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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... examples in a variety of settings . For example , suppose that a student who has learned to apply the paragraph rule ( identify the key idea ) with examples taken in the course of instruction from worksheets , textbooks , and journals ...
... examples in a variety of settings . For example , suppose that a student who has learned to apply the paragraph rule ( identify the key idea ) with examples taken in the course of instruction from worksheets , textbooks , and journals ...
หน้า 157
... examples that communicate a breadth of application to students . The assump- tion is that by teaching the paragraph using these representative examples the student would be able to apply the skill to all examples . For example , the first ...
... examples that communicate a breadth of application to students . The assump- tion is that by teaching the paragraph using these representative examples the student would be able to apply the skill to all examples . For example , the first ...
หน้า 343
... example , it can be used for describing systems ( e.g. , body systems ) or for illustrating the relationship between ideas in persuasive essays , in which evidence is used to support each point . It is the pattern that is most ...
... example , it can be used for describing systems ( e.g. , body systems ) or for illustrating the relationship between ideas in persuasive essays , in which evidence is used to support each point . It is the pattern that is most ...
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academic achievement activities alternative Applied Behavior Analysis approach appropriate assessment Behavioral Disorders Bruininks Carnine child consultation curriculum curriculum-based CWPT Delquadri Deno difficult-to-teach direct district effective Elliott evaluation example Exceptional Children feedback Fuchs goals graph Greenwood Hallahan identified implementation increase individual instruction integration interaction Journal Kavale Kratochwill Learning Disabilities least restrictive environment mainstream Mastery Monitoring materials measurement ment mental retardation methods microcomputers Minneapolis Schools nonhandicapped ogists outcome peer tutoring performance placement Polsgrove practice Precision Teaching procedures professional psychological services pupils reading referral regarding regular classroom regular education reinforcement response Rieth role school psychol school psychologists School Psychology Review self-monitoring service delivery social skills special education specific staff Stainback strategies study skills target behavior task teams tests tion tional token economy treatment acceptability University of Oregon variables Witt words Ysseldyke Zins