Classroom Behavior, Contexts, and Interventions
Bryan G. Cook, Melody G. Tankersley, Timothy J. Landrum
Emerald Group Publishing, Sep 13, 2012 - Education - 300 pages
The focus of this volume is to identify and review issues and outcomes associated with behavioral concerns of students with learning and behavioral disabilities. Students must navigate a number of environmental conditions, task demands, and social interactions with peers and adults throughout the school day. To be successful, they must employ a variety of learning and self-regulatory strategies, as well as meet teachers' expectations in the classroom. Students with learning and behavioral disabilities are more likely to fail in navigating the school day than nondisabled peers. Their failure is often associated with difficulties in some aspect of behavior. In this volume, internationally prominent scholars address contemporary topics such as grade retention, bullying and Harassment, response-to-intervention and universal systems in relation to how students with learning and behavioral disabilities are affected by them. Additionally, the scholars describe and discuss future directions for treatments such as social skills instruction, cognitive-behavioral prevention, social emotional learning programs, and self-monitoring. The volume is intended to be of interest to clinicians, teachers, researchers, graduate students, and others who work with students with learning and behavioral disabilities.
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ISSUES RELATED TO IDENTIFYING AND IMPLEMENTING EVIDENCEBASED SOCIAL SKILLS INTERVENTIONS FOR STUDENTS WITH ...
COGNITIVEBEHAVIORAL INTERVENTIONS TO PREVENT AGGRESSION OF STUDENTS WITH EMOTIONAL AND BEHAVIORAL DISOR...
ATTENTION DEFICIT HYPERACTIVITY DISORDER AND ACADEMICS
LESSONS LEARNED AND IMPLICATIONS FOR RESEARCH AND PRACTICE
THE PROMISE OF SOCIAL EMOTIONAL LEARNING
TOWARD SUPPORTING STUDENTS WITH LEARNING AND BEHAVIORAL DISABILITIES
UNIVERSAL SYSTEMS FOR PREVENTING BEHAVIOR PROBLEMS
WHAT WE KNOW AND WHAT CAN BE DONE
PREPARING TEACHERS TO EFFECTIVELY DELIVER READING INSTRUCTION AND BEHAVIORAL SUPPORTS IN RESPONSE TO INTERV...
IMPLICATIONS FOR SCHOOLBASED BEHAVIORAL INTERVENTIONS AND RESEARCH
MODELS MEASURES AND FUTURE DIRECTIONS
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academic achievement accuracy adolescents adults aggressive behavior Applied Behavior Analysis approach assessment attribution theory behavior management behavior problems behavior support Behavioral Disabilities behavioral disorders bullying and harassment causal attributions CBIs cognitive cognitive-behavioral collaboration context deficits effect size effective elementary emotional and behavioral evaluation evidence-based Exceptional Children factors feedback focused grade retention Gresham high school identified implementation important improve included individual instruction Jimerson Journal knowledge Lane learning and behavioral learning disabilities measures Meichenbaum meta-analysis middle school monitoring outcomes parents peer positive behavior support practice preservice teachers prevention promote rated reading Reid relational aggression reported response Response to Intervention School Psychology school-based school-wide self-monitoring social competence social skills special education teachers specific strategies student behavior student problem behavior students with ADHD students with disabilities students with LD students with learning studies success Sugai target teacher expectations teaching treatment integrity Walker