| |
| |
| Preface | |
| |
| |
| About the Authors | |
| |
| |
| |
| Relationship between Academic Underachievement and Problem Behavior | |
| |
| |
| |
| Students With or At Risk for Learning and Emotional-Behavioral Difficulties: An Integrated System of Prevention and Intervention | |
| |
| |
| |
| Introduction | |
| |
| |
| An Integrated System of Early Identification and Prevention/Intervention | |
| |
| |
| Early Identification | |
| |
| |
| Prevention and Intervention | |
| |
| |
| Summary | |
| |
| |
| |
| Proactive Approaches for Identifying and Treating Children At Risk for Academic Failure | |
| |
| |
| |
| Introduction | |
| |
| |
| A System of Early Identification and Prevention/Intervention for Academic Failure | |
| |
| |
| Early Identification | |
| |
| |
| Prevention and Intervention | |
| |
| |
| Case Example Demonstrating the Use of Brief Analyses for Generating an Intervention | |
| |
| |
| Summary | |
| |
| |
| |
| Proactive Approaches for Identifying Children At Risk for Sociobehavioral Problems | |
| |
| |
| |
| Introduction | |
| |
| |
| Early Identification | |
| |
| |
| Specificity and Accuracy in Screening Instruments | |
| |
| |
| Description of the SSBD | |
| |
| |
| Research on the SSBD | |
| |
| |
| Early Screening Project (ESP) | |
| |
| |
| Psychometric Studies of the ESP | |
| |
| |
| Longitudinal Follow-up on ESP Measures | |
| |
| |
| Other Screening Systems | |
| |
| |
| Conclusion | |
| |
| |
| |
| Academic Behaviors and Instructional Issues | |
| |
| |
| |
| Curriculum Clarification, Lesson Design, and Delivery | |
| |
| |
| |
| Introduction | |
| |
| |
| Curriculum Clarification | |
| |
| |
| Table of Specifications | |
| |
| |
| Evaluation | |
| |
| |
| Design and Delivery of Instruction | |
| |
| |
| Instructional Strategies | |
| |
| |
| Effective Teaching | |
| |
| |
| Ms. Sanchez | |
| |
| |
| |
| Innovations and Deep Unity: Siegfried Engelmann's Direct Instruction | |
| |
| |
| |
| Introduction | |
| |
| |
| Siegfried Engelmann and Direct Instruction | |
| |
| |
| What Is Direct Instruction? | |
| |
| |
| Direct Instruction as direct instruction | |
| |
| |
| Direct Instruction as Direct Instruction | |
| |
| |
| Direct Instruction as Teacher-Directed Instruction | |
| |
| |
| What Does Direct Instruction Look Like When Implemented in a Classroom? | |
| |
| |
| Program Delivery | |
| |
| |
| Program Organization | |
| |
| |
| Program Design | |
| |
| |
| What the Research Says about Direct Instruction | |
| |
| |
| Project Follow Through | |
| |
| |
| Post-Project Follow Through Research | |
| |
| |
| Conclusion: Innovations and Deep Unity | |
| |
| |
| |
| Reading and Students with E/BD: What Do We Know and Recommend? | |
| |
| |
| |
| Introduction | |
| |
| |
| What Do We Know about Reading and Students with E/BD? | |
| |
| |
| Reading Levels of Students with E/BD | |
| |
| |
| Comparisons of Students with E/BD and Students with LD | |
| |
| |
| Relationships between Reading Problems and Externalizing Behavior Disorders | |
| |
| |
| Conclusion | |
| |
| |
| What Do We Know about Intervention Research for Students with E/BD? | |
| |
| |
| Instructional Practices for Students with E/BD | |
| |
| |
| Phonological Awareness | |
| |
| |
| Word Recognition | |
| |
| |
| Fluency | |
| |
| |
| Reading Comprehension | |
| |
| |
| Cross-Age Tutoring | |
| |
| |
| Conclusion | |
| |
| |
| |
| Teaching Writing to Students with Behavior Disorders: Metaphor and Medium | |
| |
| |
| |
| Introduction | |
| |
| |
| Writing as a Metaphor and a Medium | |
| |
| |
| Early Identification | |
| |
| |
| Curriculum-Based Measurement in Writing | |
| |
| |
| Novice Versus Expert Writers | |
| |
| |
| Discourse Analysis | |
| |
| |
| The Strategic Nature of the Writing Process and Metacognition | |
| |
| |
| |
| Planning and Using Gateway Activities | |
| |
| |
| |
| Writing | |
| |
| |
| |
| Revising | |
| |
| |
| |
| Evaluation | |
| |
| |
| Summary | |
| |
| |
| |
| Mathematics: Screening, Assessment, and Intervention | |
| |
| |
| |
