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 48
หน้า 84
... DESIRED LEVEL of MASTERY of AVERAGE STUDENT AT END of WEEK 16 O ACTUAL LEVEL of MASTERY of REFERRED STUDENT AT END of WEEK 16 / DESIRED PROGRESS LINE FOR AVERAGE STUDENTS referred for special education services during week 16 of the ...
... DESIRED LEVEL of MASTERY of AVERAGE STUDENT AT END of WEEK 16 O ACTUAL LEVEL of MASTERY of REFERRED STUDENT AT END of WEEK 16 / DESIRED PROGRESS LINE FOR AVERAGE STUDENTS referred for special education services during week 16 of the ...
หน้า 114
... desired direction and to the desired extent ? In the preceding argument , however , we have hypothesized that prior to selection and implementation of a treatment , acceptability is an important evaluation criterion . Given the ...
... desired direction and to the desired extent ? In the preceding argument , however , we have hypothesized that prior to selection and implementation of a treatment , acceptability is an important evaluation criterion . Given the ...
หน้า 741
... desired by the classroom teacher . Academic perfor- mance problems may be the result of a student's learning history ( e.g. , failure to master necessary prerequisites , lack of necessary background information ) , a teacher's ...
... desired by the classroom teacher . Academic perfor- mance problems may be the result of a student's learning history ( e.g. , failure to master necessary prerequisites , lack of necessary background information ) , a teacher's ...
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academic achievement activities Applied Behavior Analysis approach appropriate assessment basal reader Behavioral Disorders Bruininks Carnine child consultation curriculum curriculum-based CWPT Delquadri Deno Deshler difficult-to-teach direct effective Elliott evaluation example Exceptional Children feedback Fuchs goal grade graph Greenwood Hallahan identify implementation increase individual instruction integration interaction Kazdin Kratochwill learning disabled mainstream Mastery Monitoring materials measurement ment Mental Retardation methods microcomputers mildly handicapped students Minneapolis nonhandicapped ogists outcome peer tutoring performance Polsgrove practice Precision Teaching procedures professional psychological services pupils reading referral regarding regular classroom regular education reinforcement response Rieth role Sabornie school psychol school psychologists School Psychology Review scores self-monitoring service delivery social skills sociometric special education specific spelling staff strategies study skills task teams tests tion tional token economy treatment acceptability tutee tutoring programs University of Oregon variables Witt words Ysseldyke