Efnisyfirlit

• Evidence-Based Practices for Educating Students with Emotional and Behavioral Disorders
• Evidence-Based Practices for Educating Students with Emotional and Behavioral Disorders
• About the Authors
• Brief Contents
• Contents
• Preface
  • New to This Edition
• Part I Foundations
  • 1 Introduction to Emotional and Behavioral Disorders
    • Focus Questions
    • DEFINITION OF EBD
    • Problems of Definition
    • An Alternative Definition
    • CLASSIFICATION OF STUDENTS WITH EBD
      • Psychiatric Classification
      • Dimensional Classification
    • PREVALENCE OF EBD
    • CHARACTERISTICS OF STUDENTS WITH EBD
      • Cognitive Characteristics
      • Academic Deficits
      • Language Deficits
      • School Discipline Infractions
      • Social Skill Deficits
      • Problem Behavior
    • HISTORY AND DEVELOPMENT OF THE FIELD
    • CONCEPTUAL MODELS
      • Psychodynamic
      • Psychoeducational
      • Ecological
      • Humanistic
      • Biophysical
      • Behavioral
      • Cognitive
      • CAUSAL AND RISK FACTORS
      • Internal Risk Factors
      • External Risk Factors
        • Family Risk Factors
        • School Risk Factors
        • Community Risk Factors.
        • Peer-Related Risk Factors
    • INTERVENTIONS
      • Positive Behavioral Support
      • Academic Interventions
        • Academic Curriculum
        • Instructional Delivery
      • Behavioral Interventions
        • Behavior Enhancement Interventions
        • Behavior Reduction Interventions
      • Social Skills Training
    • PLACEMENT OPTIONS FOR STUDENTS WITH EBD
    • ALTERNATIVE EDUCATION PROGRAMS
    • JUVENILE JUSTICE
    • MENTAL HEALTH
    • Chapter Summary
  • 2 Legal Issues in Educating Students with Emotional and Behavioral Disorders
    • Focus Questions
    • THE INDIVIDUALS WITH DISABILITIES EDUCATION ACT
      • The Purpose of IDEA
      • The Major Principles of IDEA
        • Zero Reject
        • Protection in Evaluation
        • Free Appropriate Public Education
          • Related Services.
          • FAPE and the IDEA Reauthorizations of 1997 and 2004.
        • Least Restrictive Environment
          • Individualization.
          • Presumptive Right to an Integrated Education.
          • Appropriateness.
          • Options.
        • Procedural Safeguards
      • IDEA 2004 and Research-Based Practices
      • Implications for Administrators and Teachers
        • Understand Your Responsibilities Under IDEA
        • Involve Parents in the Special Education Process in Meaningful Ways
        • Understand and Implement Research-Based Practices
        • Develop Educationally Meaningful and Legally Sound IEPs
      • Summary of IDEA
    • SECTION 504 AND THE AMERICANS WITH DISABILITIES ACT
      • Discrimination Under Section 504 and the ADA
      • Identifying and Evaluating Students with Disabilities Under Section
      • Free Appropriate Public Education
      • The Section 504 Plan
      • Procedural Safeguards
      • Postsecondary Education and Section 504
      • Implications for Administrators and Teachers
        • Train Teachers on Their Responsibilities Under Section
        • Ensure That Parents Understand Their Rights Under Section
        • Guard Against Instances of Discrimination Against Students with Disabilities
      • Summary of Section
    • DISCIPLINING STUDENTS WITH EBD
      • Short-Term Disciplinary Removals
        • Providing Educational Services
        • Conducting FBAs and Developing BIPs
        • Determining When Disciplinary Sanctions Become a Change of Placement
        • Holding the Manifestation Determination
      • Long-Term Disciplinary Removals
        • Removal for 45 School Days
        • Interim Alternative Educational Settings
      • Problem Behavior and the IEP
      • Behavior Reduction Procedures
        • Seclusion/Isolation Time-Out
        • In-School Suspension
      • Implications for Administrators and Teachers
        • Implement a Schoolwide Discipline System
        • Include Positive Behavior Interventions and Supports in Students’ IEPs
        • Document Disciplinary Actions and Referrals
        • Evaluate the Effectiveness of Behavior Reduction Procedures and Disciplinary Actions
      • Summary of Disciplining Students with Disabilities
    • MANAGING STUDENT RECORDS
      • Family Educational Rights and Privacy Act
        • Records Covered by FERPA
        • Parental Access Rights Under FERPA
        • Confidentiality of Student Records
      • Violations of FERPA
      • FERPA and IDEA
      • Implications for Administrators and Teachers
        • Train Special Education Teachers on Confidentiality Requirements
        • Ensure That Student Records Are Kept Confidential
        • Keep a Personal Notes File for Information Not Included in the Educational Records
      • Summary of Managing Student Records
    • REPORTING SUSPECTED CHILD ABUSE AND NEGLECT
      • Legal Requirements to Report Suspected Child Abuse and Neglect
      • Reporting Requirements
      • Immunity from Lawsuits
      • Liability for Failure to Report
      • Legal Action
      • Implications for Administrators and Teachers
        • Be Aware of the Signs of Child Abuse and Neglect
        • School Districts Should Develop Policies and Provide Training on Reporting Suspected Child Abuse and Neglect
        • Teachers Should Keep Thorough Records of Suspected Abuse and Neglect
      • Summary of Reporting Suspected Child Abuse and Neglect
    • SUPERVISING STUDENTS WITH DISABILITIES
      • Tort Laws
        • Intentional Torts
        • Negligence Torts
          • The Teacher Had a Duty to Protect Students.
