Educational psychology Books

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a huge range and FREE tracked UK delivery on ALL orders.

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a huge range and FREE tracked UK delivery on ALL orders.

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a huge range and FREE tracked UK delivery on ALL orders.

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Book SynopsisTechnology is not only affecting students' brainsit is TRANSFORMING them! In a world where technology is increasingly dominant, it is critical to understand how it affects students' brains and behaviorfor better and for worse. This new edition from bestselling educational neuroscience author David Sousa offers research-based, practical solutions and serves as a framework for educators who want to effectively leverage technology to enhance student learning in an environment that demands constant engagement and stimulation. Inside you'll discover The impact of technology on students' brains, including how technology affects cognition, memory, attention, and behavior Strategies for using technology to improve students' social and emotional skills New information on artificial intelligence, the after-effects of the pandemic, gaming, and productive strug

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Book SynopsisThe world is simultaneously facing many crises that humanity is failing to solve. Yet, at the same time, humans are smarter (with IQs on average thirty points higher than a century ago) and more knowledgeable (with the world''s knowledge base at our fingertips), and scientific advances are accelerating. However, intelligence and knowledge are not enough: wisdom harnesses these strengths to serve the common good. Education is focused on acquiring knowledge, but schools would do better also to teach and test for the development of wisdom. To a lot of people, wisdom is an abstraction, but there is a growing body of scientific research into what wisdom is and how it works. This introduction sets out why wisdom is so important. Drawing on insights from psychology, philosophy, science, and common sense, this book provides a complete account of wisdom and how we can develop it throughout our lives.Trade Review'Two world leaders in the science of wisdom have teamed up to write the first broad survey of the field, considering what wisdom means in this growing field, why it matters, how it can be measured, how it develops, and how it can be cultivated in ourselves and in society. Written in an easy and engaging style, this book has something to offer everyone, from those newly interested in wisdom to seasoned researchers exploring this topic for themselves.' Michel Ferrari, Associate Professor of Developmental Psychology and Education, University of Toronto, Canada'Robert J. Sternberg and Judith Glück are pioneers in wisdom research. Their new book is full of deep insights needed in the polarized and uncertain world of today. Instead of viewing wisdom as an unattainable ideal bestowed on selected few, these authors show that most of us can cultivate wise thinking in our daily lives.' Igor Grossmann, Director of the Wisdom and Culture Laboratory and Associate Professor of Psychology, University of Waterloo, Canada'We urgently need a wiser world. I hope this book helps bring it about.' Nicholas Maxwell, Emeritus Reader in Philosophy of Science, University College London, UK'You can't get much better than Robert J. Sternberg and Judith Glück to introduce people to the psychological concept of wisdom. They are among the pioneers who have transferred this ancient concept from the realm of philosophy to the science of psychology. Their conversational style will entice many readers to an understanding of the considerable erudition they have to offer.' Bernard McKenna, Emeritus Associate Professor of Business Communication, University of Queensland, Australia'This book explains how psychological science contributes to our understanding of wisdom. We have come far and it is time to apply what we have learnt to mastering the big challenges of the twenty-first century. Robert J. Sternberg, a pioneer of psychological wisdom research, and Judith Glück, one of the stars of wisdom research today, combine forces to respond to this need.' Ursula M. Staudinger, Rector, Dresden University of Technology, Germany'Wizards in their own right, when Robert J. Sternberg and Judith Glück join forces, magic happens! In this book, they provide a highly relatable, deeply insightful, and characteristically playful introduction to the psychological science of wisdom that might just make you a little wiser.' Nic M. Weststrate, Assistant Professor of Human Development and Learning, University of Illinois-Chicago, USATable of Contents1. What is wisdom?; 2. Why is wisdom important and why doesn't society always see it that way?; 3. How has wisdom been studied in psychology?; 4. How is wisdom measured?; 5. How does wisdom develop?; 6. How do we cultivate wisdom?; 7. How is wisdom related to other psychological characteristics?; 8. Am I wise?; Epilogue; Index.

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Book SynopsisExplaining how creating a culture of thinking is more important to learning than any particular curriculum, the author outlines how any school or teacher can accomplish this by leveraging 8 cultural forces: expectations, language, time, modeling, opportunities, routines, interactions, and environment.Table of ContentsList of Figures ix Acknowledgments xi About the Author xiii Introduction Demystifying Group and Organizational Culture 1 A New Standard for Education 5 The Forces that Shape Culture 6 Tools for Transformation 10 One The Purpose and Promise of Schools 13 Thinking Differently about Outcomes 16 Teaching as Enculturation 19 Culture as the Enactment of a Story 20 Enacting Our New Story, Realizing Our Vision 34 Uncovering the Story of Your School or Classroom 35 Two Expectations: Recognizing How Our Beliefs Shape Our Behavior 37 Focusing Students on the Learning vs. the Work 43 Teaching for Understanding vs. Knowledge 47 Encouraging Deep vs. Surface Learning Strategies 50 Encouraging Independence vs. Dependence 54 Developing a Growth vs. a Fixed Mindset 55 Exploring and Developing Expectations 59 Three Language: Appreciating Its Subtle Yet Profound Power 61 The Language of Thinking 68 The Language of Community 71 The Language of Identity 74 The Language of Initiative 75 The Language of Mindfulness 78 The Language of Praise and Feedback 81 The Language of Listening 82 Leveraging Language 84 Becoming Proficient Users of the Languages of the Classroom 85 Four Time: Learning to Be Its Master Rather Than Its Victim 87 Recognizing Time as a Statement of Your Values 96 Learning to Prioritize and Always Prioritizing Learning 98 Giving Thinking Time 102 Investing Time to Make Time 105 Managing Energy, Not Time 107 It’s Time to Rethink Time 110 Getting a Better Perspective on Time 112 Five Modeling: Seeing Ourselves through Our Students’ Eyes 115 Dispositional Apprenticeship: Being a Role Model of Learning and Thinking 125 Cognitive Apprenticeship: Making Our Thinking Visible 129 Gradual Release of Responsibility: Modeling for Independence 132 Interactive Modeling: Learning from Examples, Practice, and Reflection 135 Learning from Models 136 Modeling for the Development of Thinking, Learning, and Independence 138 Six Opportunities: Crafting the Vehicles for Learning 141 Constructing Character: Using Mathematics to Understand Othello’s Iago 144 VoiceThread: Using Storytelling to Understand Migration 150 Music 2 Save Music 154 Categorizing, Recognizing, and Realizing Learning Opportunities 159 Analyzing and Creating Opportunities for Learning 169 Seven Routines: Supporting and Scaffolding Learning and Thinking 171 A Routine Is More Than an Activity 177 Using Claim-Support-Question to Delve Into Number Theory in Fifth Grade 179 More Than a Game: Differentiating Mathematics in Second Grade 185 Making CSQ Fly in Secondary Mathematics 188 Tools, Structures, and Patterns: Establishing Routines in the Classroom 190 Making Thinking Routine in Our Classrooms 196 Eight Interactions: Forging Relationships That Empower Learners 199 New Roles for Students: Empowering Disenfranchised Learners 204 Beyond Sit and Get: Teaching Students to Build on One Another’s Ideas 212 Building Culture through Affect and Actions 218 Shaping Interactions through Roles 220 Asking “Good” Questions 221 Creating New Patterns of Discourse 223 Promoting Interactions That Support Thinking and Learning 225 Nine Environment: Using Space to Support Learning and Thinking 227 New Learning in an Old Container 231 Curating a Classroom 234 Designing for Thinking 242 Creating Environments to Enhance Learning and Build Culture: Four Fronts 247 Creating Environments That Bring Out the Best in Learners 259 Ten Moving toward Transformation 261 A Close Look at Substantive Change 263 Supporting Change on a Large Scale 267 Building a Vision across a School District 276 Learning Together for the Long Haul 281 Creating Opportunities 287 Building the Capacity of Teachers to Teach One Another 293 Using Inquiry-Action Projects to Go Deeper 298 Sameness and Difference in the Journey to a Culture of Thinking 303 Appendix A My Reflections on the Learning Activities in This Class 307 Appendix B Ladder of Feedback 309 Appendix c Success Analysis Protocol 311 Appendix D Looking At Students’ Thinking (LAST) Protocol 313 Appendix E Six Key Principles of the Cultures of Thinking Project 315 Appendix F Laying the Foundation for a Culture of Thinking 317 Appendix G Leading a Culture of Thinking at My School 319 Appendix H The Development of a Culture of Thinking in My Classroom 323 Appendix I Assessment Ladder 327 References 329 Subject Index 351 Name Index 361

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Book SynopsisTable of ContentsPreface to the Second Edition xiii Part 1 Healthy Brain and Body 1 1 Your Adaptive Brain 3 2 Energizing Your Brain 25 3 Taming False Threats 55 4 Shifting into Action 79 Part 2 The Five SEEDS Factors 103 5 The Social Factor 105 6 The Exercise Factor 129 7 The Education Factor 145 8 The Diet Factor 165 9 The Sleep Factor 195 Part 3 Your Mind-Brain 219 10 Resiliency to Wisdom 221 References 237 About the Author 269 Acknowledgments 271 Index 273

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Book SynopsisBridging childhood studies, pedagogy and educational theory, critical psychology, and postcolonial studies, this unique book reads the role and functions of âthe childâ and childhood as both cultural motif and as embodied life condition through the work of Frantz Fanon. Based on innovative readings of Fanon and postcolonial cultural studies, the book offers new insights for critical pedagogical and transformative practice in forging crucial links not only between the political and the psychological, but between distress, therapy, and (personal and political) learning and transformation. Structured around four indicative and distinct forms of âchildâ read from Fanonâs texts (Idiotic, Traumatogenic, Therapeutic, Extemic), the author discusses both educational and therapeutic practices. The pedagogical links the political with the personal, and Fanonâs revolutionary psychoaffective account offers vital resources to inform these. Finally the book presents âchild as methodâ as a new analytical approach by which to read the geopolitical, which shows childhood, education, and critical psychological studies to be key to these at the level of theory, method, and practice.By interrogating contemporary modalities of childhood as modern economic and political tropes, the author offers conceptual and methodological resources for practically engaging with and transforming these. This book will be vital and fascinating reading for students and scholars in psychology, psychoanalysis, education and childhood studies, gender studies, postcolonial studies, and mental health.Trade ReviewO, to have had this book in hand over the years when I taught ‘Radical Theories of Education’! Fortunately, for many interested in this area of research it’s not too late. Erica Burman’s use of ideas from Frantz Fanon to illuminate questions of learning, guided by nuanced understandings of failure, offers ‘child as method’ but not as instrument or tool. This thought-provoking book brings to the fore educational theory as a self-critical human science without the aloofness of thought bereft of practice and sensitivity to the psychosocial dynamics of power. Lewis R. Gordon, Global Center for Advanced Studies and author of What Fanon Said: A Philosophical Introduction to His Life and Thought‘Education, globally, needs to be challenged. Child as Method, inspired by Frantz Fanon, is a timely intervention to imagine a different mode of thought for a more creative and better future of the world, earth and planet.’ Kuan-Hsing Chen, Professor of Social Research & Cultural Studies, NCTU, Taiwan, author of Asia as Method: Towards De-imperialization‘Erica Burman's pathbreaking interpretation of 'child as method' builds on Frantz Fanon's understanding of racism and oppression and the transformative power of individual and social resistance. Burman's unique work constitutes a major contribution to the interpretation of Fanon's work and its radical implications for educational and childhood development.’ Irene L Gendzier, Professor Emeritus, Department of Political Science, Boston University, US, author of Frantz Fanon: a critical study‘Fanon as educator? It’s not the usual view – but Fanon’s writing can be a powerful resource for educational thought in a postcolonial world. Erica Burman’s detailed and scholarly treatment brings out a surprising range of intellectual connections and political implications from the famous texts. Her approach offers striking new thinking on race, coloniality, the psychology of child/adult relations, and the multiple meanings of childhood.’ Raewyn Connell, Professor Emeritus, School of Education & Social Work , University of Sydney, Australia, author of Southern Theory‘‘Child as method’ is a unique and intriguing approach that contributes to postcolonial studies in education. The close involvement of this book with the re-reading of Fanon and the centrality of the child provide fascinating and substantial theoretical resources for ethically and politically committed educational research leading to a wider project of subjective and societal change.’ Yoonmi Lee, Professor, Department of Education, Hongik University, Seoul, Korea‘Fanon, education, action: Child as method is a unique conceptual intervention articulating a critical practice to mobilise "a pedagogy of and for decolonization and redistribution". It foregrounds how Fanon’s theoretical, methodological and political activism coalesce with his conceptualisations of childhood to create a practice of child as method. In doing so, Burman offers a rare and distinctive way of reading educational and wider social pedagogical practices that offer some insightful relational and transformational possibilities.’ Sue Grieshaber, Professor of Education, La Trobe University, Melbourne, Australia‘This book establishes the child as a recurring, pivotal figure in Fanon’s corpus and conversely, presents Fanon as a major resource for those engaged in analysis of the child in cultural-political practices. In deft readings of cases and scenes which include but go beyond the famous racialising encounter with a white child in Black Skin, White Masks, Burman uncovers an intersectional Fanon attuned to instability and nuance, a Fanon whose psychiatric and political practices are inseparable. The close readings bring into relief four distinct modes of operationalizing the child, variously deployed, complicated, and subverted by Fanon. Burman offers these as the basis for ‘child as method,’ neither a child nor the child, but both and more: it is a way of thinking the social, cultural, and political through invocations of child and the models of temporality, capacity, vulnerability, and transformability they carry. This book will be an important tool for those working in Childhood Studies, Education, Decolonization, Globalism, Women’s Studies and Cultural Studies.’ Jennifer Henderson, Associate Professor, Department of English/School of Indigenous & Canadian Studies, Carleton UniversityTable of ContentsForewordAcknowledgementsChapter One: Fanon, education, action: towards child as methodChapter Two: Idiotic childChapter Three: Traumatogenic childChapter Four: Therapeutic ChildChapter Five: Extemic childChapter Six: Child as methodReferencesIndex

