior Therapy
404(10)
Mutual Interest Discovery
414(1)
Principles for Teaching Social Skills
415(2)
Classroom Management
417(2)
Classroom Management and Student Behavior
419(3)
Positive Behavioral Support
422(2)
Instructional Activities
424(5)
Summary
429(1)
Websites
429(1)
Think and Apply
430(1)
Transition Planning and Life Skills/Transition Education
431(27)
Fundamental Issues Related to Transition
432(4)
Types of Transitions
433(1)
Key Elements of Successful Transitions
433(2)
Federal Mandate
435(1)
Overriding Themes of Transition
435(1)
Life Skills or Transition Education
436(6)
Life Skill Domains
436(2)
Relationship of Real-Life Topics to Academic or Social Skills Development
438(1)
Program Options
438(4)
Transition Planning Process
442(9)
Key Elements of the Transition Process
442(2)
Assessing Transition Needs
444(1)
Developing Transition Goals
445(4)
Curricular Implications
449(1)
Recommendations
450(1)
Summary
451(1)
Websites
452(1)
Think and Apply
453(1)
Appendix 10.1 Individual Transition Plan
454(4)
Coordinating Instruction, Collaborating, and Coteaching
458(41)
Getting Started
460(17)
Arranging the Environment
460(5)
Instructional Materials and Equipment
465(5)
Scheduling
470(7)
Challenges to Successful Inclusion and Coteaching
477(4)
Challenges to General Education Teachers
477(1)
Challenges to Special Education Teachers
478(1)
What Special Education Students Can Expect in General Education Classrooms
479(1)
Students' Perceptions of Teachers' Adaptations
480(1)
Consultation and Collaboration
481(6)
How to Collaborate
481(1)
Procedures for Collaboration
482(1)
Resources Needed for Collaboration
482(1)
School Collaboration
482(2)
Collaboration: Issues and Dilemmas
484(1)
Teacher Assistance Teams
485(2)
Coteaching
487(7)
Summary
494(1)
Websites
494(1)
Think and Apply
495(1)
Appendix 11.1 Materials Evaluation Form
496(2)
Appendix 11.2 Student Materials Evaluation Form
498(1)
Communicating with Parents and Professionals
499(27)
Communication Skills
501(6)
Principles of Communication
502(4)
Developing Interviewing Skills
506(1)
Three Forms of Communication between Teachers and Parents
507(1)
Working with Parents
507(11)
Family Adjustment
507(1)
Family-Centered Practice
508(1)
Wrap-Around Services
509(2)
Parents as Tutors
511(1)
Parents as Service Providers
512(1)
Parent Involvement with Schools
512(2)
Individual with Disabilities Education Act (IDEA) and Parent Involvement
514(2)
What Are the Criteria for Establishing an IFSP?
516(2)
Working with Professionals
518(5)
Communication with General Education Teachers
518(3)
Working with Paraprofessionals
521(1)
Working with Administrators
521(1)
School-Based Teacher Assistance Teams
522(1)
Summary
523(1)
Websites
524(1)
Think and Apply
524(2)
Appendix Educational Materials and Software Publishers 526(5)
References 531(36)
Index 567


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