Teaching of students with different educational needs Books

Book SynopsisSchool teams play an essential role in the successful implementation of response to intervention (RTI). This user-friendly book offers a roadmap for creating effective RTI teams and overcoming common pitfalls. The authors discuss the nuts and bolts of planning and facilitating meetings during which data-based decisions are made about screening, interventions, and progress monitoring for individual students (K-6) or the whole school. Ways to develop sustainable team practices and strengthen collaboration are described. In a large-size format for easy photocopying, the book includes more than two dozen reproducible planning forms and other handy tools. Purchasers also 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 ReviewVirtually all important RTI decision making in schools is team based, so as an RTI trainer, I was delighted to come across Broxterman and Whalen's book. This practical guide walks schools through the process of setting up effective problem-solving teams in clear, specific terms. A particular strength is the lucid description of how an RTI team can help teachers to successfully define student problems, select appropriate interventions and goals, and monitor progress. The authors stress the collaborative nature of team-based problem solving and the key role of teachers. The book also anticipates possible roadblocks that can derail RTI teams--such as lack of intervention follow-through--and offers strategies to prevent them.--Jim Wright, MS, CAS, RTI consultant and trainer, New YorkCollaborative effort and productive meetings are what really drive and inform an RTI process, but problems frequently arise in these areas. Broxterman and Whalen systematically delve into these important aspects of data-based decision making. This is truly a book that will allow you to learn about the foundational concepts of an RTI process, access materials and forms for immediate use, and get started improving your RTI decision making right away! The precise descriptions, examples, charts, and reproducible materials make this a treasure trove of information that will improve your school's or district's likelihood of success with RTI.--Randy Allison, EdS, independent educational consultant, Waukee, IowaThis is truly a unique book that addresses critical issues in RTI implementation. It describes the basic functions of RTI teams, how to create a team, and how to engage in team-based decision making at all tiers of RTI. The authors explicitly show how successful team meetings help districts and schools develop, deliver, and sustain best practices in instruction and intervention. Numerous helpful tools are included. A valuable roadmap for RTI implementers, the book would also serve as a useful 'how-to' text in university courses.--Danielle M. Parisi, PhD, Department of Secondary and Special Education, Montclair State University -Table of ContentsIntroduction: Data-Based Decision-Making Teams and Their Role in Schoolwide Response-to-Intervention Models I. Before the Team Meeting 2. Getting Started: Establishing Your Team 3. Planning for Collaborative Data-Team Meetings in RTI II. During the Team Meeting 4. Data-Based Benchmark Assessment and Screening Decisions 5. Data-Based Intervention Planning Decisions 6. Data-Based Progress Monitoring Decisions III.After the Team Meeting 7. The Roadmap: Planning for Data-Based Decision Making 8. Making It Happen: Implementing and Sustaining Data-Based Decision Making in Collaborative RTI Teams

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Book SynopsisOnce a response-to-intervention (RTI) framework is in place, how can educators determine whether or not interventions are working? This volume focuses on the response component of RTI, providing crucial knowledge and hands-on techniques for assessing the effectiveness of RTI practices in grades K-12. The authors show how to select suitable assessment measures, analyze data about academic and behavioral interventions, and make defensible decisions about groups, individual students, and special education eligibility. Professional development strategies are also addressed. Useful reproducible tools are included; the large-size format facilitates photocopying. Purchasers also get access to a Web page where they can download and print the reproducible materials. This book is in the Guilford Practical Interventions in the Schools Series, edited by Sandra M. Chafouleas. See also RTI Applications, Volume 1: Academic and Behavioral Interventions, which covers how to select apTrade Review"A valuable resource for teachers, school psychologists, interventionists, and school administrators working to implement an evidence-based RTI process in schools. The authors do a commendable job of bridging the gap between research and practice. They cover important topics in assessment and evaluation, using case examples to illustrate evidence-based approaches."--Seth Aldrich, PhD, bilingual school psychologist/RTI consultant, Homer (New York) Central School District"This is an outstanding guide to all aspects of academic and behavioral data-based decision making within an RTI framework, complete with case examples, handouts, and detailed instructions. Filling a critical role, the book addresses the 'how-tos' of assessment, problem solving, and evaluation. It is a 'must have' for practitioners and an essential tool for university training programs."--Robin S. Codding, PhD, BCBA, School Psychology Program, Northeastern University "The need for formative data to support high-stakes decisions is critical. This volume provides an excellent, step-by-step description of how to assess responsiveness to interventions in real-world schools. It contains useful reproducible forms, tools, and checklists, as well as model graphs used in progress monitoring/decision making. This book should be used in every school psychology training program and should be available to everyone who consults with schools in the area of RTI."--R. Michael Weger, PhD, Director, Black Hawk Area Special Education District, East Moline, Illinois -Table of Contents1. Advanced Response-to-Intervention Applications: Intervention Selection and Implementation2. School-Based Assessment3. Assessment for Problem Solving4. Evaluating Interventions: Applied Single-Case Design5. Evaluating Interventions: Analysis of Intervention Data6. Decisions about Groups7. Decisions about Individual Students8. Special Education Eligibility9. Conclusion

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Book SynopsisThis indispensable book presents evidence-based tools and strategies for improving the social skills of all members of the inclusive classroom (K-6), especially students experiencing difficulties in this area. The authors explain why social competence is critical to school success and describe interventions, curricula, and instructional approaches that have been shown to be effective at the schoolwide, classroom, and individual levels. Procedures for conducting assessments and developing individualized intervention plans are detailed. Reproducible forms can be downloaded and printed in a convenient 8 1/2 x 11 size.Trade ReviewI found this book to have great potential for use in schools. Accessible and well organized, it provides essential content to help educators and school psychologists promote students' social skills. Strong ideas are presented for conceptualizing and addressing social competence with the majority of students, small groups, and the few students who need individualized attention. This book will serve as an ideal required text for my yearly graduate course in social skills instruction.--Douglas Cheney, PhD, College of Education, University of WashingtonThis timely book addresses the often-overlooked importance of social competence in the inclusive classroom, and includes a comprehensive review of relevant research. A highlight of the work is an excellent chapter about capitalizing on the power of peers. The authors show how creating a socially rich classroom environment can improve achievement for all students. The book artfully moves from the classroom level to the level of the individual student, and carefully ties in strategies for individual skills assessment and progress monitoring.--Julie Causton, PhD, Inclusive and Special Education Program, Syracuse UniversityAn excellent resource. Based on a strong theoretical foundation that explains how and why social competence matters in the classroom, this book provides practical, evidence-based guidelines for helping students with and without disabilities to develop social skills and competencies. The authors present a broad range of assessment techniques, along with strategies for schoolwide, classroom-level, and individualized prevention, intervention, and instruction. This is an invaluable book for elementary educators who work in inclusive classrooms, as well as preservice teachers and practitioners who wish to do so.--Kathryn Wentzel, PhD, Department of Human Development, University of Maryland, College Park -This book is an important source of information for teachers in the current school system, particularly those educating in inclusive classroom settings….Through this book's discussion of the various evidence-based intervention plans and strategies…Wilkerson and colleagues demonstrate the importance of promoting social competence on both the students' academic achievement as well as their long-term adult outcomes. This makes it important for all educators to take the time to read this book and be aware of and knowledgeable about the different intervention, curriculum, and teaching strategies they can use to increase their students' social competence to, in turn, promote peer and teacher acceptance or approval, school attachment, and ultimately school and post-school success….It is particularly important for teachers in inclusive classrooms to read this book because the evidence-based strategies and tools discussed have proved to be especially successful at improving the social, emotional, behavioral, and academic outcomes of students with disabilities.--Journal of Youth and Adolescence, 1/1/2016Table of Contents1. The Importance of Social Skills2. The Wide and Varied Definitions of Social Competence 3. Schoolwide Approaches to Social Skills Development, with Catherine R. Lark4. Classroom Approaches to Social Skills Development 5. Capitalizing on the Power of Peers 6. Assessment of Individual Skills and Progress, with Jennifer L. Schroeder7. Developing and Implementing Individual Intervention Plans