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Book SynopsisSchool Success for At-Risk Students: A Culturally Responsive Tiered Approach introduces a model that incorporates cultural responsiveness into the familiar three-tiered model of behavioural and academic support. The model is designed to modify learning environments to support all students, identify students at risk, and provide a continuum of supports for those who need it.The characteristics, outcomes, and support needs of at-risk students are explored in detail. These students include those with disabilities, those who are English language learners, refugees, indigenous, LGBT+, students from low SES backgrounds, and those who are involved with the juvenile justice or out-of-home care systems. The concepts of cultural responsiveness and competence are defined and discussed, then incorporated into a framework that includes the Response to Intervention and Positive Behavioural Interventions and Supports frameworks. This revised framework is investigated in regards to theory, research, and practice. The importance of cultural competence for at-risk students and ways to improve this in schools are suggested. This book is a necessary companion for educators and researchers who have an interest in exploring the nature and context of educating at-risk students from the perspective of a culturally responsive multi-tiered system of support. It will also be of interest to a wide range of individuals working in education with at-risk youth, including preservice and veteran teachers, leadership teams, school psychologists, and school counsellors, as well as teacher educators. Table of ContentsList of Figures and TablesAbout the AuthorsChapter 1. IntroductionChapter 2. Theoretical FrameworksChapter 3. At-risk Students: English Learners, Migrant/refugee, and Indigenous StudentsChapter 4. At-Risk Students: Students with Disabilities, Mental Health Issues, Chronic IllnessChapter 5. At-Risk Students: Students in Out of Home Care, Involvement With the Justice System, and from Low SES BackgroundsChapter 6. At-Risk Students: LGBT+Chapter 7. Developing a Culturally Competent School CultureChapter 8. Conclusion

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Book SynopsisTapping into the existing resources and staff available within your school, The Revitalized Tutoring Center provides an effective strategy to improve instruction and student performance. This practical guide shares the blueprint, best practices, and resources necessary to create and implement a robust, embedded tutoring center. This dynamic peer tutoring model brings together teachers, peers, and community members in a support network that identifies students in need and facilitates individualized instruction. With a peer tutoring model in place, schools are better positioned to initiate and sustain a variety of initiatives such as PLCs, RTI, formative assessment, community partnerships, and service learning, while creating equitable access and opportunity for all. This book illustrates how instructional leaders can leverage existing resources in a sustainable and cost-effective way to implement a model that ultimately leads to cultural changes, innovation, and significant acTable of ContentsForewordThomas ManyIntroduction AcknowledgementsMeet the AuthorSection I: The Why, What, and How Behind the Revitalized Tutoring Center Chapter One Making the Case Chapter Two Building the Core Components Chapter Three Operationalizing the ModelSection II: Optimizing and Innovating the Revitalized Tutoring CenterChapter Four Optimizing with Peer Tutors Chapter Five Innovating and CustomizingChapter 6: ConclusionReferencesAppendixA: Tutoring Center Implementation RubricB: Sample Student GraphsC: Study Hall Exemption ContractD: Curriculum Based Measure (CBM) for MathE: Peer Tutor Recruiting LetterF: Do’s and Don’ts of Math Tutoring GlossaryForewordThomas ManyIntroduction AcknowledgementsMeet the AuthorSection I: The Why, What, and How Behind the Revitalized Tutoring Center Chapter One Making the Case Chapter Two Building the Core Components Chapter Three Operationalizing the ModelSection II: Optimizing and Innovating the Revitalized Tutoring CenterChapter Four Optimizing with Peer Tutors Chapter Five Innovating and CustomizingChapter 6: ConclusionReferencesAppendixA: Tutoring Center Implementation RubricB: Sample Student GraphsC: Study Hall Exemption ContractD: Curriculum Based Measure (CBM) for MathE: Peer Tutor Recruiting LetterF: Do’s and Don’ts of Math Tutoring Glossary

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Book SynopsisDr. Newman has used his many years of experience working with interns and field supervisors to create this comprehensive guide to the school psychology internship. The second edition of this text includes updated research and tools, including a new job interview video, and new templates for developing a cover letter, CV, and remediation plan. Expanded content includes brand new chapters focused on applying for doctoral internships through the APPIC Match process, and successfully transitioning from the internship into the early career.Students and internship supervisors alike will find this easy-to-use guide helpful in alleviating anxiety around common internship concerns. Emphasis is placed on the idea that the internship year is a dynamic and formative experience, not a static event, and that interns and supervisors both must be proactive planners, coordinators, and shapers of the experience. Interns and supervisors will find this guide to be a critical support for pTrade Review"The second edition of The School Psychology Internship: A Guide for Interns and Supervisors is a must have for graduate students, university faculty and internship site supervisors in school psychology. This pragmatic and comprehensive book will serve as a road map for navigating all aspects of the internship experience. The book covers all relevant aspects of the school psychology internship experience, from the application process, to all phases of the internship year, culminating in the important developmental stage of transitioning from an intern to an early career professional. The second edition offers updated and pertinent content specific to the nuts and bolts tasks for creating an effective internship plan, contemporary research in school psychology supervision and understanding the APPIC application/match from a school psychology lens. This is a resource that is a "must have" for graduate students in school psychology and all those engaged in training school psychology interns in universities and applied practice settings." — Pamela Fenning, PhD, ABPP, Professor, School Psychology Program, Loyola University Chicago, USA"The internship is likely the most critical phase in the pre-service, professional preparation of school psychologists. Danny Newman’s book treats the internship as a dynamic, formative experience rather than as a single event, and provides excellent guidance for the entire process. I highly recommend his book for school psychology graduate students preparing for their own internships, faculty involved in designing program internship options, and professionals in the field involved in internship planning and/or supervision." — Joe Prus, Ph.D., NCSP, Professor and Co-Director, Winthrop University School Psychology Program, USA"Dr. Newman provides a thoughtful framework to proactively maximize the internship experience from beginning to end. The guiding questions throughout help focus the reader on the shared responsibility the intern, field supervisor and university supervisor have in this critically important training experience." — Karen Monahan, Ph.D., NCSP, Coordinator of Psychological & Related Services, Fort Mill School District, South Carolina, USA"The school psychology internship experience produces a mixture of excitement and stress, which culminates with entry into early career school psychology practice. Dr. Newman’s book helps interns and supervisors navigate the journey of applying to internship sites, learning during the internship year, and preparing for the job hunt. This is a great resource for developing school psychologists and enhancing internship programs." — Benjamin S. Fernandez, MS Ed., Coordinator, Prevention Services, Loudoun County Public Schools, Virginia, USATable of ContentsForewordPrefaceAcknowledgementsNotes on ContributorsSection I: Pre-Internship Considerations 1: Introduction2: Navigating the APPIC MatchSection II: Getting Oriented 3: The Internship Plan4: Entering the Internship SiteSection III: Clarifying Roles, Developing Relationships 5: Intern Identity and Expectations6: The Proactive Intern7: The Supervision Process8: Breadth, Depth, and Competence9: SurvivalSection IV: Moving Beyond the Internship 10: The Job Hunt: Applications, Interviews, and Employment11: Concluding the Internship12: The Early Career: Déjà Vu and All Things NewAppendicesA: Sample APPIC Cover LetterB: Sample School Psychology Internship AgreementC: Sample Remediation Plan Template (Version 1)D: Sample Remediation Plan Template (Version 2)E: CV TemplateF: Sample Cover LetterG: Job Interview Vidoe TranscriptReferencesIndex

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Book SynopsisGreat Minds and How to Grow Them is a handbook for parents that shows how they can grow the minds of their children and teenagers and guide them to success both at school and in life. The latest neurological and psychological research is proving that most children are capable of reaching high levels of performance that were previously associated only with the gifted and talented.Brains are malleable and IQ is not fixed yet, without parental engagement in their learning, many children don't reach the levels of performance that are associated with academic success. Combining new knowledge with extensive research into how we learn, this book proves that by using simple, everyday techniques that are both rooted in research and accessible for parents, children can learn to learn more successfully.Table of Contents1. The education revolution - most children can succeed at school but they need clever parenting based on the best education research 2. No-one is just a number - IQ isn’t capped and you can grow your child’s intelligence. 3. Home to success - the importance of a good home learning environment and how to create one in any home. 4. Think right - help your child think their way to high performance by flexing those learning muscles. 5. Behave yourself - developing human values, attitudes and attributes associated with success at school and in life. 6. Making the most of school as a parent – including parent types and the high performance learner. 7. The three ages of learning – and succeeding in all of them, including practical advice on homework and adolescence. 8. High performance learning on the move - the secrets of outings you can learn from that everyone can enjoy. 9. Parents - the missing link in education which costs children success at school.

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Book SynopsisThe second edition of these bestselling cards continues to provide a tool for exploring difficult emotions. Depicting various different family scenarios, the cards provide an opportunity for individuals of any age to discuss all aspects of family life and the situations that arise from it. Now with updated illustrations, the cards can be used with individuals or groups of various sizes. Each family scenario is colour coded with 6-9 cards telling a short story, which provides a springboard for individuals to unpick their feelings about family life. Over 50 suggestions for use are detailed in the accompanying activity cards; including ways of using individual cards to facilitate discussion, identifying the positive and negative feelings of the Blobs shown on the cards, as well as combining cards to show more complex situations. Intended for use in educational settings and/or therapy contexts under the supervision of an adult. This is not a toy.Table of Contents48 colour flashcards, with guidance for use.