| Introduction | |
| |
| |
| Screening | |
| |
| |
| NCTM Standards | |
| |
| |
| Curriculum | |
| |
| |
| Selecting and Devising Screening Tools | |
| |
| |
| Establishing Performance Standards | |
| |
| |
| Interpreting Screening and Progress Monitoring Data | |
| |
| |
| Assessment for Intervention Design | |
| |
| |
| Measurement Error | |
| |
| |
| Motivation | |
| |
| |
| Component Skills Assessment | |
| |
| |
| Evaluating Component Skills Assessment Data | |
| |
| |
| Developing an Intervention Based on the Assessment Data | |
| |
| |
| Two Examples | |
| |
| |
| Follow-up on Intervention Implementation | |
| |
| |
| Summary | |
| |
| |
| |
| Homework and Students with Emotional and Behavioral Disabilities | |
| |
| |
| |
| Introduction | |
| |
| |
| Homework Research | |
| |
| |
| Research with Students | |
| |
| |
| Homework Research with Parents and Teachers | |
| |
| |
| Strategies to Improve Homework Problems | |
| |
| |
| Homework and Technology | |
| |
| |
| Summary | |
| |
| |
| |
| Designing Classroom Organization and Structure | |
| |
| |
| |
| Introduction | |
| |
| |
| Designing Classroom Space | |
| |
| |
| Summary | |
| |
| |
| Setting a Practical Schedule | |
| |
| |
| Developing Schedules at the Elementary Level | |
| |
| |
| Managing Block Schedules at the Secondary Level | |
| |
| |
| Establishing Classroom Expectations | |
| |
| |
| Understanding the Function of Teacher Expectations | |
| |
| |
| Utilizing Best-Practice Procedures for Selecting Expectations | |
| |
| |
| Systematically Teaching the Expectations | |
| |
| |
| An Instructional Plan for Teaching Classroom Expectations for Elementary Teachers | |
| |
| |
| Adaptations for Teaching Classroom Expectations for Secondary Teachers | |
| |
| |
| Summary | |
| |
| |
| Determining Classroom Procedures | |
| |
| |
| Summary | |
| |
| |
| Conclusion | |
| |
| |
| |
| Managing Challenging Behaviors | |
| |
| |
| |
| Developmental Prevention of At-Risk Outcomes for Vulnerable Antisocial Children and Youth | |
| |
| |
| |
| Introduction | |
| |
| |
| The Current Landscape | |
| |
| |
| Achieving Developmental Prevention through Early Intervention | |
| |
| |
| Promising Programs and Practices | |
| |
| |
| What the Research Evidence Indicates | |
| |
| |
| School-Based Prevention of Antisocial Behavior Outcomes | |
| |
| |
| Conclusion | |
| |
| |
| Additional Recommended Resources | |
| |
| |
| |
| Proactive and Preventative Assessment, Intervention, Selection, and Progress Monitoring Practices for Students With or At Risk for ADHD | |
| |
| |
| |
| Introduction | |
| |
| |
| School-Based Interventions for Students with ADHD | |
| |
| |
| Current Practices | |
| |
| |
| Problems with Existing Practices and Rationale for an Alternative Model | |
| |
| |
| Proactive and Preventative Model for ADHD | |
| |
| |
| Conceptual Framework for Matching Assessment to Intervention | |
| |
| |
| Procedural Guidelines for Matching Assessment to Intervention | |
| |
| |
| |
| Children with Conduct and Hyperactivity-Impulsivity-Attention Problems: Identification, Assessment, and Intervention | |
| |
| |
| |
| Introduction | |
| |
| |
| Terminology and Behavioral Characteristics | |
| |
| |
| Causal Pathways | |
| |
| |
| Early Detection and Assessment | |
| |
| |
| |
| Teacher Nominations | |
| |
| |
| |
| Multi-Informant Ratings | |
| |
| |
| |
| Intensive Assessment | |
| |
| |
| |
| Resistance to Intervention | |
| |
| |
| Conclusion | |
| |
| |
| |
| Internalizing Behavior Disorders | |
| |
| |
| |
| Introduction | |
| |
| |
| Incidence and Prevalence Data | |
| |
| |
| Assessment of Children's Internalizing Behavior Disorders | |
| |
| |
| Treating Internalizing Behavior Disorders | |
| |
| |
| Fears, Phobias, and Related Anxieties | |
| |
| |
| Childhood Depression | |
| |
| |
| Obsessive-Compulsive Disorder | |
| |
| |
| Summary | |
| |
| |
| |
| Social Skills Assessment and Instruction for Students with Emotional and Behavioral Disorders | |
| |
| |
| |
| Introduction | |
| |
| |
