Interventions for Achievement and Behavior Problems, เล่มที่ 1Gary Stoner, Mark R. Shinn, Hill M. Walker National Association of School Psychologists, 1991 - 787 หน้า This book is organized around several themes, namely: the changing context for the professional practice of school psychology; classroom- and school-based prevention and intervention programs; and professional training issues specific to intervention-oriented school psychology. The first three chapters address numerous reform and restructuring issues, and their relationship to interventions in schools and classrooms. The need to carefully link assessment and intervention is emphasized. Chapters 4 and 5 deal with evaluation issues. Chapters 6 through 12 discuss general intervention strategies that cut across age and grade levels and that focus on improving study skills, teaching social skills, peer tutoring, self-monitoring, computer-assisted instruction, mainstream assistance teams, and supporting students with severe intellectual disabilities and severe challenging behaviors. Chapters 13 and 14 focus on interventions at the preschool level; chapters 15 through 19 concentrate on interventions at the elementary level; and chapters 20 through 23 look at interventions at the secondary level. Interventions for specific problems are addressed in chapters 24 through 32. Problems addressed include addictive behaviors, vandalism, truancy and school absenteeism, stealing, lying and cheating, swearing, depression, attention problems, and conduct problems. The final two chapters deal with specific professional training issues that focus on the knowledge and skills needed by pre-service and inservice professionals to function effectively as instructional and behavioral interventionists. (NB) |
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ผลการค้นหา 1 - 3 จาก 87
หน้า 50
... delivery models ( Curtis & Meyers , 1988 ) . Given this apparent shift in the conceptualization of school psychological services and the desirability of role change , what prevents implementation of new models ? While role expansion is ...
... delivery models ( Curtis & Meyers , 1988 ) . Given this apparent shift in the conceptualization of school psychological services and the desirability of role change , what prevents implementation of new models ? While role expansion is ...
หน้า 76
... delivery " will truly describe the daily practice of school psychology . ACKNOWLEDGMENTS The author wishes to thank the staff of Psychological Services , Minneapolis Schools , for their continual participation in data collection ...
... delivery " will truly describe the daily practice of school psychology . ACKNOWLEDGMENTS The author wishes to thank the staff of Psychological Services , Minneapolis Schools , for their continual participation in data collection ...
หน้า 77
... delivery systems : Enhancing instructional options for all students ( pp . 3-16 ) . Washington , DC : National Association of School Psychologists . Gutkin , T. , Clark , J. , & Ajchenbaum , M. ( 1985 ) . Impact of organizational ...
... delivery systems : Enhancing instructional options for all students ( pp . 3-16 ) . Washington , DC : National Association of School Psychologists . Gutkin , T. , Clark , J. , & Ajchenbaum , M. ( 1985 ) . Impact of organizational ...
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academic acceptability achievement activities addition alternative analysis applied approach appropriate assessment assistance Association behavior chapter child classroom completed consultation curriculum delivery described determine direct discussion district effective efforts Elliott evaluation example Exceptional Children function goals handicapped identified implementation important improve increase indicated individual initial instruction integration interaction intervention involved issues Journal Learning Disabilities mainstream materials measurement ment mental methods MICHIGAN Minneapolis monitoring observation outcome parents peer performance planning positive practice presented problem procedures professional progress questions reading record referral regarding regular education reported response role school psychologists serve settings severe skills social social skills special education specific staff strategies success suggest task teachers teaching teams tests tion treatment tutoring University variables