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Book SynopsisLearn how to incorporate rigorous activities in your English language arts or social studies classroom and help students reach higher levels of learning. Expert educators and consultants Barbara R. Blackburn and Melissa Miles offer a practical framework for understanding rigor and provide specialized examples for middle and high school ELA and social studies teachers. Topics covered include: Creating a rigorous environment High expectations Support and scaffolding Demonstration of learning Assessing student progress Collaborating with colleagues The book comes with classroom-ready tools, offered in the book and as free eResources on our website at www.routledge.com/9781138480773.Table of Contents1. Introduction 2. Creating a Rigorous Environment 3. Expectations 4. Support and Scaffolding 5. Demonstration of Learning 6. Assessment 7. Collaborating to Improve Rigor

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Book SynopsisFeedback is arguably the most critical and powerful aspect of teaching and learning. Yet, there remains a paradox: why is feedback so powerful and why is it so variable? It is this paradox which Visible Learning: Feedback aims to unravel and resolve. Combining research excellence, theory and vast teaching expertise, this book covers the principles and practicalities of feedback, including: the variability of feedback, the importance of surface, deep and transfer contexts, student to teacher feedback, peer to peer feedback, the power of within lesson feedback and manageable post-lesson feedback. With numerous case-studies, examples and engaging anecdotes woven throughout, the authors also shed light on what creates an effective feedback culture and provide the teaching and learning structures which give the best possible framework for feedback.Visible Learning: FeedbackTrade Review"I am an experienced educator whose current work includes supporting classroom teachers to hone their already good practice into excellent habits. As a testament to the user-friendliness of this text, I found myself mentally and literally scribbling notes in the margins, of who with, where and when I could use relevant parts. My copy no doubt will quickly become well-thumbed and dog eared – evidence of a valued resource."— Anne Foale, Australian Council of Educational Leaders"What strikes me about this highly engaging book is the life it breathes into illuminating the power of feedback to influence positive teaching and learning and, indeed, student progress and achievement. With that in mind, Visible Learning: Feedback, by John Hattie and Shirley Clarke, exposes the best possible feedback frameworks... I highly recommend this book."— Professor Vicky Duckworth, inTuition (Society for Education & Training)Table of ContentsIntroduction Acknowledgements Chapter 1 What is feedback? Chapter 2 A feedback culture Chapter 3 Teaching and learning frameworks Chapter 4 The power of in-lesson verbal feedback Chapter 5 Post-lesson feedback Final words Summary graphics Bibliography

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Book SynopsisPreparing the Educator in Counselor Education is a comprehensive skill development resource for counselor educators looking to engage students, develop curriculum, and provide effective feedback. Chapters fully aligned with the 2016 CACREP standards and grounded in current research discuss topics including pedagogy, identity development, classroom diversity, student engagement, teaching strategies, ethical and legal issues, gatekeeping, and mentoring. The book is replete with guided practice exercises, descriptive commentary, illustrative case studies, and examples from seasoned professionals that provide context, humor, and encouragement.Trade Review"Haddock and Whitman bring together, for the first time ever, a comprehensive collection of critical topics and components every counselor educator can use in the classroom in educating, training, and preparing future counselor educators. This text allows students to engage in open classroom discussions, case illustrations, and guided practice exercises, but, more importantly, each chapter stimulates thinking, reflection, and introspection. Every counselor education program would benefit from connecting their students with this text."—Erin M. Dugan, PhD, NCC, CRC, LPC-S, RPT-S, associate dean of academic affairs, interim department head, and clinic director at the Louisiana State University Health Sciences CenterTable of ContentsList of Contributors. Preface. Acknowledgments 1. Establishing an Identity as a Counselor Educator, Laura R. Haddock 2. Developing a Personal Philosophy of Teaching, Joy S. Whitman and Eric T. Beeson 3. Ethical and Legal Issues for Counselor Educators, Theodore P. Remley, Jr. and Cassandra G. Pusateri 4. Multicultural and Social Justice Leadership and Learning in the Classroom, Anneliese A. Singh 5. Classroom Engagement and Evidence-Based Teaching Strategies with Adult Learners, Melissa Ockerman and Breanna Adams 6. Acquisition of Knowledge and Skills, Michael P. Chaney and Jennifer J. Matthews 7. Curriculum Development, J. Kelly Coker and Savitri Dixon-Saxon 8. Evaluation of Student Learning: Instructor Feedback and Developmental Assessment, Kristi Cannon 9. The Role of Gatekeeping in Counselor Education, Janet L. Muse-Burke, Amanda S. Hanko, and Jennifer S. Barna 10. Teaching Across Settings, Corinne Bridges and Walter L. Frazier 11. The Role of Mentoring in Counselor Education, Cirecie A. West-Olatunji, Kathryn Williams and Christian D. Chan 12. Voices from the Classroom

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Book SynopsisIn recent years, many U.S. schools have implemented tiered models of support to address a range of student needs, both academic and behavioral, while cognitive behavioral therapy (CBT) has simultaneously gained popularity as an effective means of supporting the mental health needs of students. Cognitive Behavioral Therapy in Schools provides school-based practitioners with the necessary skills to determine students'' mental health needs; establish a tiered, CBT-based system of supports; select appropriate programs at Tiers 1, 2, and 3; deliver CBT using various formats to students who are at risk or demonstrating problems; progress monitor multiple tiers of service; and work collaboratively with teachers, administrators, and families.Trade Review"This clearly-written, practitioner-oriented text artfully describes the need for effective school based mental health services, namely CBT. This book is a must read for all mental health professionals working with youth, as well as other school-based personnel (e.g., principals, teachers, guidance counselors). Dr. Raffaele Mendez should be congratulated for creating this much needed resource to help our children succeed."Eric A. Storch, PhD, professor and All Children's Hospital Guild Endowed Chair, University of South Florida"Dr. Raffaele Mendez has hit a home run outlining the necessity of mental health services at school for all students and how to carry out the provision of these services at tiered levels. This book will advance the field by providing essential skills for practicing school psychologists and the book should be required in all training programs for school psychology."Dr. Scott Poland, past president of National Association of School Psychologists, professor of psychology, Nova Southeastern University. "Kudos to Dr. Raffaele Mendez for this informative, timely, and pragmatic book for school based mental health practitioners. Well-informed, evidence-based information is accompanied by case examples, dialogue, and helpful handouts to support school therapists and personnel in delivering effective cognitive behavioral therapy to students. This book is rich in providing information on assessment and treatment planning to inform a tiered approach to service delivery and school support. A must-read for students and practicing school mental health workers!"Anne Marie Albano, PhD, ABPP, professor of medical psychology in psychiatry, Columbia University Medical Center, director, Columbia University Clinic for Anxiety and Related Disorders (CUCARD)"In this must-read book, Linda Raffaele describes CBT and the three-tier system in a way that everyone can understand. Furthermore, she takes CBT to a broader level and describes programs that can be implemented and evaluated universally for all students. The book is an excellent blend of the science behind the interventions and how to apply them in the schools."Kevin Stark, PhD, professor of educational psychology, The University of Texas at AustinTable of ContentsAcknowledgements. Preface. Section I: CBT within a Tiered Model of Mental Health Services in Schools. 1 School-Based Mental Health Services: An Overview and Rationale. 2 A Tiered Approach to Delivering School-Based Mental Health Services. 3 CBT as the Basis of Service Delivery. 4 Ecological Considerations in School-Based Mental Health Service Delivery. Section II: Tier 1: Universal Mental Health Supports for Students. 5 Identifying and Implementing a Universal Prevention Program. Section III: Tier 2: CBT-Based Targeted Supports in Schools. 6 Targeted Interventions for Students: Process and Content. 7 Establishing and Implementing CBT-Based Groups. Section IV: Tier 3: CBT-Based Intensive Supports in Schools. 8 Identifying Students for Intensive Supports and Developing Treatment Plans. 9 Delivering Intensive Supports to Students Using CBT. 10 Styles of Therapeutic Dialogue to Promote Cognitive Restructuring. 11 Behavioral Strategies to Complement Therapeutic Dialogue. 12 Putting it All Together: Delivering CBT in Schools Through a Tier-Based System.

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Book SynopsisCognitive Development and Cognitive Neuroscience: The Learning Brain is a thoroughly revised edition of the bestselling Cognitive Development. The new edition of this full-colour textbook has been updated with the latest research in cognitive neuroscience, going beyond Piaget and traditional theories to demonstrate how emerging data from the brain sciences require a new theoretical framework for teaching cognitive development, based on learning. Building on the framework for teaching cognitive development presented in the first edition, Goswami shows how different cognitive domains such as language, causal reasoning and theory of mind may emerge from automatic neural perceptual processes. Cognitive Neuroscience and Cognitive Development integrates principles and data from cognitive science, neuroscience, computer modelling and studies of non-human animals into a model that transforms the study of cognitive development to produce both a key introductory teTrade ReviewGoswami’s stated goal in writing this book is "to provide a selective, but hopefully representative, review of some of the most interesting past and current work in cognitive development and developmental cognitive neuroscience." She attains this goal in impressive fashion. Professors as well as students will learn a lot from reading this book; I know that I did.Robert S. Siegler, Schiff Foundations Professor of Psychology and Education, Teachers College, Columbia UniversityIn this revision of a now-classic overview of cognitive development, Goswami continues to provide an engaging and synthetic review of the best behavioural research in the area, informed by interchange with cognitive science, neuroscience, computer modelling, and studies of nonhuman animals. Working through the lens of neuroconstructivism, she nevertheless provides a lucid account of other classic and contemporary theories.Nora S. Newcombe, Laura H. Carnell Professor of Psychology, Temple University, PhiladelphiaIn this book, Goswami masterfully blends research from traditional approaches to the study of cognitive development with the latest insights into developmental processes emerging from neuroscience and genetics. Spanning the developmental arch from prenatal development through to adolescence, this book provides an engaging overview of the developmental processes associated with attention, learning, memory, language, reasoning and the emergence of concepts. A must read for not only for those interested in cognitive development but also for instructors seeking an up-to-date, interdisciplinary synthesis of cognitive development. Daniel Ansari, Department of Psychology & Faculty of Education, Western University, Canada While some texts have an encyclopedic feel in terms of including a one-sentence description of every study in the literature, giving rise to a disjointed reading experience, Goswami’s Cognitive Neuroscience and Cognitive Development has a more natural narrative flow. Coherence is preserved in the movement across topics because the book has an organizing theme in which ideas from cognitive neuroscience are used to connect perception and cognition. The notion that cognitive development may emerge from distributed spatial and temporal patterns of activity in brain response to perceptual experience, activity that is enriched as language is acquired, is especially provocative.Paul C. Quinn, Francis Alison Professor and Trustees Distinguished Professor of Psychological and Brain Sciences, University of Delaware, Newark DETable of ContentsForeword. 1. Infancy: The Physical World 1. 2. Infancy: The Physical World 2. 3. Infancy: The Psychological World. 4. Social Cognition, Mental Representation and Theory of Mind 5. Conceptual Development and the Biological World 269 - 340.6. Language Acquisition. 7. Causal Reasoning and the Human Brain 8. The Development of Memory 9. Metacognition, Reasoning and Executive Function 10. Schooling: Reading and Number 11. Theories of Cognitive Development

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Book SynopsisTable of ContentsChapter 1 - Educational Psychology: A Foundation for Teaching Chapter 2 - Cognitive, Language, and Literacy Development Chapter 3 - Social, Moral, and Emotional Development Chapter 4 - Student Diversity Chapter 5 - Information Processing and Cognitive Theories of Learning Chapter 6 - Behavioral Theories of Learning Chapter 7 - The Effective Lesson Chapter 8 - Student-Centered and Constructivist Approaches to Instruction Chapter 9 - Grouping, Differentiation, and Technology Chapter 10 - Motivating Students to Learn Chapter 11 - Effective Learning Environments Chapter 12 - Learners with Exceptionalities Chapter 13 - Assessing Student Learning Chapter 14 - Standardized Tests and Accountability

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Book SynopsisTable of Contents List of Tables and Figures. Preface. Foreword. SECTION I: THE TAXONOMY, EDUCATIONAL OBJECTIVES AND STUDENT LEARNING. 1. Introduction. 2. The Structure, Specificity, and Problems of Objectives. SECTION II: THE REVISED TAXONOMY STRUCTURE. 3. The Taxonomy Table. 4. The Knowledge Dimension. 5. The Cognitive Process Dimension. SECTION III: THE TAXONOMY IN USE. 6. Using the Taxonomy Table. 7. Introduction to the Vignettes. 8. Nutrition Vignette. 9. Macbeth Vignette. 10. Addition Facts Vignette. 11. Parliamentary Acts Vignette. 12. Volcanoes? Here? Vignette. 13. Report Writing Vignette. 14. Addressing Long-standing Problems in Classroom Instruction. APPENDICES. Appendix A: Summary of the Changes from the Original Framework. Appendix B: Condensed Version of the Original Taxonomy of Educational Objectives: Cognitive Domain. References. Credits. Index.

