Interventions for Achievement and Behavior Problems, àÅèÁ·Õè 1Gary Stoner, Mark R. Shinn, Hill M. Walker National Association of School Psychologists, 1991 - 787 ˹éÒ 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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... increase decoding fluency , and the increase in speed was accompanied by an increase in accuracy . Roth and Beck ( 1984 ) evaluated the effects of a drill - and - practice program designed to increase decoding by giving the students ...
˹éÒ 297
... increase in the complexity of utterances ( still in response to adult prompts ) from one to three words ; an increase in the frequency of initiations ( still using one - word utteran- ces ) from 0 to 3 ; and an increase in the number of ...
... increase in the complexity of utterances ( still in response to adult prompts ) from one to three words ; an increase in the frequency of initiations ( still using one - word utteran- ces ) from 0 to 3 ; and an increase in the number of ...
˹éÒ 646
... increase interaction skills with peers and adults as a result of learning to express feelings more appropriately . 6. Students will increase self - control by learning to ignore , walk away from , and generally become less impulsive ...
... increase interaction skills with peers and adults as a result of learning to express feelings more appropriately . 6. Students will increase self - control by learning to ignore , walk away from , and generally become less impulsive ...
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