          • The Teacher Failed to Exercise a Reasonable Standard of Care.
          • The Teacher’s Negligence Was Causally Connected to the Student’s Injury.
          • The Student Was Injured by the Teacher’s Negligence.
      • Implications for Administrators and Teachers
        • School Districts Should Develop Policies and Provide Training on Standards of Care and Supervision
        • The IEP Team Should Address Potential Safety Risks and Plan for Them When Appropriate
        • School Officials Should Not Rely on Waivers
        • Teachers Should Keep Thorough Records
      • Summary of Teacher Liability for Student Injury and Misconduct
    • ADDRESSING BULLYING OF STUDENTS WITH DISABILITIES
      • Disability-Based Bullying as a Violation of Section
      • Bullying as a violation of the IDEA
      • Implications for Administrators and Teachers
        • Develop and Implement Bullying Policies
        • Report Incidences of Bullying
        • Take Action to Address the Bullying or Harassment
    • Chapter Summary
  • 3 Assessment of Students with Emotional and Behavioral Disorders
    • Focus Questions
    • IDEA AND ASSESSMENT
      • Referral for Special Education
      • Procedural Safeguards and Assessment
      • Conducting the Assessment
      • Reevaluating Students in Special Education
    • ASSESSING STUDENTS IN SPECIAL EDUCATION
      • Achievement Tests
        • Norm-Referenced Testing
          • NRT Scores
            • Equivalent scores.
            • Percentile ranks.
            • Standard scores.
        • Criterion-Referenced Testing
      • Assessment Accommodations
    • ASSESSMENT AND INTERVENTION
      • Basics of Curriculum-Based Assessment
      • Curriculum-Based Measurement
      • Organizing Data
      • Performance Assessment
      • Data Sources for Behavioral Assessment
      • Rating Scales
      • Observational Procedures
      • Self-Report Measures
      • Interview Techniques
      • Situational Measures
      • Defining Behavior
      • The Concept of Multiple Gating
      • Assessing the Instructional Environment
      • Error Analysis
    • ACCOUNTABILITY IN SPECIAL EDUCATION
    • Chapter Summary
  • 4 Applied Behavior Analysis
    • Focus Questions
    • HISTORY
    • CHARACTERISTICS OF ABA
    • PRINCIPLES OF BEHAVIOR
      • Principles That Increase Behavior
        • Identifying Positive and Reinforcement Negative Reinforcement
        • Types of Reinforcers
        • Making Reinforcement Work
          • Immediacy
          • Contingency
          • Deprivation and Satiation
          • Characteristics of the Consequence
          • Schedules of Reinforcement
            • Ratio schedules
            • Interval schedules
      • Principles That Decrease Behavior
        • Extinction
          • Has the Reinforcer Maintaining the Problem Behavior Been Identified?
          • Can Access to Reinforcement Be Prevented?
          • Does the Behavior Need to Be Stopped Immediately?
          • Is the Behavior Likely to Get Worse Before It Gets Better?