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Book SynopsisJanet Maybin investigates how 10-12 year-olds use talk and literacy to construct knowledge about their social worlds and themselves. She shows how children use collaborative verbal strategies, stories of personal experience and the reworked voices of others to investigate the moral order and forge their own identities.Trade Review'It is not often that you are gripped by an academic book. I read Janet Maybin's book through in almost one reading, gripped by the range of insights she offers into children's off-record talk, her judicious use of social and cultural theory, her many new insights into the significance of styling and voicing emotion and evaluation in everyday dialogue, her careful building of new ways of talking about and describing talk among children. This is a highly significant contribution to language in education, to our understandings of language use and multiple but hitherto unnoticed aspects of the ways knowledge is constructed. It is a book that is likely to refocus educational research for many years to come, shifting the research landscape to the importance of talk outside the classroom for our understanding of 'official' talk inside the classroom. It is a book that is written in a lively and engaging style. In fact, it is a book that is not just gripping; it is genuinely groundbreaking.' - Ron Carter, Professor of Modern English Language, Nottingham University, UK 'Most impressive are the ways in which the work brings to life hybridity, emotion, and moral evaluation...Children's Voices serves as an important exemplar of the artful ways young people fashion lives and learning through dialogue, and of the compelling need for ethnographers, educators and linguists to find equally artful ways to render their accounts of language and learning.' - Deborah Hicks, Professor of Education and Women's Studies at Duke University, North Carolina, USA 'This book will be a valuable resource for educational researchers as well as teachers seeking to understand the importance of informal talk and the complexities of different forms of children's talk across official and unofficial school spaces and throughout the school day.' - Dennis Kwek, Language and Education, 22:2, 2008Table of ContentsAcknowledgements Transcription Conventions INTRODUCTION Focussing on the Margins Conceptualising Voice and Meaning-making Outline of the Chapters PART 1: SETTING THE SCENE Shifting the Lens The Researcher in the Data From Context to Contextualisation From Dialogue to Dialogicality Evaluation, Socialisation and Identity Towards a More Dynamic Language of Description PART 2: CONTEXT, GENRE AND FRAMES Switching Contexts The Generic Production of Meaning The Intertextual Construction of the Present Microcontexts: Manipulating Frames Conclusion PART 3: DIALOGUE AND COLLABORATION: GIRLS AND BOYS The Duet of Friendship Producing Unformalised Knowledge in Group Talk Gender, Communicative Style and Identity Conclusion PART 4: REPORTED VOICES AND EVALUATION Representing Voices: Grammatical and other Cues Invoking and Evaluating People Recreating Events Evaluation in Projected Speech and Reported Thought Conclusion PART 5: ARTICULATING DIALOGUE: AGENCY AND GENDER IN CHILDREN'S ANECDOTES Representing Experience and Exploring the Self Three Levels of Narrative Meaning Indexicalisation and Dialogic Relationships Conclusion PART 6:NARRATIVE REFLECTIONS AND MORAL COMPLEXITIES Articulating Moral Stances Beleaguered Positions Divided Loyalties Conclusion PART 7: SCHOOLED VOICES A Framework for Understanding Reproduced Voices Repetition and Appropriation in Teacher-Pupil Dialogue Reproducing Authoritative Voices: Appropriation and Styling Framing Work and Play Conclusion PART 8: OFFICIAL AND UNOFFICIAL LITERACIES Official Literacy: Power, Procedure and Product Hybrid Practices Unofficial Literacy Personal Writing: Identity and Regulation Conclusion CONCLUSION Notes References Index

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Book SynopsisReading is a complex activity that involves a range of skills in order to access meaning via the printed word. Reading Development and Difficulties demonstrates that there are two aspects to a child becoming a skilled reader: the development of good word reading skills and the ability to extract the overall meaning of a text.Trade Review"Intended for undergraduates studying literacy acquisition and for professionals with no previous background in reading development or difficulties, Cain provides a balanced, comprehensive, accessible introduction to the development of the two core aspects of reading - good word-reading skills and the ability to extract the overall meaning of a text." (Higher Times Education, November 2010) Table of ContentsPreface xi 1 Introduction to the study of reading 1 What is reading? 2 The relationship between written and spoken language 4 How to study reading development and reading difficulties 14 Overview of the rest of this book 20 Key point summary 20 Further reading 21 Definitions 22 2 Skilled word reading 25 Word reading: Assessment and sources of variation 26 Models of skilled word recognition 36 Key point summary 42 Further reading 43 Definitions 44 3 The skilled comprehender 47 What do we forget and what do we remember? 48 Local and global coherence 52 Models of text representation 59 Key point summary 63 Futher reading 64 Definitions 64 4 Learning to read words 67 Ways to read words 68 Skills and knowledge that aid word reading development 74 Phases of word reading development 81 What drives word reading development? 85 Key point summary 91 Further reading 93 Definitions 93 5 The development of reading comprehension 95 The relations between word reading, listening comprehension and reading comprehension 96 Skills and knowledge that support reading comprehension 99 Reading comprehension development 112 Key point summary 117 Further reading 118 Definitions 118 6 Developmental dyslexia 121 Developmental dyslexia: Definitions and characteristics 122 Theories of dyslexia 126 A look at subtypes: Are all dyslexic children the same or do different types of dyslexic exist? 134 Dyslexia across the lifespan: Precursors, compensation and consequences 140 Key point summary 144 Further reading 145 Definitions 146 7 Reading comprehension difficulties 147 What is poor reading comprehension? 148 Sources of discourse comprehension failure 153 Causes of discourse comprehension failure 164 The consequences of poor discourse comprehension 166 Key point summary 168 Further Reading 169 Definitions 170 8 Instruction and intervention 171 Instruction and interventions for word reading 172 Instruction and interventions for reading comprehension 179 Support and instruction for reading development 185 Key point summary 188 Further reading 189 Definitions 190 9 The assessment of reading 191 Assessment matters 192 Word reading assessment: What, when and how? 196 The assessment of reading comprehension: What, when and how? 201 Key point summary 209 Further reading 210 Definitions 210 10 The Simple View of Reading: A framework for the study of reading development and reading difficulties 213 The Simple View of Reading: A brief overview 214 The Simple View of Reading and reading development 215 The Simple View of Reading and reading difficulties 218 The Simple View of Reading: An evaluation 219 Reading development and reading difficulties: Implications 220 Conclusions 221 Further reading 222 Definition 222 Bibliography 223 Glossary 247 Index 253

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Book SynopsisDialectical behavior therapy (DBT) skills have been demonstrated to be effective in helping adolescents manage difficult emotional situations, cope with stress, and make better decisions. From leading experts in DBT and school-based interventions, this unique manual offers the first nonclinical application of DBT skills. The book presents an innovative socialâemotional learning curriculum designed to be taught at the universal level in grades 6â12. Explicit instructions for teaching the skills--mindfulness, distress tolerance, emotion regulation, and interpersonal effectiveness--are provided in 30 lesson plans, complete with numerous reproducible tools: 99 handouts, a diary card, and three student tests. The large-size format facilitates photocopying; purchasers also get access to a webpage where they can download and print the reproducible materials. This book is in The Guilford Practical Intervention in the Schools Series, edited by Sandra M. Chafouleas.Trade Review"Consistent with DBT and dialectics, the authors have found an ingenious way of expanding the reach and implementation of DBT skills to the universal population of adolescents in educational settings. The DBT STEPS-A curriculum offers a fabulous upstream approach for all adolescents to develop DBT skills and reduce the likelihood of emotionally dysregulated behaviors….Your ability to take this book and use it to teach schoolchildren a wealth of effective life and emotion regulation skills has the possibility of helping more than you can imagine."--from the Foreword by Marsha M. Linehan, PhD, ABPP, Professor and Director Emeritus, Behavioral Research and Therapy Clinics, University of Washington; developer of DBT "A truly wonderful curriculum to support social–emotional learning (SEL). The authors give school personnel needed tools to teach SEL skills both universally and to targeted high-risk students. The manual is clear, concise, and comprehensive, while providing enough flexibility that school-based mental health professionals and teachers can adapt it to their schools' particular needs. This book is an important resource for anyone who is charged with helping students to become more emotionally adept, manage stress, and live more balanced lives."--Michael Hollander, PhD, Director of Training and Consultations, 3East DBT Services, McLean Hospital; Department of Psychiatry, Harvard Medical School "The authors of this groundbreaking book--all DBT experts--have done something no one else has done before: created a curriculum based on DBT skills that can be used with a broad range of middle and high school students. The curriculum is presented in a highly structured, useful, and practical manner. As most mental health services for youth are delivered in schools, this book should be required reading for all school-based mental health professionals, teachers, and school administrators."--David N. Miller, PhD, Division of School Psychology, University at Albany, State University of New York; President, American Association of Suicidology "DBT STEPS-A offers school administrators and school-based mental health professionals a skills-based emotion regulation curriculum for students in general education and/or alternative school-based settings. The structured lesson plans and student worksheets facilitate implementation for general education teachers and school-based personnel. The curriculum is ideal for use at the levels of both prevention and intervention in the framework of a multi-tiered system of support. The book clearly spells out the theoretical basis and rationale for the approach, and shows how to teach DBT skills in a way that students and parents can understand. Schools are often at a loss for how to help students with varying levels of complex social-emotional and behavioral problems--DBT STEPS-A addresses this need.”--Ameet N. Boleigh, EdS, NCSP, school psychologist, Aiken County Public School District, South Carolina "I have used DBT STEPS-A the last 2 years with sixth, seventh, and eighth graders. In my 36 years as an educator I have used many programs, and this one is the most comprehensive and powerful. I surveyed one of my eighth-grade classes, and 96% of the students said they would use the skills they learned. Imagine students learning that their thoughts and feelings can lie to them in a crisis situation, and gaining the skills to successfully deal with their issues. My district and others cannot afford to be without DBT STEPS-A."--Richard Jones, MEd, school counselor, Maple Grove School, Battle Ground, Washington -Each lesson is described thoroughly, including required materials, preparation instructions, lesson overviews, and timelines. The authors skillfully weave the philosophical background of dialectics into the first few lessons using language and issues that adolescents can relate to. The intention of this book is not just to be a resource, but to be a how-to book. The authors succeed in providing simple-to-understand, easy-to-implement lessons throughout DBT STEPS-A….This book would be a valuable addition to any middle or high school social worker's library.--School Social Work Journal, 04/02/2018ƒƒThe lessons and the accompanying handouts are impressive….As a practitioner who has used DBT with adolescents and adults as well as working with adolescents in groups for over 35 years, I highly recommend this manual.--Social Work with Groups, 10/03/2016Table of ContentsI. Overview of DBT STEPS-A 1. What Is DBT Skills Training for Emotional Problem Solving for Adolescents (DBT STEPS-A)? 2. Practical Issues in Schools 3. Teaching DBT STEPS-A to Challenging Students II. Instructor Information, Lesson Plans, and Tests Lesson 1. Orientation Lesson 2. Dialectics Lesson 3. Mindfulness: Wise Mind Lesson 4. Mindfulness: “What” Skills Lesson 5. Mindfulness: “How” Skills Lesson 6. Distress Tolerance: Introduction to Crisis Survival Skills, and ACCEPTS Lesson 7. Distress Tolerance: Self-Soothe and IMPROVE the Moment Lesson 8. Distress Tolerance: TIP Skills for Managing Extreme Emotions Lesson 9. Distress Tolerance: Pros and Cons Lesson 10. Distress Tolerance: Introduction to Reality Acceptance Skills, and Radical Acceptance Lesson 11. Distress Tolerance: Turning the Mind and Willingness Lesson 12. Distress Tolerance: Mindfulness of Current Thoughts (and Distress Tolerance Test) Lesson 13. Core Mindfulness: Wise Mind Lesson 14. Core Mindfulness: “What” and “How” Skills Lesson 15. Emotion Regulation: Goals of Emotion Regulation and Functions of Emotions Lesson 16. Emotion Regulation: Describing Emotions Lesson 17. Emotion Regulation: Check the Facts and Opposite Action Lesson 18. Emotion Regulation: Problem Solving Lesson 19. Emotion Regulation: The A of ABC PLEASE Lesson 20. Emotion Regulation: The BC PLEASE of ABC PLEASE Lesson 21. Emotion Regulation:The Wave Skill-- Mindfulness of Current Emotion Lesson 22. Emotion Regulation: Emotion Regulation Test Lesson 23. Mindfulness: Wise Mind Review Lesson 24. Mindfulness: “What” and “How” Skills Review Lesson 25. Interpersonal Effectiveness: Goals and Overview Lesson 26. Interpersonal Effectiveness: DEAR MAN Skills Lesson 27. Interpersonal Effectiveness: GIVE Skills Lesson 28. Interpersonal Effectiveness: FAST Skills Lesson 29. Interpersonal Effectiveness: Evaluating Options for How Intensely to Ask or Say No Lesson 30. Interpersonal Effectiveness: Interpersonal Effectiveness Test III. Student Handouts

