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Evidence-Based Interventions for Students with Learning and Behavioral Challenges

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Acquired Brain Injury
ADHD
ADHD classroom strategies
advanced interventions for classroom behavioral disorders
American Psychiatric Association
anxiety interventions children
attention
Attention Defi Cit Hyperactivity Disorder
awareness
behavioral assessment
Behavioral Challenges
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cit
curriculum-based
defi
disorder
English language learner challenges
English Language Learners
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Evidence Based Interventions
Fi Ve
Functional Assessment
Gifted Children
Gifted Students
gifted students inclusion
hyperactivity
Instructional Accommodations
learning disabilities support
Main Idea
NCLB Act
Oral Reading Fl Uency
Phonemic Awareness
phonological
Phonological Awareness
Processing Assessment
psychologists
Rand Reading Study Group
Reading Diffi Culties
Reading Disabilities
Repeated Reading Intervention
school
Social Anxiety Disorder
Whitfi Eld
Working Memory

Product details

  • ISBN 9780415964548
  • Weight: 920g
  • Dimensions: 178 x 254mm
  • Publication Date: 29 Nov 2007
  • Publisher: Taylor & Francis Ltd
  • Publication City/Country: GB
  • Product Form: Hardback
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Description
This book assembles into one volume summaries of school-based intervention research that relates to those who deal on a regular basis with the growing body of students having high-incidence learning disabilities and/or behavior disorders: special educators, school psychologists, and clinical child psychologists. Chapter authors begin with an overview of their topic followed by a brief section on historical perspectives before moving on to the main section – a critical discussion of empirically based intervention procedures. In those instances where evidence-based prescriptions can legitimately be made, authors discuss best practices and the conditions (e.g., classroom environment, teacher expertise) under which these practices are most effective. A final section deals with policy issues.
About

Richard J. Morris is the Meyerson Distinguished Professor of Disability and Rehabilitation and Professor and Director of the School Psychology Program in the Department of Special Education, Rehabilitation, and School Psychology at The University of Arizona. He has authored or edited 11 books and more than 100 journal articles and book chapters in the areas of special education and rehabilitation, child psychotherapy and child behavior disorders, and behavior modification.

Nancy Mather is Professor of Special Education in the Department of Special Education, Rehabilitation, and School Psychology at The University of Arizona. She specializes in the areas of assessment, reading, writing, and learning disabilities. She is a co-author of The Woodcock-Johnson III achievement test and has co-authored two books on interpretation and application of the WJ III. She has recently co-authored two books: one on intervention and management strategies for classroom teachers and another that deals with report writing.