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Book SynopsisThis authoritative volume provides state-of-the-art practices for supporting the approximately 20% of today's K-12 students who have emotional and behavioral disorders (EBD) that hinder school success. Leading experts present evidence-based approaches to screening, progress monitoring, intervention, and instruction within a multi-tiered framework. Coverage encompasses everything from early intervention and prevention to applications for high-risk adolescents. Exemplary programs are described for broad populations of EBD students as well as those with particular disorders, including autism spectrum disorders and externalizing behavior problems. The book combines theory and research with practical information on how to select interventions and implement them with integrity.Trade Review"Edited by two giants in the field, this handbook is logically organized into relevant sections, with thorough coverage ranging from educational interventions to genetic factors. Critical strengths include a focus on research foundations and evidence-based practices and a clear discussion of what is and is not known about this population. Chapter authors are outstanding scholars in their specialties. Far superior to other edited volumes in this area in terms of organization, coverage, and author quality, the Handbook is a 'must buy' for specialists in behavior disorders and challenges."--Dan Reschly, PhD, Department of Special Education, Peabody College of Vanderbilt University "Walker and Gresham have provided a major gift to the field. Leading experts on EBD present the foundations and specific intervention guidance needed by teachers, school psychologists, administrators, and researchers. The field of special education is changing--multi-tiered systems of support and integrated approaches to linking mental health, academic instruction, and behavioral intervention are now expected. This handbook defines the best science for assisting children with EBD and their families, while also addressing the organizational variables and data systems necessary to deliver this science. An impressive accomplishment."--Robert H. Horner, PhD, Alumni–Knight Endowed Professor of Special Education, University of Oregon "I have adopted the Handbook of Evidence-Based Practices for Emotional and Behavioral Disorders as the central text for my Psychotherapeutic Interventions course. In my experience, the term 'best practice' is often thrown about without an adequate understanding of what it means. This volume provides a comprehensive look at the evidence base for a variety of assessment practices, interventions, and service delivery models used for children and adolescents with EBD, and helps students and practitioners examine current practices in light of research."--Adam D. Weaver, PhD, Department of Psychology, University of Nebraska at Omaha "While every educator now recognizes the importance of evidence-based practices with all students, busy K-12 practitioners do not have the time to read all the literature, separate research from opinion, and further separate quality research from the rest. That distillation process has been done for us by Walker and Gresham in this invaluable handbook. The volume provides an indispensable roadmap and travel guide to the implementation of best practices. When implemented well, these practices can transform the trajectories of our most challenging-to-teach students."--Randy Sprick, PhD, Director, Safe and Civil Schools -A comprehensive and extremely helpful tool for school social workers. It provides proven strategies to assist with students. This book is a one-stop shop when you need some ideas for helping students or you would like to enhance your practice….I learned many things that I didn't know, even after practicing for ten years.--School Social Work Journal, 4/1/2015Table of ContentsPrologue: On Following the Scientific Evidence, James M. Kauffman I. Foundations 1. Evaluating the Evidence Base for Emotional and Behavioral Disorders in Schools, Frank M. Gresham and Hill M. Walker 2. Empirically Supported School-Based Mental Health Programs Targeting Academic and Mental Health Functioning: An Update, Hilary B. Vidair, Danielle Sauro, Jacquelyn B. Blocher, Laura A. Scudellari, and Kimberly Eaton Hoagwood 3. Multicultural Issues for Schools and Students with Emotional and Behavioral Disorders: Disproportionality in Discipline and Special Education, Russell J. Skiba, Laura V. Middelberg, and Maryellen Brunson McClain 4. Legislation, Regulation, Litigation, and the Delivery of Support Services to Students with Emotional and Behavioral Disorders in School Settings, Mitchell L. Yell, Shelley Neilsen Gatti, and R. Allan Allday 5. Longitudinal Outcomes and Post–High School Status of Students with Emotional and Behavioral Disorders, Mary Wagner 6. The Interface between Child Psychiatry and Special Education in the Treatment of Students with Emotional and Behavioral Disorders in School Settings, Richard E. Mattison II. Screening, Performance Monitoring, and Assessment 7. Screening and Identification Approaches for Detecting Students at Risk, Kathleen Lynne Lane, Wendy Peia Oakes, Holly Mariah Menzies, and Kathryn A. Germer 8. Social Skills Assessment and Training in Emotional and Behavioral Disorders, Frank M. Gresham and Stephen N. Elliott 9. Progress Monitoring Methods and Tools for Academic Performance, Mark R. Shinn 10. Behavioral Universal Screening and Progress Monitoring with Web-Based Technology, Brion Marquez, Pamela Yeaton, and Claudia Vincent 11. Systematic Progress Monitoring of Students with Emotional and Behavioral Disorders: The Promise of Change-Sensitive Brief Behavior Rating Scales, Clayton R. Cook, Robert J. Volpe, and John Delport 12. Strength-Based Assessment Issues, Tools, and Practices in School-Related Contexts and Schools in the United States and Finland, Regina M. Oliver, Cynthia J. Cress, and Hannu Savolainen, and Michael H. Epstein 13. Conducting Functional Behavior Assessments for Students with Emotional/Behavioral Disorders, Brian K. Martens and Tonya L. Lambert III. Interventions Targeting Specific Disorders and Settings 14. Applying Positive Behavior Interventions and Supports in Alternative Education Programs and Secure Juvenile Facilities, Jeffrey R. Sprague, Kristine Jolivette, and C. Michael Nelson 15. Bullying and Aggression in School Settings, Stephen S. Leff, Christine Waanders, Tracy Evian Waasdorp, and Brooke S. Paskewich 16. Interventions for Students with Attention-Deficit/ Hyperactivity Disorder: School and Home Contexts, George J. DuPaul, Seth D. Laracy, and Matthew J. Gormley 17. Empirically Based Targeted Prevention Approaches for Addressing Externalizing and Internalizing Behavior Disorders within School Contexts, John R. Seeley, Herbert H. Severson, and Amanda A. M. Fixsen 18. Evidence-Based Intervention Approaches for Students with Anxiety and Related Disorders, Anna J. Swan, Colleen M. Cummings, Nicole E. Caporino, and Philip C. Kendall 19. Secondary Education and Promising Practices for Students with Emotional/Behavioral Disorders, Douglas A. Cheney, Therese M. Cumming, and Tal Slemrod IV. Generic Intervention Approaches 20. Addressing the Academic Problems and Challenges of Students with Emotional and Behavioral Disorders, J. Ron Nelson, Gregory J. Benner, and Janet Bohaty 21. School-Based Wraparound for Adolescents: The RENEW Model for Transition-Age Youth with or at Risk Emotional and Behavioral Disorders, Lucille Eber, JoAnne M. Malloy, Jennifer Rose, and Ami Flamini 22. The Role of School Mental Health Models in Preventing and Addressing Children’s Emotional and Behavioral Problems, Steven W. Evans, Tiffany Rybak, Holly Strickland, and Julie Sarno Owens 23. Improving Transition Outcomes for Students with Emotional and Behavioral Disorders, Deanne K. Unruh and Christopher J. Murray 24. Improving Engagement and Implementation of Interventions for Children with Emotional and Behavioral Disorders in Home and School Settings, Wendy M. Reinke, Andy J. Frey, Keith C. Herman, and Charlos V. Thompson 25. Treatment Integrity within a Three-Tiered Model, Frank M. Gresham 26. Issues and Criteria for the Effective Use of Psychopharmacological Interventions in Schooling, Dean E. Konopasek and Steven R. Forness V. Early Intervention 27. Evidence-Based Practices for Infants and Toddlers with Autism Spectrum Disorders, Phillip S. Strain, Erin E. Barton, and Edward H. Bovey 28. Supportive Interventions for Young Children with Social, Emotional, and Behavioral Delays and Disorders, Glen Dunlap and Lise Fox 29. The Evidence Base of the First Step to Success Early Intervention for Preventing Emerging Antisocial Behavior Patterns, Hill M. Walker, Herbert H. Severson, John R. Seeley, Edward G. Feil, Jason Small, Annemieke M. Golly, Andy J. Frey, Jon Lee, W. Carl Sumi, Michelle Woodbridge, Mary Wagner, and Steven R. Forness VI. Research Methods 30. Qualitative and Mixed Design Research in Emotional and Behavioral Disorders, Edward J. Sabornie, and Stacy L. Weiss 31. The Role of Research in Evaluation of Interventions for School-Related Behavioral Disorders, Keith Smolkowski, Lisa Strycker, and John R. Seeley 32. Establishing an Evidence Base: Lessons Learned from Implementing Randomized Controlled Trials for Behavioral and Pharmacological Interventions, Steven R. Forness, Hill M. Walker, and Loretta A. Serna Epilogue: Science, a Harsh Mistress, James M. Kauffman