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Book SynopsisThe first teacher's guide to the proven counseling approach known as motivational interviewing (MI), this pragmatic book shows how to use everyday interactions with students as powerful opportunities for change. MI comprises skills and strategies that can make brief conversations about any kind of behavioral, academic, or peer-related challenge more effective. Extensive sample dialogues bring to life the dos and don'ts of talking to K-12 students (and their parents) in ways that promote self-directed problem solving and personal growth. The authors include the distinguished codeveloper of MI plus two former classroom teachers. User-friendly features include learning exercises and reflection questions; additional helpful resources are available at the companion website. Written for teachers, the book will be recommended and/or used in teacher workshops by school psychologists, counselors, and social workers. This book is in the Applications of Motivational Interviewing seriesTrade Review"MI is grounded in a core belief that people can arrive at solutions to their problems or challenges if someone asks them the right questions. This book gives educators the keys to help students grapple with complex issues and decisions. MI can help you have a much more positive influence than simply telling a student what to do or how to do it."--Chad H. Adams, MA, Principal, Roger C. Sullivan High School, Chicago Public Schools "Good relationships in school are important, and this book offers a way forward--down-to-earth guidelines for improving interactions with students. After reading the book, I have been inspired to practice the skills every day."--Andy Williams, Deputy Head, Monmouth Comprehensive School, Wales, United Kingdom "The authors have provided teachers with a rich resource for initiating a new and productive conversation style with students. The book is filled with clear instructions and detailed examples to guide teachers in changing their communication habits to become more student focused, autonomy affirming, and motivational. It is easy to read and perfectly aligned with the latest developments in MI. This book would be a useful supplement to teacher behavior management coursework as a tool for integrating motivational conversations into effective classroom management practices and routines."--Keith C. Herman, PhD, Department of Educational, School, and Counseling Psychology, University of Missouri "Every teacher is concerned about promoting positive motivation in students. This book shows exactly how to do so, not with the use of any special program but with everyday conversational interactions. MI begins with engagement, moves to focusing, evokes children's goals and aspirations, and guides them in planning for accomplishment. Students are not explicitly asked to change, but change they do, and this book is filled with tips, scripts, examples, and practical wisdom toward building teachers' expertise in this essential skill area."--Maurice J. Elias, PhD, Director, Rutgers Social–Emotional and Character Development Lab, Rutgers, The State University of New Jersey "With growing international interest in school-based MI, this publication from leading authors in the field is important and timely. Educators will appreciate the accessible style, illustrative examples, practice activities, and usable resources. The authors summarize existing research and show how teachers and other professionals can use MI in such areas as bullying and postschool transition. This book represents a major contribution to a fast-developing area of practice."--Cathy Atkinson, DEdPsy, Curriculum Director, Doctorate in Educational and Child Psychology Program, University of Manchester, United Kingdom "This book is for any teacher or other school professional who has ever felt 'stuck' and unsure of how to best help a student or family maximize their school journey. MI has proven to be an effective evidence-based practice for having productive conversations about change, but many educators are unfamiliar with it. The book provides specific skills and strategies you can use to help students plan for change and to give advice in a collaborative yet goal-oriented manner. It will revolutionize how you approach your interactions with students and families."--Mariann Suarez, PhD, ABPP, Department of Psychiatry and Behavioral Neurosciences, University of South Florida Health, Morsani College of Medicine "As the role of MI is becoming more significant in schools, this is an ideal book to help teachers learn about the topic. Rollnick, Kaplan, and Rutschman provide an excellent introduction to MI and a guide to using it in schools today."--T. Chris Riley-Tillman, PhD, Department of Educational, School, and Counseling Psychology, University of Missouri–Columbia "As educators, we often fall into the trap of thinking that we can magically change students' behavior through consequences, cajoling, or coercion. MI flips that notion to the idea of assisting students to tap into their own motivation through supportive and reflective conversations. This book presents research, theory, strategies, and tools that enable us to think differently about why students behave in ways we would like to change, and how to help them grow and learn. I plan to buy this book for many of my colleagues and friends."--Laurie Frank, director, GOAL Consulting; author of Journey Toward the Caring Classroom -The book provides the practitioner (school counselor/social worker, teacher, or administrator) a path toward the skills and disposition needed to guide clients in creating their own path to success....[It] is presented in an easy-to-read format….The language is accessible to almost any reader who has regular student contact….This reviewer found the book most useful for personal development, specifically improvement of engagement and relationship building in direct practice….The book offers several solid interventions in the MI spirit that respond to contemporary educational concerns including behavior, learning in the classroom context, bullying, and dropout prevention….As I have lately said to colleagues, I highly recommend Motivational Interviewing in Schools. Just don't take my copy; I can't part with it.--School Social Work Journal, 04/02/2018ƒƒThis is a gem of a book. Having reviewed many of the books on MI, this one with Rollnick taking one of the lead author positions, is one of the best encountered. It is straightforward, highly informative, easy to read, and clear in its presentation of ideas and strategies….It can be highly suggested as an easy, yet comprehensive and thorough read for graduate students wishing greater familiarity with this highly important strategy.--Child and Family Behavior Therapy, 03/01/2017ƒƒMotivational Interviewing in Schools is a useful resource.--PsycCRITIQUES, 01/01/2017Table of ContentsI. Overview of Motivational Interviewing 1. Conversations about Change 2. What Is MI? 3. The Spirit and Style of MI 4. A Conversation Map: Four Processes 5. Core Skills 6. Evoking: The Heart of MI 7. Planning Changes 8. The MI Approach to Giving Information and Advice II. In Practice 9. Behavior, Behavior, Behavior 10. Learning 11. Personal Growth 12. Working with Families III. Focused Applications 13. Bullying 14. At-Risk Students: MI Integrated with Other Approaches 15. Dropout Prevention and Reengagement 16. Transition to Life after School IV. Broader Horizons 17. Improving Your Knowledge and Skills 18. Integrating MI in Schools References Index

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Book SynopsisBuilding foundational whole-number knowledge can help put K-5 students on the path to academic success and career readiness. Filling a gap for school practitioners, this book presents step-by-step guidelines for designing and implementing classwide, small-group, and individual interventions for mathematics difficulties. Effective procedures for screening, assessment, intervention selection, and progress monitoring are described and illustrated with detailed case vignettes. In a convenient large-size format, the book includes 20 reproducible handouts and forms. Purchasers get access to a Web page where they can download and print the reproducible materials. This book is in The Guilford Practical Intervention in the Schools Series, edited by Sandra M. Chafouleas.Trade Review"A practical and useful intervention guidebook for school-based professionals. The book provides clear forms and scripts for many aspects of the intervention process and also serves as a strong introduction to mathematical concepts. The authors emphasize the importance of high-quality core instruction--which is overlooked surprisingly often by many intervention models--and include methods to understand and address student motivation. This is an excellent resource for preservice learners and for practicing professionals engaged in response to intervention for mathematics."--Matthew K. Burns, PhD, Department of Special Education, University of Missouri–Columbia "This book offers a fantastic synthesis of empirically supported practices that can improve K-5 mathematics instruction. From screening and progress monitoring to layers of instruction and intervention, each procedure is presented in a systematic way. The reader gets an understanding of what math skills and content students must learn and how to ensure they reach mastery. The book is filled with case examples, implementation checklists, and tables summarizing the evidence for specific tactics. For any educator or school practitioner who wants to bring precise instructional design into the classroom to benefit the learning of all students, this book is a powerful addition to the toolkit."--Amanda M. VanDerHeyden, PhD, Education Research and Consulting, Fairhope, Alabama "There are very few works available that cover the content that our preservice teachers in mathematics need in such an extensive manner. From general curriculum to embedded principles of MTSS models like tiered intervention and assessment, this book provides key knowledge for educators working with students at risk in mathematics. The book is full of case study examples, checklists, rubrics, and intervention ideas. Having all of the resources in one place is invaluable, as many of us have had to ‘piece together’ this information for our courses and professional development."--Erica S. Lembke, PhD, Department of Special Education, University of Missouri–Columbia "Essential reading for both general and special educators who teach mathematics. The book provides a comprehensive overview of concepts central to evidence-based math instruction and intervention. The material is brought to life through unique case studies, practitioner-friendly reproducible forms, steps for implementing interventions, and rubrics to guide progress monitoring. Of special note, the authors include a variety of evidence-based assessments/interventions addressing the critical role of motivation in achievement. In an area with a dearth of accessible, research-based resources, this is sure to become a go-to book for school-based practitioners and administrators who strive to maximize math achievement for all students."--Ravit R. Stein, PhD, BCBA-D, Director of Psychological and Behavioral Consultation Services, EASTCONN Regional Education Service Center, Connecticut -Table of Contents1. Introduction 2. Effective Core Math Curriculum and Instruction 3. Math Screening and Determining Student Groups 4. Classwide Math Interventions 5. Computer-Assisted Math Instruction in Schools, with Genevieve Krebs 6. Motivation and Math 7. Core Features of Tiers 2 and 3 Math Interventions 8. Early Numeracy Interventions 9. Basic and Complex Computation Interventions 10. Word-Problem Solving 11. Evaluating Student Progress and Making Intervention Adjustments 12. Conclusion References Index

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Book SynopsisEffective research in educational settings requires collaboration between researchers and school-based practitioners to codesign instruction and assessment, analyze findings to inform subsequent iterations, and make thoughtful revisions. This innovative reference and course text examines the theory and practice of design-based research (DBR), an important methodology for conducting studies in authentic educational contexts. Leading experts provide specific examples of high-quality DBR addressing different research foci, grade levels, and subject areas (literacy/English language arts, math, and science). Applications are presented for curriculum development, intervention, assessment, and digital contexts, as well as teaching second-language learners. Also addressed is DBRâs role in educator preparation, professional development, dissertation research, and technical education.Trade Review"Why DBR? This book with chapters by experienced researchers in the field will guide you through all you need to know about this growing methodology in one place. Chapters cover what DBR is, how to do it, and specific applications. This book is suitable and informative for those just being introduced to the field, as well as for those of us who have been using DBR for years."--Diane Jass Ketelhut, EdD, Department of Teaching and Learning, Policy and Leadership, University of Maryland, College Park "Is it worth reading an entire book on a single research methodology? Absolutely. DBR merits extended attention given its versatility, its complexity, and, especially, its potential to bridge the notorious gap between research and practice. The book offers concrete, accessible guidance on the process of conducting DBR and shares examples of findings from DBR investigations in a range of educational domains and contexts. Graduate students will particularly appreciate the chapter on writing a DBR dissertation, and all readers will be inspired to include this approach in their methodological repertoires."--Nell K. Duke, EdD, Literacy, Language, and Culture concentration and the Combined Program in Education and Psychology, University of Michigan "DBR in authentic contexts is a crucial activity for scholars who wish to overcome the global challenges in education that we now confront. This important book describes the contributions of DBR to the planning and development of effective collaborative research in schools--a crucial stage in the continuum from early pilot studies to randomized clinical trials. The volume provides important insights for scholars, practitioners, and policymakers."--Chris Dede, EdD, Timothy E. Wirth Professor in Learning Technologies, Harvard Graduate School of Education "This book pairs thorough discussions of what DBR is with detailed, informative descriptions of a variety of DBR projects. The power of DBR lies in its focus on research projects that have real-world impact. This book shows how to involve teachers as professional collaborators and carry out design experiments in naturalistic settings."--Koeno Gravemeijer, PhD, School of Education (Emeritus), Eindhoven University of Technology, The Netherlands "Having taught a doctoral-level DBR course multiple times, I am delighted to finally see an edited volume that discusses the charms and challenges of the approach and shows what DBR looks like in a variety of content areas and contexts. This book will be of value to researchers hoping to learn more about DBR, those who are already engaged in it and seek to disseminate their work, and those looking for support in furthering the method in the field of education."--Jacquelynn A. Malloy, PhD, Department of Teaching and Learning, Clemson University-Table of ContentsI. Understanding Design-Based Research 1. Design-Based Research in Educational Settings: Motivations, Crosscutting Features, and Considerations for Design, Melissa Campanella & William R. Penuel 2. Addressing Publication Challenges in Design-Based Research, Margret Hjalmarson, Allison Ward Parsons, Seth A. Parsons, & Amy C. Hutchison II. Design-Based Research and Curriculum Development 3. Combining Curriculum and Teacher Development through Design Research, Jan van den Akker & Nienke Nieveen 4. Curriculum Development in Science, Kalle Juuti & Jari Lavonen 5. Classroom Design-Based Research: Designing for Proportional Reasoning in Mathematics Education, Michelle Stephan 6. Curriculum Development of Reading and Writing in the Middle Grades, Zoi A. Philippakos & Charles A. MacArthur III. Design-Based Research and Specific Applications 7. Literacy Is Transformative: Secondary Reading Interventions Using Design-Based Research, Alejandro Gonzalez, Nancy Frey, Douglas Fisher, & Diane Lapp 8. Collaborative Design to Support Digital Literacies across the Curriculum, Kelly Chandler-Olcott, Sharon Dotger, Kathleen A. Hinchman, Heather Waymouth, & Keith O. Newvine 9. Multilingual Students and Design-Based Research: Developing Opportunities in Partnerships, Ryan McCarty, Tim Pappageorge, & Claudia Rueda-Alvarez 10. Using Design-Based Research to Develop a Formative Assessment Tool, Kristi Tamte Bergeson IV. Design-Based Research and Teacher-Researchers 11. Professional Development on Genre-Based Strategy Instruction on Writing, Zoi A. Philippakos 12. Improving Disciplinary Literacy Teaching: A Formative Experiment Exploring Professional Development in Disciplinary Settings, Phillip Wilder, Emily Howell, Lorraine Jacques, Susan Cridland-Hughes, & Mary-Celeste Schreuder 13. Purposeful Clinical Practices in Teacher Preparation through Design-Based Research, Anthony Pellegrino 14. Graduate Students Writing Design-Based Research Dissertations, Susan McKenney & Thomas Reeves 15. Fostering Techno-Mathematical Literacies in Higher Technical Education: Reflections on Challenges and Successes of Design-Based Implementation Research, Nathalie J. van der Wal, Arthur Bakker, Albert Moes, & Paul Drijvers Index

