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) |
จากด้านในหนังสือ
ผลการค้นหา 1 - 3 จาก 81
หน้า 65
... progress in the curriculum with his or her expected level of progress , generally assumed to be within the normal range of instruction at that grade level . Based upon rate of progress , goals are established in refer- ence to an " aim ...
... progress in the curriculum with his or her expected level of progress , generally assumed to be within the normal range of instruction at that grade level . Based upon rate of progress , goals are established in refer- ence to an " aim ...
หน้า 84
... PROGRESS LINE FOR AVERAGE STUDENTS referred for special education services during week 16 of the school year . The discrepancy between this student's actual performance and the desired level of progress can be obtained by comparing the ...
... PROGRESS LINE FOR AVERAGE STUDENTS referred for special education services during week 16 of the school year . The discrepancy between this student's actual performance and the desired level of progress can be obtained by comparing the ...
หน้า 508
... progress reports to the home , and / or changes in the MCA ) and for setting up conferences with the resource ... progress and attend conferences , ( e ) consideration of pro- posed reinforcements or consequences for progress or lack of ...
... progress reports to the home , and / or changes in the MCA ) and for setting up conferences with the resource ... progress and attend conferences , ( e ) consideration of pro- posed reinforcements or consequences for progress or lack of ...
คำและวลีที่พบบ่อย
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