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9780205321827

Interventions for Children With or At-Risk for Emotional and Behavioral Disorders

by ; ;
  • ISBN13:

    9780205321827

  • ISBN10:

    0205321828

  • Edition: 1st
  • Format: Paperback
  • Copyright: 2001-11-20
  • Publisher: Pearson
  • Purchase Benefits
List Price: $156.60

Summary

This material offers the reader a comprehensive, research-based text of practices on how to best educate and intervene with students who have or are at-risk for emotional and behavioral disorders. The material clearly illustrates the relationship between academic underachievement and problem behaviors. Designed to provide much needed information on how to instruct at-risk students in academic and social-behavioral domains. This book is intended for use in preparing general and special educators, school psychologists, and school counselors who will serve children with or at-risk for behavior disorders. The overarching objective is to provide research-based, best practices on how to identify, assess, educate, and intervene with these children in order to better meet their educational and social-behavioral needs. Educators, School Counselors and School Psychologist who serve at-risk students, or those suffering from behavioral disorders.

Table of Contents

Preface xv
About the Authors xvii
PART ONE Relationship between Academic Underachievement and Problem Behavior 1(54)
Students With or At Risk for Learning and Emotional-Behavioral Difficulties: An Integrated System of Prevention and Intervention
3(15)
Tam E. O'Shaughnessy
Kathleen L. Lane
Frank M. Gresham
Margaret E. Beebe-Frankenberger
Introduction
3(4)
An Integrated System of Early Identification and Prevention/Intervention
7(7)
Early Identification
7(4)
Prevention and Intervention
11(3)
Summary
14(4)
Proactive Approaches for Identifying and Treating Children At Risk for Academic Failure
18(15)
Edward J. Daly III
Gary J. Duhon
Joseph C. Witt
Introduction
18(2)
A System of Early Identification and Prevention/Intervention for Academic Failure
20(8)
Early Identification
21(3)
Prevention and Intervention
24(4)
Case Example Demonstrating the Use of Brief Analyses for Generating an Intervention
28(3)
Summary
31(2)
Proactive Approaches for Identifying Children At Risk for Sociobehavioral Problems
33(22)
Herbert H. Severson
Hill M. Walker
Introduction
33(2)
Early Identification
35(3)
Specificity and Accuracy in Screening Instruments
38(1)
Description of the SSBD
39(3)
Research on the SSBD
42(2)
Early Screening Project (ESP)
44(1)
Psychometric Studies of the ESP
45(1)
Longitudinal Follow-up on ESP Measures
46(2)
Other Screening Systems
48(2)
Conclusion
50(5)
PART TWO Academic Behaviors and Instructional Issues 55(120)
Curriculum Clarification, Lesson Design, and Delivery
57(17)
Kenneth W. Howell
Bridget Kelley
Introduction
57(1)
Curriculum Clarification
58(6)
Table of Specifications
59(3)
Evaluation
62(2)
Design and Delivery of Instruction
64(10)
Instructional Strategies
64(2)
Effective Teaching
66(6)
Ms. Sanchez
72(2)
Innovations and Deep Unity: Siegfried Engelmann's Direct Instruction
74(13)
Lana Edwards
Edward J. Kame'enui
Introduction
74(1)
Siegfried Engelmann and Direct Instruction
74(1)
What Is Direct Instruction?
75(2)
Direct Instruction as direct instruction
77(1)
Direct Instruction as Direct Instruction
77(1)
Direct Instruction as Teacher-Directed Instruction
77(1)
What Does Direct Instruction Look Like When Implemented in a Classroom?
77(3)
Program Delivery
78(1)
Program Organization
79(1)
Program Design
79(1)
What the Research Says about Direct Instruction
80(3)
Project Follow Through
80(2)
Post-Project Follow Through Research
82(1)
Conclusion: Innovations and Deep Unity
83(4)
Reading and Students with E/BD: What Do We Know and Recommend?
87(17)
Candace S. Bos
Maggie Coleman
Sharon Vaughn
Introduction
87(1)
What Do We Know about Reading and Students with E/BD?
87(5)
Reading Levels of Students with E/BD
88(1)
Comparisons of Students with E/BD and Students with LD
89(1)
Relationships between Reading Problems and Externalizing Behavior Disorders
90(2)
Conclusion
92(1)