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Book SynopsisFrom noted authorities, this book presents a comprehensive approach to designing and implementing evidence-based Tier 3 behavior interventions for K-12 students. The authors' functional assessment-based intervention (FABI) process has been supported by multiple peer-reviewed studies conducted in authentic educational environments. Step by step, chapters spell out proven methods to define target behaviors, determine the function of the undesirable behavior, identify appropriate replacement behaviors, and deliver and monitor intensive interventions. Illustrated with real-world case examples, the book shows how to embed FABI within a school's integrated tiered system of supports. Guidance for scaling FABI district- and statewide is also provided. Ethical issues, professional standards, equity concerns, and cultural and linguistic considerations are addressed throughout. In a convenient large-size format, the book includes reproducible checklists and forms that can also be downlo

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Book SynopsisCan ghoti really be pronounced fish? Why is o short in glove and love, but long in rove and cove? Why do English words carry such extra baggage as the silent b in doubt, the silent k in knee, and the silent n in autumn? And why do names like Phabulous Phoods and Hi-Ener-G stand out? Addressing these and many other questions about letters and the sounds they make, this engaging volume provides a comprehensive analysis of American English spelling and pronunciation. Venezky illuminates the fully functional system underlying what can at times be a bewildering array of exceptions, focusing on the basic units that serve to signal word form or pronunciation, where these units can occur within words, and how they relate to sound. Also examined are how our current spelling system has developed, efforts to reform it, and ways that spelling rules or patterns are violated in commercial usage. From one of the world's foremost orthographic authorities, the book affords new insight into the teaching of reading and the acquisition and processing of spelling sound relationships.Trade ReviewSpoken language, move over--writing has earned equal presence. This inspiring work makes transparent the hidden structure of written language. Venezky's measured guidance on reading instruction is most timely. Language scholars, teachers, and anyone who appreciates the written word will covet this book. --Dominic W. Massaro, PhD, University of California, Santa CruzThe reading wars have outlasted virtually every other world conflict, mostly because the combatants have only a vague idea of what they are fighting about. Venezky's account of the nature of the English spelling-sound system may not end the wars, but it helps those of us who have to keep the world going--scholars, researchers, teachers, and teacher educators. Teachers and students who immerse themselves in this volume will view the world of spelling and phonics through much clearer lenses. An absolute 'must read.' --Robert Calfee, PhD, Dean, School of Education, University of California, RiversideVenezky has written an immensely interesting and informative book on American English spelling. It covers a broad range of topics, moving gracefully from the historical origins of the 26 letters to the regularities and irregularities of spelling in food and drink words, and ending with the rules of spelling useful for teaching phonics to beginning readers. My favorite line: 'No hand of consistency ever stoked the spelling engine for English.' --Jeanne S. Chall, PhD, Professor of Education, Emeritus, Graduate School of Education, Harvard University, Cambridge, Massachusetts.Few writers on educational topics can resist the temptation to admonish and advise, especially when the topic is reading. 'What is' tends to take second place to 'what ought to be' in the eyes of such critics. Venezky's thorough and engaging analysis of how spelling patterns relate to spoken language and to reading manages to escape this temptation, providing a basis for clear thinking about the issues. --David R. Olson, PhD, Professor of Human Development and Applied Psychology, Ontario Institute for Studies in Education of the University of Toronto -Table of Contents1. Overview 2. A Celebration of Variation 3. Creative Spellings 4. The Sound System 5. The Writing System 6. Origins and Evolutions 7. Discovering Regularity 8. Consonant Patterns 9. Vowel Patterns 10. Morphophonemics 11. Spelling Reform 12. Teaching Phonics Glossary

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Book SynopsisCutting-edge research reveals that parents can play a huge role in helping toddlers and preschoolers with autism spectrum disorder (ASD) connect with others and live up to their potential. This encouraging guide from the developers of a groundbreaking early intervention program provides doable, practical strategies you can use every day. Nearly all young kids—including those with ASD—have an amazing capacity to learn. Drs. Sally Rogers, Geraldine Dawson, and Laurie Vismara make it surprisingly simple to turn daily routines like breakfast or bath time into fun and rewarding learning experiences that target crucial developmental skills. Vivid examples illustrate proven techniques for promoting play, language, and engagement. Get an early start—and give your child the tools to explore and enjoy the world.Winner--American Journal of Nursing Book of the Year Award Mental health professionals, see also the authors' related intervention manual, Early Start Denver Model for Young Children with Autism, as well as the Early Start Denver Model Curriculum Checklist for Young Children with Autism (sold in sets of 15). Trade ReviewEasy to read, highly informative, and packed with useful strategies, this is a wonderful resource for parents.--Fred R. Volkmar, MD, coauthor of A Practical Guide to AutismA remarkable achievement. Drs. Rogers, Dawson, and Vismarahave succeeded in translating the latest and best scientific evidence into practical suggestions for improving your child's social and communication skills. They write with clarity, insight, and even humor. This is a book you will prize highly.--Peter Szatmari, MD, author of A Mind Apart: Understanding Children with Autism and Asperger SyndromeI was so overwhelmed when my child was diagnosed. This book is the road map I needed, written by experts I trust.--Laura Shumaker, author, San Francisco Chronicle autism blogParents are going to love this book! It translates the important work of the Early Start Denver Model into strategies that can be implemented at home. The book shows how parents everywhere can give their children with autism spectrum disorders the support they need to learn to communicate and play.--Ilene Schwartz, PhD, Director, Haring Center for Applied Research and Training in Education, University of Washington, and coauthor of Building Blocks for Teaching Preschoolers with Special Needs-Skills are taught in the context of everyday activities such as dressing, bathing, and mealtimes, which does not add any extra burden to a family's daily routine….The book is extremely well-organized, well-written, and easy to read which allows for a broad audience of parents and professionals alike….This book does an excellent job providing tangible strategies to add hopefulness in the reader. Throughout the book, emphasis is provided using italicized, bolded, and bulleted points. The book is organized with clear headings, step-by-step activities, activity checklists, examples/anecdotes about children and their families, and handouts (e.g., Refrigerator Lists, Activity Logs)….The ease of use is remarkable and makes this book a resource that caregivers can easily refer back to throughout a child's early development….An Early Start for Your Child with Autism is an ideal resource for parents of children first receiving a diagnosis of ASD, but also an excellent resource for parents of children already receiving services. The layout of the book is well thought out and each chapter clearly builds on the next. The book is extremely well-organized and can be used in an 'à la carte' manner for caregivers who may have already learned certain skills covered in earlier chapters. The book is priced extremely competitively….The authors do an excellent job integrating research and theory with practical skills-based strategies….Overall, this is a well-written and extremely relevant resource, which every caregiver of a young child with autism would benefit from regardless of the child's level of functioning or current skill set.--Child and Family Behavior Therapy, 8/4/2014ƒƒ[The authors] present a program that can help parents of children with autism begin therapy at home, even without a professional therapist. Techniques are presented clearly, along with examples of activities that can be incorporated into everyday home life with the aim of achieving goals like improving communication skills or promoting play with other children....This is a valuable tool for parents of children with ASD who want to maximize learning in the home.--Library Journal, 5/21/2012Table of ContentsIntroduction I. Getting Started 1. Setting Up Your Child's Early Intervention Program 2. Taking Care of Yourself and Your Family 3. How Your Early Efforts Can Help Your Child Engage with Others and Boost Your Child's Learning II. Everyday Strategies to Help Your Child Engage, Communicate, and Learn 4. Step into the Spotlight: Capturing Your Child's Attention 5. Find the Smile!: Having Fun with Sensory Social Routines 6. It Takes Two to Tango: Building Back-and-Forth Interactions 7. Talking Bodies: The Importance of Nonverbal Communication 8. “Do What I Do!”: Helping Your Child Learn by Imitating 9. Let's Get Technical: How Children Learn 10. The Joint Attention Triangle: Sharing Interests with Others 11. It's Playtime! 12. Let's Pretend! 13. Moving into Speech 14. Putting It All Together Appendix. Toys and Books for Your Young Child with Autism Resources

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Book SynopsisIn Heart at the Center: An Educator's Guide to Sustaining Love, Hope, and Community Through Nonviolence Pedagogy, high school teacher Mike Tinoco examines what it means to reimagine classrooms and schools as spaces that humanize, resist violence and injustice, and center love.Offering both a framework and a set of practices that are grounded in different nonviolence traditions, Heart at the Center asks readers to consider what a pedagogy of nonviolence looks like, sounds like, and feels like in the classroom.Written with warmth, expertise, and humility, Mike Tinoco invites us into his classroom, drawing on stories from his own life and powerful examples from civil rights movement leaders to explore questions such as: How do we create classrooms and schools that are grounded in needs and match our vision for the kind of world we dream of? How can we challenge conventional classroom management practices, welcome conflict, and nurture rela

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Book SynopsisSocial Stories™ are acknowledged as a very successful way of teaching concepts and social understanding to children with autism spectrum disorders, but considerable skill is needed to write the most effective story. This clear and engaging book introduces ways of thinking about the issues your child finds difficult, and includes 32 stories created by Dr Siobhan Timmins for her son during his early years, with helpful explanations of how she did it, and what the underlying thinking was behind each set of stories.She explains how the stories build upon each other to help the child to understand further, more complex topics, and how to see the connections so that you can best help your child. From basic skills such as learning to listen, wait and share, to common fears, this book takes the mystery out of creating effective Social Stories™ and amply demonstrates how to put together a cohesive set of stories which your child can understand and relate to.Trade ReviewThis book is an invaluable contribution to the body of published information and guidance on Carol Gray's Social Stories(TM). Siobhan shares her insightful thinking and information gathering which results in impeccable stories for her son Mark. Her stories and the strategies she uses to ensure true social understanding will be inspirational to all parents and professionals. -- Eileen Arnold, former specialist speech and language therapist and co-author of Revealing the Hidden Social Code: Social StoriesTM for People with Autistic Spectrum DisordersLife can be confusing and overwhelming for a child who has autism. Social StoriesTM provide information, reassurance and guidance not only for the child, but also for parents and teachers. The background to the creation of each Social Story explores a range of aspects of autism, and the rationale and rules for Social StoriesTM. The subsequent text and delightful illustrations are both informative and effective. I am sure, also, that readers will quietly smile, and sometimes laugh, when they read these delightful Stories. -- Tony Attwood PhD, clinical psychologist, Minds & Hearts Clinic, Australia, and author of The Complete Guide to Asperger's SyndromeCarol Gray's Social Stories are known to virtually everyone associated with Autism Spectrum Disorders. In this new book, Siobhan Timmins, parent of a child with ASD who studied under Carol Gray, helps to further explain Gray's Social Stories as a way of assisting children with ASD to control behaviors and function at a higher level. The book gives a clear, detailed, and thoughtful explanation of the central ideas behind Social Stories and demonstrates how to implement the strategies with wonderful examples and terrific pictures. Anyone interested in the ideas and strategies behind Social Stories will love this clear and in depth elaboration of the theories and practices and the delightful examples of how to implement them. -- Gary B. Mesibov, Professor Emeritus of Psychology and Emeritus Research Fellow at the University of North Carolina at Chapel HillSiobhan notes her distaste of Social Stories being used to tell the child what they are doing wrong; those stories that she shares with us in the book are all written in fond, positive, tolerant terms as they always should be. Importantly, she tells readers that "Social Stories will not cure your child of autism, nor are they the only useful strategy to implement, but they are effective, enduring and empowering to both parent and child, a powerful partner on your walk with autism and I speak from experience!" ... This book is sensitive, informative and extremely helpful for parents, carers and professionals alike. -- Jude Ragan * Autistica *Table of ContentsIntroduction. 1. Understanding My Child's Perspective. 2. What Does Growing Up Mean?. 3. What is Feeling Calm?. 4. What Does Calm Down Mean?. 5. How to Ask for Chill Out Time. 6. I am Learning to Listen. 7. I am Learning to Wait Patiently. 8. What are Kind Words?. 9. What is Taking Turns?. 10. I am Learning to Share Toys. 11. What is a Conversation?. 12. How to Interrupt a Conversation. 13. What are Good Manners?. 14. What are Table Manners?. 15. What Does Excuse Me Mean?. 16. Why Do I Write Thank You Letters?. 17. I am Learning to Use a Hand Dryer. 18. How to Find Another Favourite Food. 19. Our Plan to Discover Another Favourite Food. 20. What is My Pants Job?, 21. Where is the Best Place to Put a Wrapper?. 22. What is Poo?. 23. I am Learning to Poo in a Toilet. 24. What Job Does My Nose Do?. 25. How to Stay Safe and Comfy on a Supermarket Trip. 26. Learning to Queue at the Checkout. 27. Why Do Babies Cry?. 28. What to Do When Another Child is Crying. 29. How to Stay Safe Around Wasps. 30. How Do I Move Safely Near a Wasp?. 31. Sharing the Diagnosis with a Social Story - What Are Worries?. 32. A Story for Parents at L.A.S.T.. 33. A Story for Siblings. References. Bibliography.

