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 86
หน้า 245
... problem identification , problem analysis , plan implementation , and evaluation . It depicts the consultee , and often the student , as a problem solver who partic- ipates as a coequal with the consultant in designing intervention ...
... problem identification , problem analysis , plan implementation , and evaluation . It depicts the consultee , and often the student , as a problem solver who partic- ipates as a coequal with the consultant in designing intervention ...
หน้า 246
... problem identification , are to define the problem behavior in concrete , observable terms , obtain a reliable estimate of the frequency or intensity of the behavior , and tenta- tively identify the environmental events surrounding the ...
... problem identification , are to define the problem behavior in concrete , observable terms , obtain a reliable estimate of the frequency or intensity of the behavior , and tenta- tively identify the environmental events surrounding the ...
หน้า 432
... problem solving . We evolved a device referred to as the Interactive Unit ( IU ) ( Cawley et al . , 1976 ) , which is demonstrated in Figure 9. The IU provides 16 combinations of instructional interactions that can be utilized in ...
... problem solving . We evolved a device referred to as the Interactive Unit ( IU ) ( Cawley et al . , 1976 ) , which is demonstrated in Figure 9. The IU provides 16 combinations of instructional interactions that can be utilized in ...
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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