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Book SynopsisThis highly regarded teacher resource synthesizes the research base on word recognition and translates it into step-by-step instructional strategies, with special attention to students who are struggling. Chapters follow the stages through which students progress as they work toward skilled reading of words. Presented are practical, evidence-based techniques and activities that target letter- sound pairings, decoding and blending, sight words, multisyllabic words, and fluency. Ideal for use in primary-grade classrooms, the book also offers specific guidance for working with older children who are having difficulties. Reproducible assessment tools and word lists can be downloaded and printed in a convenient 8 1/2 x 11 size. New to This Edition *Incorporates the latest research on word recognition and its connections to vocabulary, reading fluency, and comprehension. *Chapter on morphological (meaning-based) instruction. *Chapter on English language learners. *Trade ReviewA valuable resource for any teacher whose responsibilities include reading instruction. Focusing on teaching students with reading difficulties, the book weaves many practical teaching ideas and strategies into the knowledge base derived from research. A new chapter on teaching morphology is a welcome addition, particularly in the context of the Common Core State Standards, which emphasize close reading of increasingly complex texts. This book provides teachers with many ideas that can be readily implemented.--Diane Haager, PhD, Division of Special Education and Counseling, California State University, Los AngelesYet again, O'Connor has shown why she is a leader in reading education. This second edition demonstrates O'Connor's special strength in conveying practical procedures that are true to the evidence about effective reading instruction. Chapter after chapter, the book explains the importance of teaching a component decoding skill (for example, blending, decoding multisyllabic words), translates the research about it, and provides sequenced illustrations of targeted lessons. What more could a teacher want? Because it is so conceptually well integrated and grounded in applied research, this book can serve as a guide for students, classroom teachers, and curriculum developers.--John Wills Lloyd, PhD, Curry School of Education, University of Virginia Essential reading for teachers and teacher educators. The tone is reader-friendly, but the content is substantial. This book addresses all aspects of learning to read words, with discussions of oral language, phonemic awareness, decoding, fluency, struggling secondary students, and English language learners. Each chapter provides extensive research and evidence-based strategies and activities with examples. O’Connor has managed to demystify the process of teaching word recognition to students with reading difficulties.--Yvonne N. Bui, PhD, Department of Special Education, San Francisco State University-An exceptionally well-written book aimed at elementary practitioners....Highly recommended. Upper-division undergraduates and practitioners. (on the first edition)--Choice, 7/1/2007Table of ContentsIntroduction1. In the Beginning: Oral Language and Learning to Read Words2. Phonemic Awareness3. The Alphabetic Principle4. Beginning to Decode5. Word Patterns6. Developing Sight Words7. Reading Multisyllabic Words8. Using Morphology to Read Words9. Reading Words Fluently10. Teaching Students Who Are English Learners11. Older Students with Reading DifficultiesAppendix A. ResourcesAppendix B. Reproducible Forms and ChecklistsReferencesIndex

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Book SynopsisThis highly regarded teacher resource synthesizes the research base on word recognition and translates it into step-by-step instructional strategies, with special attention to students who are struggling. Chapters follow the stages through which students progress as they work toward skilled reading of words. Presented are practical, evidence-based techniques and activities that target letter- sound pairings, decoding and blending, sight words, multisyllabic words, and fluency. Ideal for use in primary-grade classrooms, the book also offers specific guidance for working with older children who are having difficulties. Reproducible assessment tools and word lists can be downloaded and printed in a convenient 8 1/2 x 11 size. New to This Edition *Incorporates the latest research on word recognition and its connections to vocabulary, reading fluency, and comprehension. *Chapter on morphological (meaning-based) instruction. *Chapter on English language learners. *Trade ReviewA valuable resource for any teacher whose responsibilities include reading instruction. Focusing on teaching students with reading difficulties, the book weaves many practical teaching ideas and strategies into the knowledge base derived from research. A new chapter on teaching morphology is a welcome addition, particularly in the context of the Common Core State Standards, which emphasize close reading of increasingly complex texts. This book provides teachers with many ideas that can be readily implemented.--Diane Haager, PhD, Division of Special Education and Counseling, California State University, Los AngelesYet again, O'Connor has shown why she is a leader in reading education. This second edition demonstrates O'Connor's special strength in conveying practical procedures that are true to the evidence about effective reading instruction. Chapter after chapter, the book explains the importance of teaching a component decoding skill (for example, blending, decoding multisyllabic words), translates the research about it, and provides sequenced illustrations of targeted lessons. What more could a teacher want? Because it is so conceptually well integrated and grounded in applied research, this book can serve as a guide for students, classroom teachers, and curriculum developers.--John Wills Lloyd, PhD, Curry School of Education, University of Virginia Essential reading for teachers and teacher educators. The tone is reader-friendly, but the content is substantial. This book addresses all aspects of learning to read words, with discussions of oral language, phonemic awareness, decoding, fluency, struggling secondary students, and English language learners. Each chapter provides extensive research and evidence-based strategies and activities with examples. O’Connor has managed to demystify the process of teaching word recognition to students with reading difficulties.--Yvonne N. Bui, PhD, Department of Special Education, San Francisco State University-An exceptionally well-written book aimed at elementary practitioners....Highly recommended. Upper-division undergraduates and practitioners. (on the first edition)--Choice, 7/1/2007Table of ContentsIntroduction1. In the Beginning: Oral Language and Learning to Read Words2. Phonemic Awareness3. The Alphabetic Principle4. Beginning to Decode5. Word Patterns6. Developing Sight Words7. Reading Multisyllabic Words8. Using Morphology to Read Words9. Reading Words Fluently10. Teaching Students Who Are English Learners11. Older Students with Reading DifficultiesAppendix A. ResourcesAppendix B. Reproducible Forms and ChecklistsReferencesIndex