What Do We Know about Intervention Research for Students with E/BD?
92(3)
Instructional Practices for Students with E/BD
95(5)
Phonological Awareness
95(1)
Word Recognition
96(2)
Fluency
98(1)
Reading Comprehension
98(2)
Cross-Age Tutoring
100(1)
Conclusion
100(4)
Teaching Writing to Students with Behavior Disorders: Metaphor and Medium
104(21)
Gerald Tindal
Lindy Crawford
Introduction
104(1)
Writing as a Metaphor and a Medium
105(1)
Early Identification
106(3)
Curriculum-Based Measurement in Writing
106(2)
Novice Versus Expert Writers
108(1)
Discourse Analysis
109(1)
The Strategic Nature of the Writing Process and Metacognition
110(9)
Planning and Using Gateway Activities
112(2)
Writing
114(2)
Revising
116(1)
Evaluation
117(2)
Summary
119(6)
Mathematics: Screening, Assessment, and Intervention
125(19)
George H. Noell
Kristin A. Gansle
Introduction
125(1)
Screening
126(6)
NCTM Standards
126(1)
Curriculum
127(1)
Selecting and Devising Screening Tools
127(3)
Establishing Performance Standards
130(1)
Interpreting Screening and Progress Monitoring Data
131(1)
Assessment for Intervention Design
132(8)
Measurement Error
132(1)
Motivation
133(1)
Component Skills Assessment
134(2)
Evaluating Component Skills Assessment Data
136(1)
Developing an Intervention Based on the Assessment Data
136(2)
Two Examples
138(2)
Follow-up on Intervention Implementation
140(1)
Summary
140(4)
Homework and Students with Emotional and Behavioral Disabilities
144(15)
Edward J. Sabornie
Introduction
144(1)
Homework Research
145(5)
Research with Students
145(1)
Homework Research with Parents and Teachers
146(4)
Strategies to Improve Homework Problems
150(7)
Homework and Technology
156(1)
Summary
157(2)
Designing Classroom Organization and Structure
159(16)
Geoff Colvin
Introduction
159(1)
Designing Classroom Space
160(3)
Summary
162(1)
Setting a Practical Schedule
163(4)
Developing Schedules at the Elementary Level
164(1)
Managing Block Schedules at the Secondary Level
165(2)
Establishing Classroom Expectations
167(5)
Understanding the Function of Teacher Expectations
168(1)
Utilizing Best-Practice Procedures for Selecting Expectations
168(1)
Systematically Teaching the Expectations
169(1)
An Instructional Plan for Teaching Classroom Expectations for Elementary Teachers
170(1)
Adaptations for Teaching Classroom Expectations for Secondary Teachers
171(1)
Summary
171(1)
Determining Classroom Procedures
172(1)
Summary
173(1)
Conclusion
173(2)
PART THREE Managing Challenging Behaviors 175(84)
Developmental Prevention of At-Risk Outcomes for Vulnerable Antisocial Children and Youth
177(18)
Hill M. Walker
Herbert H. Severson
Introduction
177(14)
The Current Landscape
178(3)
Achieving Developmental Prevention through Early Intervention
181(5)
Promising Programs and Practices
186(1)
What the Research Evidence Indicates
187(1)
School-Based Prevention of Antisocial Behavior Outcomes
188(3)
Conclusion
191(1)
Additional Recommended Resources
191(4)
Proactive and Preventative Assessment, Intervention, Selection, and Progress Monitoring Practices for Students With or At Risk for ADHD
195(15)
Ruth A. Ervin
Kevin M. Jones
Pamela M. Radford
Margarita Gingerich.
Introduction
195(2)
School-Based Interventions for Students with ADHD
197(2)
Current Practices
197(2)
Problems with Existing Practices and Rationale for an Alternative Model
199(1)
Proactive and Preventative Model for ADHD
200(10)
Conceptual Framework for Matching Assessment to Intervention
200(4)
Procedural Guidelines for Matching Assessment to Intervention
204(6)
Children with Conduct and Hyperactivity-Impulsivity-Attention Problems: Identification, Assessment, and Intervention
210(13)
Frank M. Gresham
Kathleen L. Lane
Katina M. Lambros
Introduction
210(2)
Terminology and Behavioral Characteristics
212(1)
Causal Pathways
213(1)
Early Detection and Assessment
214(5)
Teacher Nominations
216(1)
Multi-Informant Ratings
216(1)
Intensive Assessment
217(1)
Resistance to Intervention
218(1)
Conclusion
219(4)
Internalizing Behavior Disorders
223(19)
Richard J. Morris
Ketki Shah
Yvonne P. Morris
Introduction
223(1)
Incidence and Prevalence Data
224(1)