        • Punishment
          • Positive Punishment
          • Negative Punishment
        • Making Punishment Work
          • Immediacy
          • Contingency
          • Deprivation and Satiation
          • Characteristics of the Punisher
        • Reinforcement of Alternative Behavior
        • Problems with Punishment
      • Summary
    • APPLYING THE PRINCIPLES OF BEHAVIOR
    • DEFINING AND DESCRIBING BEHAVIOR
      • Identifying the Target Behavior
      • Defining the Target Behavior
      • Writing Behavioral Objectives
    • ASSESSING BEHAVIOR
    • RECORDING SYSTEMS
      • Recording Method
      • Recording Instruments
      • Recording Schedule
    • GRAPHING DATA AND MAKING INSTRUCTIONAL DECISIONS
      • Graphing Data
      • Analyzing Graphed Data
        • Trend
        • Level
        • Variability
      • Making Instructional Decisions
    • USING POSITIVE REINFORCEMENT TO CHANGE BEHAVIOR
      • Differential Reinforcement Strategies
        • How to Use Differential Reinforcement
      • Specific Differential Reinforcement Procedures and Their Applications
        • Differential Reinforcement of Other Behavior (DRO)
          • Definition
          • Application
          • Example
        • Differential Reinforcement of Low Rates of Responding (DRL)
          • Definition
          • Application
          • Example
        • Differential Reinforcement of Alternative Behavior (DRA)
          • Definition.
          • Application.
          • Example.
      • Differential Reinforcement and Punishment
    • PROGRAMMING FOR GENERALIZATION
      • Antecedent Strategies
        • Train Loosely
        • Train Sufficient Exemplars
        • Program Common Stimuli
      • Behavior Strategies
      • Consequent Strategies
        • Introduce to Natural Maintaining Contingencies
        • Use Indiscriminable Contingencies
        • Mediate Generalization
      • Promoting Generalization
    • Chapter Summary
  • 5 Functional Behavioral Assessments, Behavior Intervention Plans, and the Collection of Data on Student Progress
    • Focus Questions
    • THE BASES OF FUNCTIONAL BEHAVIORAL ASSESSMENTS AND BEHAVIOR INTERVENTION PLANS
      • Conceptual Basis
      • Philosophical Basis
      • Legal Basis
      • Summary
    • FUNCTIONAL BEHAVIORAL ASSESSMENT
    • CONDUCTING THE FUNCTIONAL BEHAVIORAL ASSESSMENT
      • Indirect Methods
        • Referral Information and School Records
        • Behavior Rating Scales and Checklists
        • Interviews
        • Summary Hypothesis Statements
        • Indirect FBA Method Guidelines
      • Direct Observation Methods
        • Scatter Plot Assessment
        • A-B-C Observation
      • Experimental Methods
        • Functional Analysis
        • Structural Analysis
    • POSITIVE BEHAVIOR SUPPORT AND BEHAVIOR INTERVENTION PLANS
    • CHARACTERISTICS OF BEHAVIOR INTERVENTION PLANS
    • USING THE COMPETING BEHAVIOR MODEL TO BUILD POSITIVE BEHAVIOR INTERVENTION PLANS
      • Setting Event Strategies
      • Antecedent Strategies
      • Teaching Strategies
      • Consequence Strategies
    • IMPLEMENTATION FIDELITY
    • DATA COLLECTION
    • CRISIS MANAGEMENT
    • Chapter Summary
  • 6 Cognitive Behavioral Interventions
    • Focus Questions
    • COGNITIVE BEHAVIORAL INTERVENTIONS
    • EFFECTIVENESS OF COGNITIVE BEHAVIORAL INTERVENTIONS
    • PROCEDURES OF COGNITIVE BEHAVIORAL INTERVENTION
      • Self-Management-Based Interventions
        • Self-Monitoring
          • Research on Self-Monitoring
          • Teaching Self-Monitoring
        • Self-Evaluation
          • Research on Self-Evaluation
          • Teaching Self-Evaluation
        • Self-Reinforcement
          • Research on Self-Reinforcement
          • Teaching Self-Reinforcement
        • Teaching Self-Management Skills
      • Verbal Mediation–Based Interventions
        • Self-Instructional Training
          • Theoretical Foundations and Research Base
            • Research on Self-Instructional Training and Problem Behavior
            • Research on Self-Instructional Training and Academic Problems
          • Teaching Self-Instruction
        • Alternate Response Training
          • Theoretical Foundation and Research Base
          • Teaching Alternate Responses
        • Problem-Solving Training
          • Theoretical Foundation and Research Base
          • Teaching Problem Solving
        • Anger-Control Training
          • Theoretical Foundation and Research Base.
