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Interventions for Children with or at Risk for Emotional and Behavioral Disorders

ISBN-10: 0205321828

ISBN-13: 9780205321827

Edition: 2002

Authors: Kathleen L. Lane, Frank M. Gresham, Tam E. O'Shaughnessy

List price: $156.60
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Description:

This material offers the reader a comprehensive, research-based text of practices on how to best educate and intervene with students who have or are at-risk for emotional and behavioral disorders. The material clearly illustrates the relationship between academic underachievement and problem behaviors. Designed to provide much needed information on how to instruct at-risk students in academic and social-behavioral domains. This book is intended for use in preparing general and special educators, school psychologists, and school counselors who will serve children with or at-risk for behavior disorders. The overarching objective is to provide research-based, best practices on how to identify, assess, educate, and intervene with these children in order to better meet their educational and social-behavioral needs. Educators, School Counselors and School Psychologist who serve at-risk students, or those suffering from behavioral disorders.
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Book details

List price: $156.60
Copyright year: 2002
Publisher: Allyn & Bacon, Incorporated
Publication date: 11/20/2001
Binding: Hardcover
Pages: 384
Size: 7.00" wide x 9.25" long x 0.75" tall
Weight: 1.540

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