| Conceptualization of Social Competence | |
| |
| |
| Taxonomy of Social Skills | |
| |
| |
| Classification of Social Skills Deficits | |
| |
| |
| Considerations in Social Skills Assessment | |
| |
| |
| Functional Assessment Interviews | |
| |
| |
| Naturalistic Observations of Social Behavior | |
| |
| |
| Behavior Rating Scales | |
| |
| |
| Social Skills Intervention Practices | |
| |
| |
| Types of Social Skills Intervention | |
| |
| |
| Objectives of Social Skills Instruction | |
| |
| |
| Promoting Skill Acquisition | |
| |
| |
| Enhancing Skill Performance | |
| |
| |
| Removing or Eliminating Competing Problem Behaviors | |
| |
| |
| Facilitating Generalization and Maintenance | |
| |
| |
| Summary | |
| |
| |
| |
| Providing Services: An Integrated Approach | |
| |
| |
| |
| An Integrated Approach to Prevention and Management of Aggressive Behavior Problems in Preschool and Elementary Grade Students: School and Parents Collaboration | |
| |
| |
| |
| Introduction | |
| |
| |
| Causes of Conduct Problems | |
| |
| |
| Implications of Risk Factors for Preventive Intervention | |
| |
| |
| The Earlier the Intervention, the Better | |
| |
| |
| Target Multiple Risk Factors | |
| |
| |
| Effective Intervention Strategies | |
| |
| |
| Family-Focused Interventions | |
| |
| |
| School-Based Prevention Strategies | |
| |
| |
| Prevention Programs That Include Teacher Training | |
| |
| |
| Key Features of Effective Parent Programs | |
| |
| |
| Model Programs | |
| |
| |
| Summary | |
| |
| |
| |
| Paraprofessionals as Members of the Team: Supporting Students with Behavioral Difficulties | |
| |
| |
| |
| Introduction | |
| |
| |
| Collision between Theory and Practice | |
| |
| |
| Paraprofessionals as Facilitators of Social Support | |
| |
| |
| Create a Sense of Connection | |
| |
| |
| A Deliberate Sense of Welcome for the Paraprofessional | |
| |
| |
| A Shared Vision with the Paraprofessional | |
| |
| |
| An Attitude of Respect | |
| |
| |
| Communication among Team Members | |
| |
| |
| Daily Scheduling | |
| |
| |
| Role Clarification | |
| |
| |
| Specific Knowledge and Skills | |
| |
| |
| General Approaches to Encouraging Positive Behavioral Supports | |
| |
| |
| Specific Strategies | |
| |
| |
| Working with Small Groups and Individual Students | |
| |
| |
| Confidentiality | |
| |
| |
| Conducting a Cycle of Supportive Supervision | |
| |
| |
| Conclusion | |
| |
| |
| |
| Transition from School to Community: Navigating Rough Waters | |
| |
| |
| |
| The Challenge to Overcoming Poor Transition Outcomes | |
| |
| |
| Transition to Independence Process (TIP) System | |
| |
| |
| TIP System Guidelines | |
| |
| |
| Applications of TIP Guidelines | |
| |
| |
| School-to-Community Transition at Indian Ridge School | |
| |
| |
| Students Served | |
| |
| |
| School Facilities and Personnel Resource | |
| |
| |
| Community Orientation Permeates Elementary, Middle, and Secondary Programs | |
| |
| |
| Campus-Based Vocational Program | |
| |
| |
| Middle and Secondary School Programs: Other Major Components | |
| |
| |
| Developing Academic, Social, and Employability Skills for Students through the Lake County Learning Center | |
| |
| |
| Students Served by the Learning Center | |
| |
| |
| Learning Center Educational Enterprise Program | |
| |
| |
| Performance Incentive System | |
| |
| |
| Summary and Preliminary Findings | |
| |
| |
| Steps to Success at a Public School Vocational Technical Institute | |
| |
| |
| Students Served | |
| |
| |
| Overview of Steps to Success | |
| |
| |
| Student Outcomes and Program Direction | |
| |
| |
| Summary | |
| |
| |
| |
| Future Directions | |
| |
| |
| |
| Identifying, Assessing, and Intervening with Children With or At Risk for Behavior Disorders: A Look to the Future | |
| |
| |
| |
| Introduction | |
| |
| |
| Screening Procedures | |
| |
| |
| Academic Underachievement and Externalizing Behavior | |
| |
| |
| Curriculum and Instruction | |
| |
| |
| Summary | |
| |
| |
| Author Index | |
| |
| |
| Subject Index | |