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Book SynopsisA widely used practitioner guide and text, this book presents a blueprint for meeting the challenges of severe problem behavior in grades PreK-8. It shows how to provide effective behavior support for the 1-5% of students who require intensive, individualized intervention. Case examples illustrate step-by-step procedures for identifying student needs using functional behavioral assessment (FBA) and designing, implementing, and evaluating team-based behavior support plans (BSPs). The book also describes how to build school- and districtwide capacity to conduct FBA-BSPs. Reproducible forms and worksheets are included; purchasers get access to a Web page where they can download and print the reproducible materials in a convenient 8 1/2 x 11 size. New to This Edition: *Incorporates current FBA-BSP research and best practices. *Chapters on developing districtwide capacity; FBA apps and software; applications for academic problems; and early childhood settings. *IncreaTrade Review"This second edition offers the most complete and detailed explanation of FBA that exists in the field today. The presentation is innovative and practical, with case examples that help readers understand how concepts of assessment are transformed into evidence-based strategies for support and intervention. Students and professionals will gain expertise in the crucial topics of behavioral assessment and school-based behavior support. Crone, Hawken, and Horner have expanded and sharpened the descriptions in the first edition, and the result is a singular contribution of significant importance."--Glen Dunlap, PhD, College of Education, University of Nevada, Reno "An outstanding resource for building the systems needed for individual behavior support. The new content in the second edition is outstanding, from teaching school personnel how to conduct brief FBAs to using the latest technology for more effective and efficient behavior support. This book belongs on the shelf of anyone interested in getting function-based support implemented well in school systems."--Kent McIntosh, PhD, Department of Special Education and Clinical Sciences, University of Oregon; Co-Director, OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports "The updated second edition includes all of the tools and step-by-step examples of FBA-BSPs that were so valuable in the first edition, but also includes new information on technological advances in FBA, applications to academic concerns and preschool populations, and current trends in FBA. University trainers will find this an ideal text for coursework at both the undergraduate and graduate levels--it is essential reading for those preparing to make a difference as future educators."--Ruth A. Ervin, PhD, Department of Educational and Counselling Psychology and Special Education, University of British Columbia, Canada "Now in a revised second edition, this book presents the next generation of strategies for implementing, supporting, and sustaining individual positive behavior supports in schools. I am impressed with the authors' comprehensive multilevel systems approach for embedding supports in typical school contexts. This is a 'must-have' work for practitioners who truly want to make a difference."--Linda M. Bambara, EdD, Special Education Program, Lehigh University -Table of ContentsI. Using Functional Behavioral Assessment in Schools: Context and Framework 1. Functional Behavioral Assessment in Schools: Historical Background and the Current Context, Robert E. O'Neill & Kaitlin Bundock 2. Functional Behavioral Assessment in Schools: Thinking Functionally across All Tiers of Behavior Support II. Embedding Functional Behavioral Assessment within School Systems: Case Examples 3. Conducting a Functional Behavioral Assessment 4. Designing a Behavior Support Plan 5. Evaluating and Modifying the Behavior Support Plan III. Using Functional Behavioral Assessment within School Systems: Building School-Based and District-Based Capacity 6. Who Will Be Involved in the Behavior Support Team and How Do You Get the Behavior Support Team to Work Together as a Team? 7. How Do You Generate within-Building Capacity for Functional Behavior Assessment on the Behavior Support Team? 8. Improving District Capacity to Deliver Basic FBA-BSP Support, M. Kathleen Strickland-Cohen, Sheldon L. Loman, & Robert H. Horner IV. Functional Behavioral Assessment as Applied to Specific Problems or Specific Populations 9. Functional Behavioral Assessment for Academic Concerns, Courtenay A. Barrett & Donna M. Gilbertson 10. Functional Behavioral Assessment with Preschool-Age Children 11. Technology Trends in Functional Behavioral Assessment and Intervention, J. Matt Jameson, Allison L. Bruhn, & Leanne S. Hawken Appendix A Request for Assistance Form Appendix B Functional Behavioral Assessment–Behavior Support Plan Protocol (F-BSP Protocol) Appendix C Functional Assessment Checklist for Teachers and Staff (FACTS) Appendix D Student-Guided Functional Assessment Interview (Primary) Appendix E Assessing Activity Routines Form Appendix F Brief Functional Assessment Interview Form Appendix G Functional Assessment Observation Form Appendix H A Checklist for Assessing the Quality of Behavior Support Planning: Does the Plan (or Planning Process) Have These Features?

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Book SynopsisA widely used practitioner guide and text, this book presents a blueprint for meeting the challenges of severe problem behavior in grades PreK-8. It shows how to provide effective behavior support for the 1-5% of students who require intensive, individualized intervention. Case examples illustrate step-by-step procedures for identifying student needs using functional behavioral assessment (FBA) and designing, implementing, and evaluating team-based behavior support plans (BSPs). The book also describes how to build school- and districtwide capacity to conduct FBA-BSPs. Reproducible forms and worksheets are included; purchasers get access to a Web page where they can download and print the reproducible materials in a convenient 8 1/2 x 11 size. New to This Edition: *Incorporates current FBA-BSP research and best practices. *Chapters on developing districtwide capacity; FBA apps and software; applications for academic problems; and early childhood settings. *IncreaTrade Review"This second edition offers the most complete and detailed explanation of FBA that exists in the field today. The presentation is innovative and practical, with case examples that help readers understand how concepts of assessment are transformed into evidence-based strategies for support and intervention. Students and professionals will gain expertise in the crucial topics of behavioral assessment and school-based behavior support. Crone, Hawken, and Horner have expanded and sharpened the descriptions in the first edition, and the result is a singular contribution of significant importance."--Glen Dunlap, PhD, College of Education, University of Nevada, Reno "An outstanding resource for building the systems needed for individual behavior support. The new content in the second edition is outstanding, from teaching school personnel how to conduct brief FBAs to using the latest technology for more effective and efficient behavior support. This book belongs on the shelf of anyone interested in getting function-based support implemented well in school systems."--Kent McIntosh, PhD, Department of Special Education and Clinical Sciences, University of Oregon; Co-Director, OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports "The updated second edition includes all of the tools and step-by-step examples of FBA-BSPs that were so valuable in the first edition, but also includes new information on technological advances in FBA, applications to academic concerns and preschool populations, and current trends in FBA. University trainers will find this an ideal text for coursework at both the undergraduate and graduate levels--it is essential reading for those preparing to make a difference as future educators."--Ruth A. Ervin, PhD, Department of Educational and Counselling Psychology and Special Education, University of British Columbia, Canada "Now in a revised second edition, this book presents the next generation of strategies for implementing, supporting, and sustaining individual positive behavior supports in schools. I am impressed with the authors' comprehensive multilevel systems approach for embedding supports in typical school contexts. This is a 'must-have' work for practitioners who truly want to make a difference."--Linda M. Bambara, EdD, Special Education Program, Lehigh University -Table of ContentsI. Using Functional Behavioral Assessment in Schools: Context and Framework 1. Functional Behavioral Assessment in Schools: Historical Background and the Current Context, Robert E. O'Neill & Kaitlin Bundock 2. Functional Behavioral Assessment in Schools: Thinking Functionally across All Tiers of Behavior Support II. Embedding Functional Behavioral Assessment within School Systems: Case Examples 3. Conducting a Functional Behavioral Assessment 4. Designing a Behavior Support Plan 5. Evaluating and Modifying the Behavior Support Plan III. Using Functional Behavioral Assessment within School Systems: Building School-Based and District-Based Capacity 6. Who Will Be Involved in the Behavior Support Team and How Do You Get the Behavior Support Team to Work Together as a Team? 7. How Do You Generate within-Building Capacity for Functional Behavior Assessment on the Behavior Support Team? 8. Improving District Capacity to Deliver Basic FBA-BSP Support, M. Kathleen Strickland-Cohen, Sheldon L. Loman, & Robert H. Horner IV. Functional Behavioral Assessment as Applied to Specific Problems or Specific Populations 9. Functional Behavioral Assessment for Academic Concerns, Courtenay A. Barrett & Donna M. Gilbertson 10. Functional Behavioral Assessment with Preschool-Age Children 11. Technology Trends in Functional Behavioral Assessment and Intervention, J. Matt Jameson, Allison L. Bruhn, & Leanne S. Hawken Appendix A Request for Assistance Form Appendix B Functional Behavioral Assessment–Behavior Support Plan Protocol (F-BSP Protocol) Appendix C Functional Assessment Checklist for Teachers and Staff (FACTS) Appendix D Student-Guided Functional Assessment Interview (Primary) Appendix E Assessing Activity Routines Form Appendix F Brief Functional Assessment Interview Form Appendix G Functional Assessment Observation Form Appendix H A Checklist for Assessing the Quality of Behavior Support Planning: Does the Plan (or Planning Process) Have These Features?