          • Teaching Anger Control.
        • Rational Emotive Behavior Therapy
          • Theoretical Foundation and Research Base
            • Principles of REBT.
            • Cognitive Distortions and Irrational Beliefs
            • Research on REBT
          • Teaching REBT
    • IMPLEMENTING COGNITIVE BEHAVIORAL INTERVENTIONS
      • Assessment
      • Program Planning and Implementation
        • Including CBIs in Students’ BIPs
          • Setting Event Strategies
          • Predictor Strategies
          • Teaching Strategies
          • Consequence Strategies
        • Teaching CBIs to Students
      • Generalization of Cognitive Behavioral Interventions
    • Chapter Summary
  • 7 Social Skills Instruction
    • Focus Questions
    • FORMAL SOCIAL SKILLS INSTRUCTION
      • Social Skills Assessments
        • Social Skills Rating Scales
        • Behavioral Interviews
        • Direct Observations
        • Cultural and Ethnic Considerations
      • Assumptions of Social Skills Instruction
      • Structured Learning Approach
      • Teaching of Presocial Skills
      • Social Skills Strategy Instruction
      • Published Social Skills Curricula
      • How to Choose and Implement a Social Skills Curriculum
    • INFORMAL SOCIAL SKILLS INSTRUCTION
      • Social Competence and Social Skills
        • Defining Social Competence
          • Social Validity
          • Social Tasks
          • Antisocial Behaviors
        • Important Social Skills in Educational Settings
      • Social Competence and Students with EBD
        • Challenges to the Development of Social Competence
          • At-Risk Variables
          • Affective Distortions
          • Cognitive Distortions
          • Language Disorders
          • Educational Environments
      • Classroom Management Encouraging Prosocial Behavior
        • Classroom Organization and Structure
        • Teacher–Student Relationships
        • Peer Relationships and Friendship Development
        • Behavior Management Techniques
      • Use of a Social Task Model
        • Social Situation or Context
        • Social or Behavioral Intent
        • Social Tasks Defined
        • Social Skills or Behaviors
        • Implications for Teaching Social Skills
        • Social Tasks as Curriculum-of-the-Moment Opportunities
      • Cooperative Learning and Social Skills
    • Chapter Summary
  • 8 Developing Educationally Meaningful and Legally Sound Individualized Education Programs
    • Focus Questions
    • LEGAL REQUIREMENTS
      • Procedural Requirements
      • Substantive Requirements
    • PROBLEMS IN IEP DEVELOPMENT
    • THE IEP PLANNING PROCESS
      • Referral and Assessment
        • The IEP Meeting
      • IEP Team Participants
        • The Student’s Parents or Guardians
        • A Representative of the Local Educational Agency
        • The Student’s General Education Teacher
        • The Student’s Special Education Teacher
        • A Person to Interpret the Instructional Implications of the Evaluation Results
        • The Student, Where Appropriate
        • Other Individuals at the Discretion of the Parent(s) or School
        • Related Services Personnel
        • Transition Services Personnel
      • The IEP Document
        • Contents of the IEP Document
          • A Statement of the Student’s Present Level of Academic Achievement and Functional Performance
          • Measurable Annual Goals
          • Benchmarks or Short-Term Objectives
          • How Student Progress Will Be Measured and Reported
          • Statement of the Special Education and Related Services
          • Statement of the Extent to Which the Student Will Not Participate with Nondisabled Children in the General Education Classroom
          • Statement Regarding the Student’s Participation in the Administration of State or Districtwide Assessments of Achievement
          • Projected Date for the Beginning of Services and Their Anticipated Frequency, Location, and Duration
          • Statement of Needed Transition Services
      • Special Considerations in IEP Development
      • Placement Decisions
    • IMPLEMENTING THE IEP
    • REVIEWING AND REVISING THE IEP
    • DEVELOPING EDUCATIONALLY MEANINGFUL AND LEGALLY SOUND IEPS
    • COMPLETING THE IEP
    • Chapter Summary
• Part II Classroom and Behavior Management
