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 84
หน้า 23
... suggest that parents , teachers , or others should be the most influential on outcome of special education decisions . Such influence occurs in those instances when expectations , prior to IEP meetings , suggest that parents , teachers ...
... suggest that parents , teachers , or others should be the most influential on outcome of special education decisions . Such influence occurs in those instances when expectations , prior to IEP meetings , suggest that parents , teachers ...
หน้า 221
... suggests a practice effect . That is , access to regularly scheduled practice enabled them to increase their performance . Overall , the lack of clear - cut patterns of student responses may simply suggest that the intervention was not ...
... suggests a practice effect . That is , access to regularly scheduled practice enabled them to increase their performance . Overall , the lack of clear - cut patterns of student responses may simply suggest that the intervention was not ...
หน้า 686
... suggest that between 3 % and 10 % of school - age children ( Wender , 1987 ) or roughly 1 to 3 children in each elementary school classroom could be diagnosed with ADHD . These figures provide a strong rationale for promoting informed ...
... suggest that between 3 % and 10 % of school - age children ( Wender , 1987 ) or roughly 1 to 3 children in each elementary school classroom could be diagnosed with ADHD . These figures provide a strong rationale for promoting informed ...
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