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Book SynopsisPeer support and social relationships have a tremendous influence on development, motivation, and achievement for all students, including struggling learners and those with disabilities. This highly practical book is one of the few resources available to guide classroom teachers and special educators in the application of peer-assisted instructional strategies in grades K-12. Expert contributors describe evidence-based approaches for building students' skills in reading, writing, math, and other content areas, as well as social competence and executive functioning. Sample lessons and more than a dozen reproducible tools are provided. Purchasers get access to a Web page where they can download and print the reproducible materials.Trade Review"Edited and written by leading scholars, this book not only makes a compelling case for why peers should be a central element in any teaching strategy, but also shows how to make it happen. This is an extraordinary resource for practitioners, policymakers, and researchers. In a word, it’s a masterpiece!"--Donald D. Deshler, PhD, Williamson Family Distinguished Professor of Special Education, University of Kansas "The Power of Peers in the Classroom pulls together the very best of what works for engaging peers in the social lives and learning of students with disabilities. This compelling book outlines practical pathways educators can use to draw upon the most widely available--and often most effective--source of natural support in schools. These approaches are also promising in their impact on the peers who get involved--the opportunities they receive to get to know and learn alongside their classmates with disabilities can have a lasting influence on their attitudes, expectations, and future pathways.”--Erik Carter, PhD, Department of Special Education, Vanderbilt University "An invaluable resource for classroom teachers in K-12 who are preparing their students to be college and career ready. The in-depth, research-based instructional strategies relate directly to teaching students to collaboratively problem-solve, support each other in the learning process, and accomplish goals together. Teachers will take away an understanding of why each strategy works and how to put it to use in their classrooms and daily lesson planning. Harnessing the power of peers will increase students' achievement in the classroom and in life--just what every teacher hopes for."--Barbara Friedlander, teacher and professional development leader, Montgomery County, Maryland -Table of Contents1. Executive Function and Peer Mentoring: Fostering Metacognitive Awareness, Effort, and Academic Success, Lynn Meltzer, Michael Greschler, Katelyn Kurkul, & Wendy Stacey 2. Peer Interactions in the Content Areas: Using Differentiated Instruction Strategies, Kelley S. Regan, Anya S. Evmenova, Margo A. Mastropieri, & Thomas E. Scruggs 3. “Thank You for Helping Me Write a Better Paper”: Peer Support in Learning to Write, Anne Mong Cramer & Linda H. Mason 4. Using Collaborative Strategic Reading to Promote Student Discourse, Karla Scornavacco, Brooke Moore, Alison Boardman, Cristin Jensen Lasser, Pamela Buckley, & Janette K. Klingner 5. Peer-Assisted Learning Strategies to Improve Students' Word Recognition and Reading Comprehension, Devin M. Kearns, Douglas Fuchs, Lynn S. Fuchs, Kristen L. McMaster, & Laura Saenz 6. Peer-Assisted Learning Strategies in Mathematics, Sarah R. Powell & Lynn S. Fuchs 7. Maximizing the Benefits of Working Cooperativelywith Peers, Kimber L. Wilkerson & Jenna L. Lequia 8. Peer-Supported Instruction for English Learners, Cara Richards-Tutor, Terese Aceves, & Colleen Reutebuch 9. The Power of Preschool Peers to Influence Social Outcomes for Children with Special Needs, Phillip S.Strain & Edward H. Bovey II

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Book SynopsisPeer support and social relationships have a tremendous influence on development, motivation, and achievement for all students, including struggling learners and those with disabilities. This highly practical book is one of the few resources available to guide classroom teachers and special educators in the application of peer-assisted instructional strategies in grades K-12. Expert contributors describe evidence-based approaches for building students' skills in reading, writing, math, and other content areas, as well as social competence and executive functioning. Sample lessons and more than a dozen reproducible tools are provided. Purchasers get access to a Web page where they can download and print the reproducible materials.Trade Review"Edited and written by leading scholars, this book not only makes a compelling case for why peers should be a central element in any teaching strategy, but also shows how to make it happen. This is an extraordinary resource for practitioners, policymakers, and researchers. In a word, it’s a masterpiece!"--Donald D. Deshler, PhD, Williamson Family Distinguished Professor of Special Education, University of Kansas "The Power of Peers in the Classroom pulls together the very best of what works for engaging peers in the social lives and learning of students with disabilities. This compelling book outlines practical pathways educators can use to draw upon the most widely available--and often most effective--source of natural support in schools. These approaches are also promising in their impact on the peers who get involved--the opportunities they receive to get to know and learn alongside their classmates with disabilities can have a lasting influence on their attitudes, expectations, and future pathways.”--Erik Carter, PhD, Department of Special Education, Vanderbilt University "An invaluable resource for classroom teachers in K-12 who are preparing their students to be college and career ready. The in-depth, research-based instructional strategies relate directly to teaching students to collaboratively problem-solve, support each other in the learning process, and accomplish goals together. Teachers will take away an understanding of why each strategy works and how to put it to use in their classrooms and daily lesson planning. Harnessing the power of peers will increase students' achievement in the classroom and in life--just what every teacher hopes for."--Barbara Friedlander, teacher and professional development leader, Montgomery County, Maryland -Table of Contents1. Executive Function and Peer Mentoring: Fostering Metacognitive Awareness, Effort, and Academic Success, Lynn Meltzer, Michael Greschler, Katelyn Kurkul, & Wendy Stacey 2. Peer Interactions in the Content Areas: Using Differentiated Instruction Strategies, Kelley S. Regan, Anya S. Evmenova, Margo A. Mastropieri, & Thomas E. Scruggs 3. “Thank You for Helping Me Write a Better Paper”: Peer Support in Learning to Write, Anne Mong Cramer & Linda H. Mason 4. Using Collaborative Strategic Reading to Promote Student Discourse, Karla Scornavacco, Brooke Moore, Alison Boardman, Cristin Jensen Lasser, Pamela Buckley, & Janette K. Klingner 5. Peer-Assisted Learning Strategies to Improve Students' Word Recognition and Reading Comprehension, Devin M. Kearns, Douglas Fuchs, Lynn S. Fuchs, Kristen L. McMaster, & Laura Saenz 6. Peer-Assisted Learning Strategies in Mathematics, Sarah R. Powell & Lynn S. Fuchs 7. Maximizing the Benefits of Working Cooperativelywith Peers, Kimber L. Wilkerson & Jenna L. Lequia 8. Peer-Supported Instruction for English Learners, Cara Richards-Tutor, Terese Aceves, & Colleen Reutebuch 9. The Power of Preschool Peers to Influence Social Outcomes for Children with Special Needs, Phillip S.Strain & Edward H. Bovey II

