Strategies for Teaching Students with Learning and Behavioral Problems

by Bos, Candace S.; Vaughn, Sharon S

• ISBN13: 9780205341955
• ISBN10: 0205341950
• Edition: 5th
• Format: Paperback
• Copyright: 2002-01-01
• Publisher: Allyn & Bacon

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