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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... record their behavior on a prepared record sheet . Prepared recording sheets may make it easier for pupils to monitor their own behavior because they provide a structured and consistent format for their recordings . The sheet in Figure ...
... record their behavior on a prepared record sheet . Prepared recording sheets may make it easier for pupils to monitor their own behavior because they provide a structured and consistent format for their recordings . The sheet in Figure ...
˹éÒ 208
... record their answer on prepared answer sheets . We found that self - record- ing of attention results in increased rates of on - task behavior and that the effects are maintained over time following fading of the overt aspects of the ...
... record their answer on prepared answer sheets . We found that self - record- ing of attention results in increased rates of on - task behavior and that the effects are maintained over time following fading of the overt aspects of the ...
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... record sheet . Although the self - recording procedure alone did not result in increased accuracy , self - record- ing combined with a self - reinforcement procedure produced gains in the students ' accuracy . Knapczyk and Livingston ob ...
... record sheet . Although the self - recording procedure alone did not result in increased accuracy , self - record- ing combined with a self - reinforcement procedure produced gains in the students ' accuracy . Knapczyk and Livingston ob ...
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