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Book SynopsisSchools often resort to ineffective, punitive interventions for the 10% of K-8 students whose challenging behavior interferes with their own and their classmates' learning. This book fills a crucial need by describing ways to provide meaningful supports to students with disruptive behavior disorders. Prominent authority Frank M. Gresham weaves together current research, assessment and intervention guidelines, and illustrative case studies. He reviews a broad range of evidence-based practices and offers recommendations for selecting, implementing, and evaluating them within a multi-tiered framework. Coverage includes school- and home-based approaches, multicomponent programs, prevention strategies, and social skills training.Trade Review"Serving the needs of children with disruptive behavior disorders is a major challenge for schools today. All readers, regardless of their professional training, will treasure this book. As he has done throughout his career, Gresham writes clearly and comprehensively about best practices. The singular focus on disruptive behavior disorders ensures complete coverage of etiology, assessment, treatment, and prevention. As a text, this book is equally well suited for special education and school psychology courses; instructors will find the 'Case Study Applications for Best Practices' especially useful. "--J. Ron Nelson, PhD, Department of Special Education and Communication Disorders, University of Nebraska–Lincoln "Gresham is a top leader in the field of emotional and behavioral disorders, and his experience and expertise are evident in this highly useful volume. The book offers a concise, practical, and thorough presentation of key issues in supporting positive outcomes for students with disruptive behavior disorders. The case studies concretely illustrate how to identify students with disruptive behavior disorders at the first sign of concern, and how to design, implement, and evaluate evidence-based strategies, practices, and programs within multi-tiered systems of support that are comprehensive and integrated."--Kathleen Lynne Lane, PhD, BCBA-D, Department of Special Education, University of Kansas "This outstanding book is unlike anything I have seen in my 40-plus years of working with school-related behavior disorders. It meets a glaring need for a roadmap for assessment and intervention with this very at-risk and underserved student group. Gresham's knowledge of causal factors, intervention procedures, and assessment methods is unparalleled. Readers will emerge with a superb understanding of ways to improve the life chances of students with disruptive behavior disorders and meaningfully involve school staff and parents in the process."--Hill M. Walker, PhD, Department of Special Education and Clinical Services (Emeritus), University of Oregon; Senior Scientist, Oregon Research Institute "Gresham provides a comprehensive perspective on the multifaceted issues involved in understanding and managing disruptive behavior disorders. The book describes evidence-based practices ranging from prevention and screening to tertiary-level interventions and in-home strategies for parents. This is an ideal resource for practitioners and educators who work directly in classroom settings with diverse learners. It should certainly be a required text for courses focused on school psychological services, school mental health, and multi-tiered systems of support for students experiencing emotional and behavioral challenges in schools."--Katina M. Lambros, PhD, BCBA-D, School Psychology Program, San Diego State University -Dr. Gresham's book provides a comprehensive study of the etiology of disruptive behavior disorders, and discusses their multi-faceted and complex origins, including both 'within child' and environmental influences….The book provides a useful and structured discussion of evidence-based practice in meeting the needs of children whose behavior can be overwhelming for many school systems….At the end of each chapter there is a summary of the main points, which is helpful given the level of detail in the book and the numerous references for research, published programs, interventions, ideas, and psychological theories.--Association for Child and Adolescent Mental Health, 1/14/2016Table of Contents1. Characteristics, Correlates, Causes, and Outcomes of Disruptive Behavior Disorders in Children and Youth 2. Evaluating, Selecting, and Implementing Evidence-Based Practices in School Contexts: Key Issues and Recommendations 3. Evidence-Based Assessment Strategies: Screening, Identification, Progress Monitoring, and Outcomes 4. Issues and Guidelines in Implementing Interventions 5. Evidence-Based School Interventions: A Multi-Tiered Approach 6. Evidence-Based Home Interventions 7. Evidence-Based Multicomponent Interventions 8. Primary Prevention Strategies 9. Replacement Behavior Training Strategies 10. Case Study Applications for Best Practices with Kelsey Hartman and Rachel Olinger Steeves References

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Book SynopsisDesigned for busy teachers and other school-based professionals, this book presents step-by-step guidelines for implementing seven highly effective strategies to improve classroom management and instructional delivery. These key low-intensity strategies are grounded in the principles of positive behavior intervention and support (PBIS), and are easy to integrate into routine teaching practice. Chapters discuss exactly how to use each strategy to decrease disruptive behavior and enhance student engagement and achievement. Checklists for success are provided, together with concise reviews of the evidence base and ways to measure outcomes. Illustrative case examples span the full K-12 grade range. Reproducible intervention tools can be downloaded and printed in a convenient 8 1/2 x 11 size. See also Managing Challenging Behaviors in Schools, by Kathleen Lynn Lane et al., which shows how these key strategies fit into a broader framework of prevention and intervention.Trade Review"If you’re looking for a resource that can maximize your ability to manage challenging behavior in the classroom, then you should get this book. It presents strategies that are carefully selected, empirically supported, organized within a prevention-based systems approach, and presented in a user-friendly format. Supporting research for each strategy is presented and suggestions are provided for determining if the strategy is working, is being implemented with integrity, and could be modified to enhance effects. Lane et al. do a wonderful job of linking effective behavior management to improvements in school climate and the delivery of effective instruction."--George Sugai, PhD, Professor and Carole J. Neag Endowed Chair, Neag School of Education, University of Connecticut "Pardon me while I stand up and applaud! This book fills a void in the educational community by focusing on low-intensity, teacher-delivered supports, with a focus on Tier 1 primary prevention efforts. As a practitioner, I found the book practical, engaging, and easy to read. The examples and implementation checklists enhanced my understanding of the practices. This is an exceptional resource for classroom teachers, professional learning communities, and those providing mentoring or coaching to teachers. Lane and her colleagues consistently publish cutting-edge research-to-practice guides that practitioners highly value."--Lisa Powers, PhD, Coordinator in Planning and Development, Special School District of St. Louis County, Missouri "Lane and her colleagues share seven useful and effective strategies for supporting student behavior in the classroom: opportunities to respond, behavior-specific praise, active supervision, instructional feedback, high-probability requests, precorrection, and instructional choice. For each strategy, the book highlights how to use it, summarizes key empirical studies, and shares practical tips for implementation. The strategies are grounded in the authors' comprehensive, integrated, three-tiered prevention model."--Brandi Simonsen, PhD, Department of Educational Psychology, University of Connecticut "This book is a rich resource for teachers, administrators, and technical assistance providers who hope to create a nurturing, engaging culture of learning. The volume serves as a step-by-step implementation guide to evidence-based behavior management strategies that can be applied immediately in any educational setting. The content is easy to digest and offers detailed guidance for strategy execution, along with the tools needed to monitor and adjust the fidelity of implementation. This is a rare and impressive contribution to the field that is certain to shape teacher practice and promote positive student outcomes."--Amy Henry, MA, education consultant, Michigan Department of Education -This book would be extremely helpful in assisting a school social worker in understanding a multitude of classroom-based strategies that can reduce school behavior problems, increase student social skills, and reinforce academic success.--School Social Work Journal, 04/01/2016Table of Contents1. Teacher-Level Strategies to Manage Behavior and Support Instruction: An Overview 2. A Look at Increasing Opportunities to Respond 3. A Look at Behavior-Specific Praise 4. A Look at Active Supervision 5. A Look at Instructional Feedback 6. A Look at High-Probability Request Sequences 7. A Look at Precorrection 8. A Look at Instructional Choice 9. Tips for Success: A Few Closing Thoughts References