  • 9 Classroom and Behavior Management I: Preventing Problem Behavior in the Classroom
    • Focus Questions
    • THE CLASSROOM MANAGEMENT PROBLEM
    • PREVENTION AND CLASSROOM MANAGEMENT
      • The Research of Jacob Kounin
      • The Curriculum of Control
    • PROACTIVE VERSUS REACTIVE CLASSROOM MANAGEMENT
    • PRIMARY COMPONENTS OF A PROACTIVE CLASSROOM MANAGEMENT SYSTEM
      • Teacher Behaviors and Attitudes
        • Building Positive Teacher–Student Relation-ships and Maintaining a Positive Classroom Climate
        • Communicating Positive Expectations
        • Praising Students
        • Enriching the Classroom with Incentives and Reinforcers
        • Summary of Teacher Behaviors and Attitudes
      • Teacher Authority and Credibility
        • Establishing Credibility
        • Monitoring Student Behavior
          • Withitness
          • Overlapping
        • Modeling Self-Discipline and Self-Control
        • Summary of Teacher Authority and Credibility
      • Classroom Structure
        • Designing the Physical Environment
        • Setting Up Classroom Seating Arrangements
        • Summary of Classroom Structure
      • Effective Teaching
        • Managing Classroom Time
          • Determining the Correct Level of Difficulty
          • Providing Clear Directions
          • Monitoring Student Attention
          • Holding Students Accountable
        • Managing Classroom Lessons
          • Maintaining Lesson Momentum and Smoothness
          • Providing Variety and Programming to Avoid Satiation
        • Summary of Effective Teaching
    • DEVELOPING AND IMPLEMENTING A PROACTIVE CLASSROOM MANAGEMENT SYSTEM
      • Step 1: Develop Classroom Procedures and Teach Them to Students
        • Establishing Classroom Routines
          • Beginning the School Day
          • Keeping Early Finishers Busy
          • Planning Transition Times
      • Step 2: Develop Classroom Rules and Teach Them to Students
      • Step 3: Monitor and Acknowledge Correct Performance of Expected Behaviors
      • Step 4: Develop Clear and Consistent Procedures for Discouraging Problem Behavior
        • Teaching Consequences
        • Administering Consequences
      • Step 5: Collect Data on the Classroom Management System
        • Summary of Setting Up a Classroom Manage-ment System
    • Chapter Summary
  • 10 Classroom and Behavior Management II: Responding to Problem Behavior
    • Focus Questions
    • THE NATURE OF PROBLEM BEHAVIOR
    • INEFFECTIVE RESPONDING TO PROBLEM BEHAVIOR
      • Ignoring
      • Nattering
      • Yelling and Threatening
      • Issuing Commands When a Student Is Agitated
      • Engaging in Escalating Interactions with Students
    • PRINCIPLES TO FOLLOW IN RESPONDING TO PROBLEM BEHAVIOR
      • Principle #1: Emphasize Preventive Measures
        • Develop Classroom Rules
        • Minimize Student Downtime
        • Plan Lessons at the Appropriate Level of Diffi-culty
        • Monitor Student Behavior
      • Principle #2: Modify the Learning Environment
      • Principle #3: Use Pre-correction Strategies
      • Principle #4: Respond Privately Rather than Publicly If Possible
      • Principle #5: Respond Consistently and Fairly
      • Principle #6: Use Alpha Commands
      • Principle #7: Maintain a Student’s Dignity When Responding
      • Principle #8: Maintain a Calm Attitude and Demeanor
      • Principle #9: Develop a Game Plan for Responding to Student Problem Behavior
      • Principle #10: Provide Contingent Reinforcement for Appropriate Behavior
    • RESPONDING TO PROBLEM BEHAVIOR
      • Responding to Minor Problem Behaviors
      • Responding to Noncompliance
        • Types of Noncompliance
        • Variables That Affect Compliance
        • Precision Requests
        • Think Time
      • Responding to Severe Misbehavior
        • Ensure the Safety of Students and Staff
        • Call or Send for Assistance
        • Attempt to Defuse the Situation
        • Use Physical Restraint If Absolutely Necessary
        • Keep Thorough Records of the Incident
        • Notify the Student’s Parents or Guardians
    • DEVELOPING CRISIS MANAGEMENT PLANS
    • AN ALGORITHM FOR RESPONDING TO PROBLEM BEHAVIOR
    • Chapter Summary
  • 11 Classroom and Behavior Management III: Intervening with Problem Behavior
    • Focus Questions