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Book SynopsisAs children grow up and spend more and more time away from home in schools and colleges, life often seems to get increasingly complicated. Autism makes the challenges they meet in these new environments even more difficult to navigate. Social Stories™ is a highly regarded strategy that parents and teachers can use to help young people with autism understand the new social situations they face during this time. Writing an effective Story takes a special set of skills, and in this fully illustrated book Dr Siobhan Timmins explains how to acquire and hone these techniques and put them into practice.Following on from her book on writing Social Stories™ for young children, this book on the next age group up includes 160 illustrations and clear examples based on the author's own experiences of raising a son with autism. She explains how to identify the underlying issues, and articulate the key ideas so that young learners can find connections between Stories to build a greater understanding of relationships, the adult world and their own identity. The book is an invaluable guide to creating bridges between young people and the parts of life they find most difficult.Trade ReviewThe context-setting, that helps further understanding of autistic thinking is superb, as are the examples of the social stories themselves. If this were a 'must-have' for every school and college, life for autistic children would be that much better. -- Jude Ragan, ex-head of Queensmill School, freelance autism education specialistAs a professional who works with young adults with autism in a day setting, I found this book very useful. It was great to see examples of the social stories and even better to read about real life experiences the author has had with her son. -- Lisa FaulknerMost children are able to interpret and respond to social contexts and cues in school with incredible speed and without effort. For others, like those diagnosed with autism, the events and interactions of each day hold elusive meanings and unforeseen pitfalls. Social Stories are like a magic wand that replaces confusion with information and fear with confidence, to build social competence one Story at a time. -- Peter Vermeulen, PhD. Senior lecturer at Autisme Centraal, Belgium. Author of over 15 books on autism including Autism as Context Blindness, 2012Table of ContentsForeword by Carol Gray. Acknowledgements. Dedication. 1. Understanding my child's perspective at school. 2. Introduction to Social Stories through the school years. Part One: The Classroom. 3. Stories about growing up. 4. I am learning to listen to the teacher. 5. Stories about calm. 6. Stories about help in the classroom. 7. What is practice? 8. What is a spelling test? 9. Stories about teachers. 10. What is the role of the LSA in secondary school? 11. Stories about intentions. 12. Stories about handwriting. 13. Stories about homework. 14. What is revision? Part Two: Going Home. 15. Viv is picking me up from school today. 16. Mum and Dad are going to a meeting. Part Three: Break Time. 17. What happens at break time? 18. Who is the owner of a game in the playground? 19. How to join a game in the playground. 20. What is a chasing game? 21. What does home mean in a game? 22. What does the whistle mean in the playground? 23. What is lining up? 24. Who is in charge of the playground? Part Four: Winning and Losing. 25. Stories about raffles. 26. What is an award assembley? 27. What is a good sportsman? 28. What is a worthy opponent? 29. What is my personal best? 30. Stories about Markachu II's Chill Attack. Part Five: School Events. 31. Sports day happens once a year. 32. What are the four houses in school? 33. What happens at a swimming gala? 34. Stories about the school trip. 35. I am moving up a level to year 3 (Transition Story). Part Six: Noise in School. 36. What is a fire drill? 37. Why do senior teachers use loud voices? 38. What volume is best for headphones? 39. What is a Social Article? (Story for diagnosis). 40. What is a Social Article (Alternative format). Part Seven: Building Resilience. 41. Thinking on the positive side. 42. What is plan B? 43. I am learning to self-reflect. 44. Moving from unsettled back to settled. References.

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Book SynopsisThe first book that explains how to use Social Stories™ to support younger adults with autism focuses on some of the most common issues that arise as they enter the adult world. Siobhan Timmins explores the thinking that can lead to particularly problematic situations, and shows how to construct effective stories that can enlarge understanding and reshape thinking to help young adults with autism approach the work in a confident and constructive way. The stories engage with the various stages of applying for a job, adjusting to a work environment, maintaining physical and mental health, and staying safe. Along with the sample stories are explanations of how to create your own story to develop further understanding and draw connections between each story and the issues they explore. From practical skills such as dressing for an interview, to identifying emotions and recognising symptoms of depression, this book takes Social Stories™ a major step further and adapts them to the realities of adult life.Trade ReviewSocial Stories provide the elusive social information and guidance needed by those who have autism. This new resource will facilitate the application of Social Stories to the many issues experienced by adults with autism, from employment to managing emotions. The stories will create and consolidate achievements and facilitate successful navigation of the social and emotional landscape. -- Tony Attwood PhD, Clinical Psychologist and author of 'The Complete Guide to Asperger’s Syndrome'This is an indispensable resource for anyone supporting young people and adults with autism. It applies the well-established strategies of Social Stories, which have been proven to be highly effective for a broad range of issues through childhood, and applies it to the most pertinent challenges adulthood. This book will guide readers through how to explain abstract and complex concepts related to employment, and maintaining physical and mental health from the perspective of people with ASD. Dr Siobhan Timmins fills a void in the literature by writing this unique book. I cannot recommend it more highly. -- Marianna Murin, Principal Clinical Psychologist at Great Ormond Street Hospital, author and ASD & LD Module Lead for CYP IAPT at Anna Freud Centre and UCLTotally absorbed from start to finish and covers many articles that me and my family have experienced or are dealing with. Particularly, the workplace scenarios were very helpful and I could relate many of my sons experiences and gain support and confidence from. Furthermore, how teaching them the importance of maintaining their physical and mental health needs, helps and encourages them to carry on learning and growing. As a parent whose son was diagnosed at the age 20 and is trying to understand the complexities of the Autism spectrum, this book will help me enormously to support my son through life challenges that are to come. -- Debra White, parentI found this book absolutely fascinating. It really made me think just how much social information you need in all the different aspects of life. What's great too is that it's not just a book of Social Articles - it's a book about why they are needed. Covering vital adult topics such as job-hunting, the workplace, maintaining health and learning about life stories, the book works well for readers of different neurotypes, as well as those supporting autistic people across the spectrum. -- Lorraine MacAlister, Author of 'Toilet Training and the Autism Spectrum' and Autism Training ConsultantTable of Contents1. Applying for a job. 2. Preparing for an interview. 3. How to be a good colleague at work. 4. Looking after my physical health. 5. Looking after my mental health. 6. Staying safe in my home.

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Book SynopsisThis direct guide supports practitioners in nurturing personal, social and emotional development (PSED) in young children by demystifying brain development research. Condensing a wealth of recent research and theory around PSED into practical guidance, it gives professionals the knowledge and understanding they need to critically evaluate their own practice and find the best course of action to support PSED in young children. From the perspective of neuroscience, it explores what can help or hinder development, considers why some children bite and why toddlers have tantrums, and questions how well-intentioned actions, such as reward systems or putting new foods on a plate for children to 'just try', may be misguided.Trade ReviewIn this remarkable book, Debbie Garvey has brilliantly analysed both the reasons and the techniques for nurturing PSED. From theory and neuroscience to lifelong practice via well meaning, wellbeing and the importance of listening, Debbie explains it all in a thoroughly engaging, affable style. Most importantly, she inspires genuine, and sometimes challenging, self-reflection on practice, using some novel, intriguing and effective methods. -- Kathy Brodie, Early Years Professional and TrainerIn this stimulating and provocative book Debbie Garvey has provided inspiring and practical narratives, underpinned by neuroscientific evidence and a clear values set, which creates a reflective and action focused agenda for all those who work with young children. I believe anyone who reads this book will be inspired and motivated to challenge and extend their thinking and professional practice, adopting the critical and nurturing stance which lies at the heart of quality services for children and families. -- Professor Chris Pascal, Director, Centre for Research in Early ChildhoodThis book is designed to challenge thinking and aid reflective practice, to consider whether current practices are fit-for-purpose, and whether you are fully supporting young children. This is accomplished through debate on theory, case studies and numerous examples of best practice.The final chapter brings everything together by looking at how the theory of the preceding chapters can be turned into lifelong practice. This is an excellent book that will both challenge and inspire you. -- Early Years Educator (EYE)Table of ContentsForeword by Dr. Suzanne Zeedyk. Introduction. 1. Brain Development, Neuroscience and PSED. 2. Perspectives and Influences on PSED. 3. Well-Meaning? 4. Promoting Children's Wellbeing. 5. The Importance of Listening. 6. Theory into Lifelong Practice. Appendix. Sample Reflective Action Plan for Practice (RAPP). Blank Reflective Action Plan for Practice (RAPP). Endnote: Reflecting on Personal, Social and Emotional Development.