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Book SynopsisComprehensive and authoritative, this forward-thinking book reviews the breadth of current knowledge about early education and identifies important priorities for practice and policy. Robert C. Pianta and his associates bring together foremost experts to examine what works in promoting all children's school readiness and social-emotional development in preschool and the primary grades. Exemplary programs, instructional practices, and professional development initiativesâand the systems needed to put them into placeâare described. The volume presents cutting-edge findings on the family and social context of early education and explores ways to strengthen collaboration between professionals and parents.Trade ReviewAt a time when there are quite vocal challenges to the wisdom of providing early care and education to children and families in need, Pianta and his coeditors have assembled leaders in the field to report on the state of the science and practice. This comprehensive handbook conveys current knowledge about all dimensions of early childhood education: its history, developmental processes that underlie practices, exemplary instruction, and systems to put practices in place in states and communities. The Handbook is the definitive work of its kind and will be a great resource for practitioners, policymakers, and education scientists.--Samuel L. Odom, PhD, Director, Frank Porter Graham Child Development Institute, University of North Carolina at Chapel HillEarly childhood education has seen a dramatic explosion of research and programs over the past 20 years. This handbook not only examines the research of the past, it anticipates what we may discover in the future. Taken as a whole, these chapters address one of the most important questions we face as a nation: 'How can we improve the lives of children and families--particularly those living in poverty or those raising children under challenging conditions?'--Samuel J. Meisels, EdD, President, Erikson InstituteThe editors have assembled an outstanding handbook at the nexus of practice, policy, and research in early childhood education, one that captures the contemporary realities of this fast-moving, multidisciplinary field. The 27 chapters synthesize the knowledge base across four themes: early education opportunities, the impact of instruction and curriculum, developmental processes in early childhood, and building an effective early education system. The result is a tour de force because the individual authors do more than summarize--they write to forge connections between science and the education sector. This important volume is essential reading for students, researchers, practitioners, and policymakers.--Kathleen McCartney, PhD, Dean, and Gerald S. Lesser Professor in Early Childhood Development, Harvard Graduate School of EducationThis handbook accomplishes two impressive feats. It brings together in one place a rich array of chapters that reflect the contemporary realities and knowledge base in early childhood education--and the writing is consistently clear and crisp. The volume promises to become a definitive reference and required reading for researchers, policymakers, program administrators, and students in early childhood education.--Deborah Lowe Vandell, PhD, Professor and Chair of Education, University of California, IrvineThis handbook signals a new era--one in which early education is the foundation of a transformed public education system in the United States. Chapters on policy set the stage for the focus on learning and instruction, bolstered by chapters on development and on serving diverse learners. This volume will become an essential part of the preparation of educators, researchers, and policymakers striving to create a 21st-century education system that promises equality of opportunity for all children.--Ruby Takanishi, PhD, President and CEO, Foundation for Child Development, New York -Table of ContentsI. Early Education Opportunities in the United States 1. Early Education in the United States: Programs and Access, Dale J. Epstein and W. Steven Barnett 2. Early Childhood Care and Education: Enrollment Patterns and Expenditures, Clive R. Belfield 3. Investments in Early Education: Resources at the Federal and State Levels, Jason T. Hustedt, Allison H. Friedman, and W. Steven Barnett 4. Accountability and Program Evaluation in Early Education, Walter S. Gilliam and Ellen Frede 5. More Than Teachers: The Early Care and Education Workforce, Sharon Ryan and Marcy Whitebook 6. Restructuring and Aligning Early Education Opportunities for Cultural, Language, and Ethnic Minority Children, Cristina Gillanders, Iheoma Iruka, Sharon Ritchie, and Carolyn T. Cobb 7. Language, Culture, and Early Education in the United States, Eugene E. García 8. Poverty Is a Knot, and Preschool Is an Untangler, Cynthia LamyII. Instruction and Curriculum in Early Education Settings: Impacts on Young Children’s Preacademic Outcomes 9. Promoting Lower- and Higher-Level Language Skills in Early Education Classrooms, Mindy Sittner Bridges, Laura M. Justice, Tiffany P. Hogan, and Shelley Gray 10. Promoting Early Literacy and Language Development, Douglas R. Powell and Karen E. Diamond 11. Mathematics Learning, Assessment, and Curriculum, Douglas H. Clements and Julie Sarama 12. Science and Early Education, Kathy Cabe Trundle and Mesut Saçkes 13. Teacher–Child Play Interactions to Achieve Learning Outcomes: Risks and Opportunities, Jeffrey Trawick-Smith 14. A Transactional Model of Effective Teaching and Learning in the Early Childhood Classroom, Claire E. CameronIII. Developmental Processes, Early Education, and Families 15. An Ecological Perspective for Understanding the Early Development of Self-Regulatory Skills, Social Skills, and Achievement, Sara E. Rimm-Kaufman and Shannon B. Wanless 16. Executive Functioning and Developmental Neuroscience: Current Progress and Implications for Early Childhood Education, Jelena Obradovic, Ximena A. Portilla, and W. Thomas Boyce 17. Scaffolding Self-Regulated Learning in Young Children: Lessons from Tools of the Mind, Elena Bodrova and Deborah J. Leong 18. Fostering Collaborative Partnerships between Early Childhood Professionals and the Parents of Young Children, Lisa L. Knoche, Keely D. Cline, and Christine A. Marvin 19. Interventions That Promote Social-Emotional Learning in Young Children, Celene E. Domitrovich, Julia E. Moore, Ross A. Thompson, and the CASEL Preschool to ElementarySchool Social and Emotional Learning Assessment Workgroup 20. Supporting the Social Competence of Young Children with Challenging Behavior in the Context of the Teaching Pyramid Model: Research-Based Practices and Implementation in Early Childhood Settings, Mary Louise Hemmeter and Maureen A. Conroy 21. Promoting Young Children’s Mental Health through Early Childhood Consultation: Ecological Advances and Research Needs, Susan M. Sheridan, Brandy L. Clarke, and Tanya B. IhloIV. Building Systems of Effective Early Intervention Supports: Meeting the Needs of Diverse Children and the Adults Who Serve Them 22. Implications of Research on Postinstitutionalized Children for Practice and Policy in Early Education, Jamie M. Lawler and Megan R. Gunnar 23. Access, Participation, and Supports: A Framework for Improving Inclusive Early Education Opportunities for Children with Disabilities, Virginia Buysse 24. Enhancing Teachers’ Intentional Use of Effective Interactions with Children: Designing and Testing Professional Development Interventions, Bridget K. Hamre, Jason T. Downer, Faiza M. Jamil, and Robert C. Pianta 25. Improving Language and Literacy Outcomes in Child Care, Susan B. Neuman 26. Higher Education for Early Childhood Educators and Outcomes for Young Children: Pathways toward Greater Effectiveness, Marilou Hyson, Diane M. Horm, and Pamela J. Winton27. Making the Case: Why Credentialing and Certification Matter, Sue Bredekamp and Stacie G. Goffin