Assessment of Children's Internalizing Behavior Disorders
225(2)
Treating Internalizing Behavior Disorders
227(11)
Fears, Phobias, and Related Anxieties
227(5)
Childhood Depression
232(3)
Obsessive-Compulsive Disorder
235(3)
Summary
238(4)
Social Skills Assessment and Instruction for Students with Emotional and Behavioral Disorders
242(17)
Frank M. Gresham
Introduction
242(1)
Conceptualization of Social Competence
243(3)
Taxonomy of Social Skills
244(1)
Classification of Social Skills Deficits
244(2)
Considerations in Social Skills Assessment
246(4)
Functional Assessment Interviews
247(1)
Naturalistic Observations of Social Behavior
247(2)
Behavior Rating Scales
249(1)
Social Skills Intervention Practices
250(7)
Types of Social Skills Intervention
250(1)
Objectives of Social Skills Instruction
251(2)
Promoting Skill Acquisition
253(1)
Enhancing Skill Performance
253(1)
Removing or Eliminating Competing Problem Behaviors
254(2)
Facilitating Generalization and Maintenance
256(1)
Summary
257(2)
PART FOUR Providing Services: An Integrated Approach 259(58)
An Integrated Approach to Prevention and Management of Aggressive Behavior Problems in Preschool and Elementary Grade Students: School and Parents Collaboration
261(18)
Carolyn Webster-Stratton
M. Jamila Reid
Introduction
261(1)
Causes of Conduct Problems
262(1)
Implications of Risk Factors for Preventive Intervention
263(1)
The Earlier the Intervention, the Better
263(1)
Target Multiple Risk Factors
263(1)
Effective Intervention Strategies
264(8)
Family-Focused Interventions
264(2)
School-Based Prevention Strategies
266(1)
Prevention Programs That Include Teacher Training
267(1)
Key Features of Effective Parent Programs
268(2)
Model Programs
270(2)
Summary
272(7)
Paraprofessionals as Members of the Team: Supporting Students with Behavioral Difficulties
279(20)
Mary Beth Doyle
Introduction
279(4)
Collision between Theory and Practice
280(2)
Paraprofessionals as Facilitators of Social Support
282(1)
Create a Sense of Connection
283(8)
A Deliberate Sense of Welcome for the Paraprofessional
283(1)
A Shared Vision with the Paraprofessional
284(1)
An Attitude of Respect
285(1)
Communication among Team Members
286(2)
Daily Scheduling
288(1)
Role Clarification
288(3)
Specific Knowledge and Skills
291(5)
General Approaches to Encouraging Positive Behavioral Supports
291(1)
Specific Strategies
292(2)
Working with Small Groups and Individual Students
294(2)
Confidentiality
296(1)
Conducting a Cycle of Supportive Supervision
296(1)
Conclusion
296(3)
Transition from School to Community: Navigating Rough Waters
299(18)
Hewitt B. Clark
Marlo Troi Belkin
Letti D. Obradivich
Richard E. Casey
Robert Gagnon
Peter Caproni
Nichole Deschenes
The Challenge to Overcoming Poor Transition Outcomes
299(1)
Transition to Independence Process (TIP) System
300(3)
TIP System Guidelines
300(3)
Applications of TIP Guidelines
303(1)
School-to-Community Transition at Indian Ridge School
303(5)
Students Served
303(1)
School Facilities and Personnel Resource
304(1)
Community Orientation Permeates Elementary, Middle, and Secondary Programs
304(1)
Campus-Based Vocational Program
304(1)
Middle and Secondary School Programs: Other Major Components
305(3)
Developing Academic, Social, and Employability Skills for Students through the Lake County Learning Center
308(4)
Students Served by the Learning Center
308(1)
Learning Center Educational Enterprise Program
308(1)
Performance Incentive System
309(2)
Summary and Preliminary Findings
311(1)
Steps to Success at a Public School Vocational Technical Institute
312(2)
Students Served
312(1)
Overview of Steps to Success
312(2)
Student Outcomes and Program Direction
314(1)
Summary
314(3)
PART FIVE Future Directions 317(10)
Identifying, Assessing, and Intervening with Children With or At Risk for Behavior Disorders: A Look to the Future
319(8)
Kathleen L. Lane
Frank M. Gresham
Tam E. O'Shaughnessy
Introduction
319(1)
Screening Procedures
320(1)
Academic Underachievement and Externalizing Behavior
321(2)
Curriculum and Instruction
323(1)
Summary
324(3)
Author Index 327(2)
Subject Index 329

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