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Book SynopsisThis book is a must read for anyone parenting, teaching or supporting teens, who wants to empower them to reach their potential. Written by a team of clinical psychologists, it leads you through tried and tested strategies to build strong relationships and improve communication with young people as they develop, learn and grow. In the book we learn that the 'teenage brain' is unique which gives us an incredible opportunity for change and development, but it is also a time when young people are particularly sensitive and potentially vulnerable . It guides you through ways to communicate effectively with teens without negatively affecting their self-esteem. There are plenty of tips about what to say, what not say and the best mindset to use with teens, day to day.The authors draw from the latest research in neuroscience and psychology, years of clinical expertise and first-hand parenting experience. It's relatable like your best friend's advice, and informed by scientific evidence - easy to read, hard to put down.Trade ReviewThis book is full of practical advice for parents of teenagers. It uses up-to-date understanding of how the brain works to give sensible, useful guides on how to handle adolescents. It reflects a new revolution in our understanding of how relationships can affect brain structure, and gives sensible advice on how to optimise children and young people's development so they are set up with healthy brains for the rest of their lives. -- Stephen Scott CBE FRCPsych FMedSci Professor of Child Health and Behaviour, Kings’s College London, Consultant Child and Adolescent Psychiatrist at Maudsley HospitalThe Incredible Teenage Brain is a brilliant distillation of the best advice that we can give parents and professionals based on what we have learned about the brain and mind over the past 50 years. It is exceptionally accessible notwithstanding the extraordinary wealth of information it contains on adolescent behaviour. It is perhaps the best book for mental health professionals to recommend to families. But they also should make sure to keep a copy on their shelf. -- Professor Peter Fonagy OBE FMedSci FBA FAcSS PhD DipPsy, Head of the Division of Psychology and Language Sciences Director, Chief Executive, Anna Freud National Centre for Children & Families, National Clinical Advisor on Children’s Mental HealthAn exciting book. It unravels the complexities of teenage thoughts, stresses and behaviour patterns and shows adults how to respond in a positive and uplifting way. This builds up self-belief, happiness and ambition. I wish this had been around when my children were teenagers! -- Diana Hudson, author of Specific Learning Difficulties What Teachers Need to Know, secondary school teacher and mother to four adult childrenThis is an insightful, inspiring and fun book that opens the lid on the often misunderstood and sometimes maligned world of the teenager. Drawing on personal experience and the authors' work as clinicians it reveals how teenagers are affected by brain development, their expanding social world and self-concept as emerging adults. Invaluable for parents and those who work with teens. -- Prof. Tony Charman, Chair in Clinical Child Psychology, King’s College LondonSuch a useful and reassuring book for parents, carers and anyone working with young people. The authors dismiss the stereotype of the 'troublemaker teen' and spell out with great clarity how we can all help our teenagers to flourish. They explain why teens are at the height of their learning potential in all areas of life and show us how, by choosing our words carefully and making shifts in our own behaviour, we can help them shine. -- Margaret Rooke, author 'You can Change the World. Everyday Teen Heroes Making a Difference Everywhere' and 'Dyslexia is my Superpower (Most of the Time)'This book's a relief to read! A fresh and heartening take on how to see and work with teen potential, it gives a positive, practical steer on the grittiest of problems, along with plenty of examples and some great, direct solutions that actually work. Anything that helps us understand and elegantly manage the inherent ups and downs that come with having teenagers in the family is valuable stuff. If you wished that modern teens came with a manual, honestly, you need look no further. -- Samantha Murray Greenway (parent of two teenagers)This brilliantly written book celebrates the teenager and simply and clearly explains the biological, psychological and social impacts of adolescence. By really understanding the teenage brain it is possible to enable our children to navigate this key developmental time without our anxiety getting in the way. This book will empower us all to enable our teen to develop into the best version of themselves while holding strong during some of the inevitable challenges on the way. Every family should buy a copy on their child's 13th birthday! -- Professor Tanya Byron, Consultant Clinical Psychologist, journalist, author, broadcaster, LondonBettina Hohnen, Tara Murphy, and Jane Gilmour have written an accessible, useful and fun guide for parents and teachers of adolescents. They do an admirable job of explaining several aspects of the developmental changes taking place in adolescence-and tying these changes to practical tips and exercises for those wanting to support adolescents. Most importantly, they effectively convey how adolescence represents a period of opportunity-a time of learning and development. -- Ronald E. Dahl MD, Professor, Community Health Sciences and Professor, Joint MedicalAny teacher who works with teenagers will find this book fascinating and invaluable. The science of the brain is explained so clearly and offers a new way to look at the rapidly developing brain and how it influences teen behavior and learning. The malleability of the teen brain is reflected in the unpredictable behavior of teenagers as well as their ability to learn rapidly. This book explains the neuroscience of learning. Bettina, Jane and Tara emphasise the primary need for emotional security as a secure base for learning in school and they give many examples of how stress and anxiety affect the brain and interfere with learning. What I love the most about this book is that it is written with emotional insight and a great deal of compassion. Bettina, Jane and Tara and offer a hopeful and positive way to look at adolescent behavior which has often been seen as negative and offer many examples of how teachers can create a 'positive cycle of learning'. -- Sarah Fortna, teacher and learning specialistI'm blown away by this book, I just couldn't put it down. As I turned the pages, it made me reflect not just on my teenage children, but on my own teenage years. I'm refreshed, inspired and can't wait to share it with my friends . It's so full of useful recommendations that I'll be using it like TripAdvisor in researching my teens for months and years to come. -- Valerie Lindsay (mother of teenage children)Your child's teen years can feel like a dark, hazardous path. Here's the guide every parent wishes for, sending up flares of light to ease your way and practical tools to overcome the too-recognisable, real-life pitfalls. The wise authors' compassionate insights will have you bring out the best, rather than suppress, the powerful joyful potential of your teenager's developing mind. I do dearly wish I'd had it in the 2000s. -- Sheila Fitzgerald, mother of three now adult girlsTable of ContentsForeword; Introduction; Section 1: The Incredible Teen Brain; 1. Upgrade: the incredible teenage brain; 2. The brain thinks and feels; 3. The brain learns and believes; 4. The brain connects, watches and absorbs; 5. The brain loves other people; Section 2: Teens facing additional challenges; 6. Teen mental health: When teen brains can become overwhelmed; 7. Neurodiverse teen brains - teenagers with a learning difference; Section 3: The developmental priorities, or 'tasks' of a teenager; 8. Social factors and natural attractors; 9. Teens' Risk taking Sets them Up for Adult Lifeand - and builds important brain circuitry; 10. The power of feelings and motivation; 11. Who Am I? the teenage search for identity; 12. Ready to launch (with your help); Section 4: The importance of cCare and self-care for the developing teenage brain; 13. Sleepy teens; 14. Energy in, energy out - creating healthy habits in the teen brain; 15. Good stress, bad stress; 16. #Social media and technology; Section 5: May The Force Be With You, Luke; 17. The Last Word

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Book SynopsisLearning to read is arguably the single most important educational challenge a child faces in the first years of schooling, setting a child up for future academic success and opportunities. However, it is estimated that one in six children experience literacy difficulties. This is the go-to book for psychologists, educationalists and other professionals wanting a deeper understanding of current thinking around dyslexia, reading comprehension difficulties, and related SpLDs. Drawing on six fictional case studies to illustrate her points, and using examples of good practice throughout, Valerie Muter unpacks the latest psychological theories and research on literacy disorders. She discusses the interconnections between underlying cognitive problems and learning and educational and behavioural issues, as well as the common co-occurrence of these conditions. This authoritative book also provides accessible guidance on making assessments and tailoring interventions within the home or school.Written by a lead thinker in the field, this is an essential evidence-based guide for those working with children with literacy difficulties and supporting them to achieve their full potential.Trade ReviewThe ability to translate theory into practice is a rare skill that shines through the pages of this excellent guide. It is highly recommended to professionals, practitioners, and interested parents who wish to understand how best to prevent, ameliorate and compensate for the difficulties associated with language and literacy disorders in the school age child and it has much to say that is relevant to other learning disorders as well. -- Margaret Snowling CBE, FBA, FMed Sci.Understanding and Supporting Children with Literacy Difficulties is a must for all professionals wishing to understand the reading processes and its relationship with effective intervention.Valerie Muter points out that learning to read has lifelong implications and it is crucial that we get this right, at the right time. Theoretical underpinnings, best practices in assessment and intervention, detailed longitudinal case studies, explanation of key concepts in reading and co-occurring and multidimensional issues are all included in this comprehensive book. We are indebted to Valerie Muter for sharing the fruits of her long and successful career in this field in this clearly written practical guide for all professionals with an interest in literacy development. This book, both broad in scope, yet rich in informative and evidenced based practices is a must for all schools! -- Dr. Gavin Reid, Independent Practitioner PsychologistTable of Contents1. The Development of Literacy Skills2. When Literacy Development Goes Wrong: Literacy Disorders3. Beyond the Single Deficit Model: Explaining Individual Differences4. Beyond the Single Deficit Model: Explaining Co-occurrence5. Assessment and Formulation of Literacy Difficulties6. Assessing Children with Co-occurring Difficulties7. Literacy Interventions8. Beyond Literacy Intervention9. Bilingualism: A Sociocultural Risk Factor10. Extreme Prematurity: A Neurological Risk Factor

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Book SynopsisPerfectionism is frequently seen as a positive trait but it can have a stifling effect on young people's education and growth and can negatively impact any student regardless of their level of ability. This guide offers professionals working with teenagers the latest research into perfectionism alongside tried-and-tested strategies to alleviate the anxiety associated with it.The first section addresses the theory and context behind perfectionism, including definitions, prevalence, links to other conditions and causal factors. The second section offers easy-to-use activities based on CBT, ACT and DBT to help young people and the professionals working with them to address the tendencies which negatively impact students' lives and academic progress.Trade ReviewThe author uses her wealth of experiences, and research to capably guide the reader through the maze that is perfectionism in this well researched and much needed book. Preconceptions are challenged, associated risks explained and light thrown on an area with little reference material, importantly making the crucial link to mental health, and providing helpful practical strategies for working with young people. -- Dr John Holland, educational psychologist specialising in loss and bereavementAn inspiring book on the difference between perfectionism and optimalism. The interesting case studies introduce different behaviours of perfectionism displayed by people and how certain feedback to students can seem positive but can actually be damaging to the student. Contained in the book are excellent strategies for both young people and the adults working with them to help become a more healthy optimalist. Dawn Starley has taught me that good enough is perfectly okay. -- Angela Powell, secondary school teacher of mathematicsThis is an important book for young people, families, schools and anyone interested in children's development. I am always impressed with work that shines a light on neglected problems. Dawn Starkey has done more than that - she has also offered practical, useful and creative ideas to address the problems of perfectionism. -- Dr Rob Green, Somerset Educational Psychology Service and Educational Psychology Programme Director, University of BristolDr Starley has written a book which, with some relief, will flick a light switch on for many parents. The negative aspects of perfectionism often go unseen and this book will enable parents to make sense of increasingly serious and puzzling aspects of their child's behaviour, especially if they also have another diagnosis. Dr Starley writes with authority, based in her research and experiences of working with young people, as well as with compassion, outlining ways in which parents and carers can support their children moving forward. -- Lorna TredgetTable of ContentsPreface; Introduction; 1. What is perfectionism?; 2. Risks of perfectionism; 3. The illusory benefits of perfectionism; 4. The positive opposite to perfectionism; 5. Perfectionism in organisations; 6. Moving from perfectionism towards optimalism; 7. Strategies for adults working with young people; 8. Strategies for young people; Appendices; Notes; References; Further Reading

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Book SynopsisThis BDA developed guide assists you in supporting children and students with dyslexia and specific learning difficulties through their education. Designed specifically for candidates on Level 5 diploma courses in dyslexia and specific learning difficulties, this hands-on guide is the perfect training companion for those wanting to know more about dyslexia and how to support individuals with dyslexia.As an authoritative, entry-level resource covering both theory and practice, the methods, resources, and expert contributors in this book empower your learning as an educator towards better self-understanding, confidence and how to better support students in specialist and classroom settings.

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Book SynopsisAn essential guide for any professionals working with autistic children and young adults, this book provides expert insights which need to be considered by professionals, parents and autistic people alike. It covers key themes such as anxiety and wellbeing, transition into adulthood, sexuality, intersectionality, and many more.A unique blend of first-hand experience, parental guidance and professional advice is provided from prominent figures in the autism field to offer you an overview of the important issues of today, to help you understand and better support autistic young people.Trade ReviewEffective support: importantly in line with autistic perspectives, current research, current thinking, and a well put together practical guide that considers autism and intersectionality, gender diversity, sexuality, well-being, attachment, mental fitness and so much more. -- Dr. Wenn B. Lawson (PhD)This ambitious book brings together a diverse and vastly experienced group of neurotypical and neurodivergent commentators offering observations and advice based on lived experience and research. I particularly welcome the inclusion of the often neglected topics of autism, ethnicity, and culture, the development of IT, and the justice system. -- Richard Mills, Associate Consultant, AT-Autism, London, & Research Fellow, Dept of Psychology, University of BathThe knowledge within this book is immense. It successfully captures key issues ... research, effective interventions; coupled with insights from lived experiences that highlight the need for intersectionality. This is a valuable book that I would recommend that everyone with an interest in Autism reads. -- Julia Grey, Parent to a 7-year-old Autistic childThe breadth of the topics in this book makes it a highly recommended and valuable tool for EP practice. The chapters provide both evidence-based and thought-provoking touchstones and way-markers for the future of supporting autistic individuals and their families. The contributors provide constructive information that informs the conceptual, ethical, research and legislative foundations important for all professionals working in the field of autism. -- Dr Sara Darchicourt, Senior Educational Psychologist and Autism Lead, WKC (Westminster and Kensington) EPCS

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Book SynopsisPart of the How to Help series of books exploring issues commonly faced by children and young people at home and in school, The Gifted Learner offers an accessible introduction to how high ability students can best be supported to achieve their full potential. Gifted (or more able, or high potential) learners are often overlooked in education, partly because they are diverse and partly because they are seen as bright and thus able to cope without support. In fact giftedness does not mean consistent high ability; gifted children may not excel in all subjects, and many are emotionally immature. As a result they are vulnerable. Drawing on case studies to offer a complete guide to what giftedness is how it can be supported, Fidelma Healy Eames argues that gifted learners must be recognised, understood and nurtured holistically at cognitive and emotional levels - and shows how parents, carers, teachers and schools can help.Table of ContentsSeries Preface; About the Author; Author's Preface; How to Use This Book Part 1: Introduction 1. What is giftedness?; 2. Why a book on the gifted learner?; 3. The Gifted Learner Framework; 4. Models of giftedness; 5. Tests for giftedness; 6. History of giftedness Part 2: Learning characteristics of gifted learners 7. Curiosity and the gifted learner; 8. Problem-solving - relationship with maths and science; 9. Avid readers; 10. Quick learners Part 3: Creativity 11. Flexible and divergent thinkers; 12. Gifted learners' language usage - spoken and written; 13. Creative talent and imaginative expression; 14. Sense of humour Part 4: Motivation and leadership 15. Motivation and task commitment; 16. Boredom; 17. Competitiveness; 18. Leadership Part 5: Self-esteem and emotional development 19. Self-acceptance and gifted learners; 20. Perfectionism and the intense gifted learner; 21. Worry and anxiety Part 6: Inclusion and curriculum provision 22. Under-achieving gifted learners; 23. The twice-exceptional learner; 24. A differentiated curriculum for gifted learners; 25. Best practice to support giftedness Part 7: Conclusion 30. Summary; 31. A last word to parents and carers; 32. A last word to teachers and schools

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