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 82
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... target behavior occurred during that particular interval . Place a plus sign in the box if it did not occur . ( The target behavior may occur more than once during an interval . Even if it does , place one and only one minus sign in the ...
... target behavior occurred during that particular interval . Place a plus sign in the box if it did not occur . ( The target behavior may occur more than once during an interval . Even if it does , place one and only one minus sign in the ...
หน้า 256
... Target Student : Class Activity : INTERVAL RECORDING SHEET Date : Target Behavior : Length of Observation Period : Minus Sign ( - ) = Target Behavior Occurs at Least Once = Plus Sign ( + ) Target Behavior Does Not Occur minutes Interval ...
... Target Student : Class Activity : INTERVAL RECORDING SHEET Date : Target Behavior : Length of Observation Period : Minus Sign ( - ) = Target Behavior Occurs at Least Once = Plus Sign ( + ) Target Behavior Does Not Occur minutes Interval ...
หน้า 259
... behavior on the first two days for week one . This insures that you can instruct the student how to self - monitor ... target behavior occurred during that particular interval . Place a plus sign in the box if it did not occur . ( The ...
... behavior on the first two days for week one . This insures that you can instruct the student how to self - monitor ... target behavior occurred during that particular interval . Place a plus sign in the box if it did not occur . ( The ...
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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