    • CONSIDERATIONS WHEN INTERVENING TO ADDRESS STUDENT PROBLEM BEHAVIOR
    • BEHAVIOR ENHANCEMENT PRINCIPLES
      • Identifying Reinforcers
      • Types of Reinforcers
    • BEHAVIOR ENHANCEMENT INTERVENTIONS
      • Token Economies
        • Advantages and Disadvantages of Token Economies
        • Setting Up a Token Economy
        • Summary of Token Economies
      • Level Systems
        • Advantages and Disadvantages of Level Systems
        • Setting Up a Level System
        • Summary of Level Systems
      • Behavioral Contracting
        • Advantages and Disadvantages of Behavioral Contracting
        • Setting Up a Behavioral Contract
        • Summary of Behavioral Contracting
      • Group-Oriented Contingencies
        • Types of Group-Oriented Contingencies
          • Dependent Group-Oriented Contingencies
          • Independent Group-Oriented Contingencies
          • Interdependent Group-Oriented Contingencies
        • Advantages and Disadvantages of Group-Oriented Contingencies
        • Setting Up a Group-Oriented Contingency Sys-tem
        • Summary of Group-Oriented Systems
    • BEHAVIOR REDUCTION PROCEDURES
    • IMPLEMENTATION GUIDELINES
    • BEHAVIOR REDUCTION INTERVENTIONS
      • Response Cost
        • Advantages and Disadvantages of Response Cost
        • Setting Up a Response-Cost System
        • Summary of Response Cost
      • Time-Out
        • Advantages and Disadvantages of Time-Out
        • Setting Up a Time-Out System
        • Summary of Time-Out
      • Overcorrection
        • Advantages and Disadvantages of Over-correction
        • Setting Up an Overcorrection System
        • Summary of Overcorrection
    • ADMINISTRATIVE AND LEGAL GUIDELINES WHEN USING BEHAVIOR REDUCTION INTERVENTIONS
    • Chapter Summary
• Part III Teaching Students with EBD
  • 12 Teaching Students with EBD I: Effective Teaching
    • Focus Questions
    • DO TEACHERS OF STUDENTS WITH EBD USE EFFECTIVE INSTRUCTIONAL STRATEGIES?
    • PRINCIPLES OF EFFECTIVE INSTRUCTION
      • Principle #1: Maximize Academic Engaged Time
        • Increasing Academic Engaged Time
          • Preteach Content
          • Plan Lessons That Maximize Academic Engagement
          • Use Time Efficiently
          • Improve Classroom Management Skills
          • Reinforce Students for Increasing Academic Engaged Time
        • Monitoring Rates of Student Academic Engaged Time
      • Principle #2: Ensure High Rates of Correct Academic Responding
        • Increasing Correct Academic Responding
          • Increase Opportunities to Respond
          • Ensure That Students’ Responses are Correct
        • Monitoring Rates of Student Correct Academic Responding
      • Principle #3: Maximize the Amount of Content Covered
        • Increasing Content Coverage
        • Monitoring Content Coverage
      • Principle #4: Match Assignments to Student Ability
        • Completing a Task Analysis
        • Assessing Student Abilities
      • Principle #5: Teach Academic Content Explicitly
        • Using Teaching Functions
          • Teaching Function #1: Daily Review
          • Teaching Function #2: Presentation
        • Advance Organizers
        • Brisk Pacing
        • Clarity
        • Demonstration
        • Enthusiasm
        • Feedback
          • Teaching Function #3: Guided Practice
          • Teaching Function #4: Corrective Feedback
          • Teaching Function #5: Independent Practice
          • Teaching Function #6: Weekly and Monthly Reviews
          • Teaching Functions and the Missouri Mathematics Effectiveness Project
      • Principle #6: Scaffold Student Instruction
        • Using Scaffolds in Instruction
      • Principle #7: Use Direct Instruction
      • Principle #8: Monitor Student Progress
    • MAINTAINING EFFECTIVENESS
      • Keep Up with Peer-Reviewed Research
        • Read the Professional Literature
        • Join a Professional Organization
        • Participate in Professional Development Opportunities
      • Self-Evaluate
    • Chapter Summary
  • 13 Teaching Students with EBD II: Evidence-Based Instructional Procedures
    • Focus Questions
    • TEACHING READING
      • Components of Effective Reading Instruction
        • Phonemic Awareness
        • Phonics
        • Fluency
        • Vocabulary
        • Comprehension
      • Teaching Procedures
        • Direct Reading Instruction
