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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... performance is , or should be , limited primarily to the performance of that teacher's students . Thus , in the best of all instructional worlds , we should see teachers making changes in their instruc- tion in response to observations ...
... performance is , or should be , limited primarily to the performance of that teacher's students . Thus , in the best of all instructional worlds , we should see teachers making changes in their instruc- tion in response to observations ...
˹éÒ 504
... performance . equally or differentially . When judgments of student perfor- mance are used , perceptions of specific behavior can be measured by rating scales . With behavioral ratings of students , teachers generally are presented a ...
... performance . equally or differentially . When judgments of student perfor- mance are used , perceptions of specific behavior can be measured by rating scales . With behavioral ratings of students , teachers generally are presented a ...
˹éÒ 626
... performance . Although such goal setting could have been consid- ered an inaccurate reflection of current performance , the level of performance set was acceptable to the psychologist and appropriate for treatment progress . Therefore ...
... performance . Although such goal setting could have been consid- ered an inaccurate reflection of current performance , the level of performance set was acceptable to the psychologist and appropriate for treatment progress . Therefore ...
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