          • Critical Features of Direct Reading Instruction
          • Monitoring Progress in Direct Instruction Programs
        • Peer-Assisted Learning Strategies (PALS)
      • Summary
    • TEACHING WRITING
      • Models for Teaching Written Expression
        • Product Approach
        • Process Approach
        • Skills Approach
      • Teaching Procedures
        • Avoid Instructional Practices That Do Not Improve Students’ Writing Performance
        • Allocate Time for Writing Instruction
        • Create an Atmosphere Conducive to Writing
        • Teach Writing Directly
      • Summary
    • TEACHING MATHEMATICS
      • Teaching Mathematics to Students with EBD
        • Classroom Scenario 1
      • Designing an Effective Math Lesson
        • General Review of Research on Effective Instruction
        • Math-Specific Instructional Components
        • Basic Fact Fluency
        • Mathematics Vocabulary
          • Recode the New Vocabulary Term
          • Relate Keywords to Symbols
          • Retrieve New Definitions
        • Classroom Scenario 2
      • Considering New Instructional Practices in Mathematics
        • Student-Directed Strategies
        • Classroom Scenario 3
        • Teacher-Directed Strategies
        • Peer-Mediated Interventions
        • Computer-Assisted Instruction
      • Summary
    • TEACHING STUDY SKILLS
      • Listening Skills
      • Test-Taking Skills
      • Reference and Research Skills
      • Thinking Skills
      • Memory Skills
      • Note-Taking Skills
      • Summary
    • Chapter Summary
  • 14 Teaching Students with EBD III: Planning Instruction and Collecting Data to Monitor Student Progress
    • Focus Questions
    • THE NATURE OF INSTRUCTIONAL PLANNING
    • PLANNING WHAT TO TEACH
      • Using IEP Goals to Guide Instruction
      • Using Assessment to Guide Instruction
      • Using State Standards to Guide Instruction
      • States and the Common Core Standards
    • PLANNING HOW TO TEACH
    • USING THE SYSTEMATIC TEACHING AND RECORDING TACTIC
      • Developing Long-Range Plans
      • Writing Daily Lesson Plans
        • Instructional Objectives
          • Characteristics of an Instructional Objective
          • Components of an Instructional Objective
        • Instructional Activities
        • Materials and Time
        • Evaluation
    • MONITORING STUDENT PROGRESS
      • What Is Progress Monitoring?
      • Characteristics of Progress Monitoring Measures
      • Progress Monitoring Measures for Reading
        • Developing, Administering, and Scoring Reading Probes
          • Select the Reading Passages
          • Develop the Reading Probes
          • Administer the Reading Probes
          • Score the Reading Probes
      • Progress Monitoring for Written Expression
        • Developing, Administering, and Scoring Written  Expression  Probes
          • Develop a Set of Story Starters
          • Administer the Written Expression Probes
          • Score the Written Expression Probes
      • Progress Monitoring for Math Computation
        • Developing, Administering, and Scoring Mathematics  Probes
          • Develop the Computation Probes
          • Administer the Computation Probes
          • Score the Computation Probes
      • Implementing Progress Monitoring
      • Distributed and Intermittent Progress Monitoring for Assessing Reading
    • MODIFYING INSTRUCTION USING START
    • Chapter Summary
• Appendix Psychopharmacological Medications1
• References
• Name Index
• Subject Index

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Glósur og yfirstrikanir
Þú getur auðkennt textabrot með mismunandi litum og skrifað glósur að vild í rafbókina. Þú getur jafnvel séð glósur og yfirstrikanir hjá bekkjarsystkinum og kennara ef þeir leyfa það. Allt á einum stað.

Hvað viltu sjá? / Þú ræður hvernig síðan lítur út
Þú lagar síðuna að þínum þörfum. Stækkaðu eða minnkaðu myndir og texta með multi-level zoom til að sjá síðuna eins og þér hentar best í þínu námi.



Fleiri góðir kostir
- Þú getur prentað síður úr bókinni (innan þeirra marka sem útgefandinn setur)
- Möguleiki á tengingu við annað stafrænt og gagnvirkt efni, svo sem myndbönd eða spurningar úr efninu
- Auðvelt að afrita og líma efni/texta fyrir t.d. heimaverkefni eða ritgerðir
- Styður tækni sem hjálpar nemendum með sjón- eða heyrnarskerðingu