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Book SynopsisComprehensively addressing the challenges of transition, this book provides practical knowledge and tools geared toward real-world educators. It presents clear guidelines for all aspects of team-based transition planning for individuals with various levels of disability, illustrated with vignettes of three secondary students who are followed throughout the book. The authors describe evidence-based practices for conducting assessments and promoting optimal outcomes in the areas of employment, postsecondary education, and independent living. Keys to family involvement, self-determination, interagency collaboration, and problem solving are highlighted. Several reproducible forms can be downloaded and printed in a convenient 8 1/2 x 11 size.Trade Review"This up-to-date book is a great text for courses on transition education and services. The content in each chapter is very current and comprehensive. The authors focus on evidence-based practices and draw on research on predictors of post-school success. The case studies threaded throughout, as well as the user-focused exercises, make it easy to understand and implement the strategies discussed."--Mary E. Morningstar, PhD, Department of Special Education, University of Kansas "Morgan and Riesen have masterfully interwoven the most current information and evidence-based practices in the field of transition. Examples and thought-provoking questions help to guide readers in applying transition principles to their individual situations. I highly recommend this practical and valuable 'must-have' resource."--Melanie Allen, MEd, Transition Educator, Davis School District, Utah "The book provides an up-to-date overview of transition legislation, research, and practice, with vignettes designed to show practical application. The discussion questions are a useful resource for any transition-focused course.”--Lori Y. Peterson, PhD, School of Special Education, University of Northern Colorado "In a time when transition services are receiving increased attention, Morgan and Riesen address both larger, sweeping issues and the nuances of individual service provision. Transition for students with disabilities is a process, not an event that happens at the end of high school. This book covers in detail the questions that need to be addressed within different educational and adult service systems, while keeping the student with a disability as the central focus. Morgan and Riesen’s attention to all aspects of transition for students and families (such as work, education, independent living) is significant, and provides a perspective that is frequently lacking."--Jared C. Schultz, PhD, Department of Special Education and Rehabilitation, Utah State University -Table of Contents1. Transition to Adulthood: Creating a Pathway to Independence 2. Establishing the Need for Successful Transition Outcomes 3. Transition-Related Legislation and Policy 4. Overview of Transition Models and Practices 5. Transition Assessment 6. Transition Planning 7. Student Involvement and Self-Determination to Guide Transition 8. Transition to Employment 9. Transition to Postsecondary Education 10. Transition to Independent Living 11. The Role of the Family in Transition 12. Interdisciplinary and Interagency Collaboration 13. Accessing Supports in Transition 14. Future Pathways: Opportunities and Challenges

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Book SynopsisThis authoritative volume provides state-of-the-art practices for supporting the approximately 20% of today's K-12 students who have emotional and behavioral disorders (EBD) that hinder school success. Leading experts present evidence-based approaches to screening, progress monitoring, intervention, and instruction within a multi-tiered framework. Coverage encompasses everything from early intervention and prevention to applications for high-risk adolescents. Exemplary programs are described for broad populations of EBD students as well as those with particular disorders, including autism spectrum disorders and externalizing behavior problems. The book combines theory and research with practical information on how to select interventions and implement them with integrity.Trade Review"Edited by two giants in the field, this handbook is logically organized into relevant sections, with thorough coverage ranging from educational interventions to genetic factors. Critical strengths include a focus on research foundations and evidence-based practices and a clear discussion of what is and is not known about this population. Chapter authors are outstanding scholars in their specialties. Far superior to other edited volumes in this area in terms of organization, coverage, and author quality, the Handbook is a 'must buy' for specialists in behavior disorders and challenges."--Dan Reschly, PhD, Department of Special Education, Peabody College of Vanderbilt University "Walker and Gresham have provided a major gift to the field. Leading experts on EBD present the foundations and specific intervention guidance needed by teachers, school psychologists, administrators, and researchers. The field of special education is changing--multi-tiered systems of support and integrated approaches to linking mental health, academic instruction, and behavioral intervention are now expected. This handbook defines the best science for assisting children with EBD and their families, while also addressing the organizational variables and data systems necessary to deliver this science. An impressive accomplishment."--Robert H. Horner, PhD, Alumni–Knight Endowed Professor of Special Education, University of Oregon "I have adopted the Handbook of Evidence-Based Practices for Emotional and Behavioral Disorders as the central text for my Psychotherapeutic Interventions course. In my experience, the term 'best practice' is often thrown about without an adequate understanding of what it means. This volume provides a comprehensive look at the evidence base for a variety of assessment practices, interventions, and service delivery models used for children and adolescents with EBD, and helps students and practitioners examine current practices in light of research."--Adam D. Weaver, PhD, Department of Psychology, University of Nebraska at Omaha "While every educator now recognizes the importance of evidence-based practices with all students, busy K-12 practitioners do not have the time to read all the literature, separate research from opinion, and further separate quality research from the rest. That distillation process has been done for us by Walker and Gresham in this invaluable handbook. The volume provides an indispensable roadmap and travel guide to the implementation of best practices. When implemented well, these practices can transform the trajectories of our most challenging-to-teach students."--Randy Sprick, PhD, Director, Safe and Civil Schools -A comprehensive and extremely helpful tool for school social workers. It provides proven strategies to assist with students. This book is a one-stop shop when you need some ideas for helping students or you would like to enhance your practice….I learned many things that I didn't know, even after practicing for ten years.--School Social Work Journal, 4/1/2015Table of ContentsPrologue: On Following the Scientific Evidence, James M. Kauffman I. Foundations 1. Evaluating the Evidence Base for Emotional and Behavioral Disorders in Schools, Frank M. Gresham and Hill M. Walker 2. Empirically Supported School-Based Mental Health Programs Targeting Academic and Mental Health Functioning: An Update, Hilary B. Vidair, Danielle Sauro, Jacquelyn B. Blocher, Laura A. Scudellari, and Kimberly Eaton Hoagwood 3. Multicultural Issues for Schools and Students with Emotional and Behavioral Disorders: Disproportionality in Discipline and Special Education, Russell J. Skiba, Laura V. Middelberg, and Maryellen Brunson McClain 4. Legislation, Regulation, Litigation, and the Delivery of Support Services to Students with Emotional and Behavioral Disorders in School Settings, Mitchell L. Yell, Shelley Neilsen Gatti, and R. Allan Allday 5. Longitudinal Outcomes and Post–High School Status of Students with Emotional and Behavioral Disorders, Mary Wagner 6. The Interface between Child Psychiatry and Special Education in the Treatment of Students with Emotional and Behavioral Disorders in School Settings, Richard E. Mattison II. Screening, Performance Monitoring, and Assessment 7. Screening and Identification Approaches for Detecting Students at Risk, Kathleen Lynne Lane, Wendy Peia Oakes, Holly Mariah Menzies, and Kathryn A. Germer 8. Social Skills Assessment and Training in Emotional and Behavioral Disorders, Frank M. Gresham and Stephen N. Elliott 9. Progress Monitoring Methods and Tools for Academic Performance, Mark R. Shinn 10. Behavioral Universal Screening and Progress Monitoring with Web-Based Technology, Brion Marquez, Pamela Yeaton, and Claudia Vincent 11. Systematic Progress Monitoring of Students with Emotional and Behavioral Disorders: The Promise of Change-Sensitive Brief Behavior Rating Scales, Clayton R. Cook, Robert J. Volpe, and John Delport 12. Strength-Based Assessment Issues, Tools, and Practices in School-Related Contexts and Schools in the United States and Finland, Regina M. Oliver, Cynthia J. Cress, and Hannu Savolainen, and Michael H. Epstein 13. Conducting Functional Behavior Assessments for Students with Emotional/Behavioral Disorders, Brian K. Martens and Tonya L. Lambert III. Interventions Targeting Specific Disorders and Settings 14. Applying Positive Behavior Interventions and Supports in Alternative Education Programs and Secure Juvenile Facilities, Jeffrey R. Sprague, Kristine Jolivette, and C. Michael Nelson 15. Bullying and Aggression in School Settings, Stephen S. Leff, Christine Waanders, Tracy Evian Waasdorp, and Brooke S. Paskewich 16. Interventions for Students with Attention-Deficit/ Hyperactivity Disorder: School and Home Contexts, George J. DuPaul, Seth D. Laracy, and Matthew J. Gormley 17. Empirically Based Targeted Prevention Approaches for Addressing Externalizing and Internalizing Behavior Disorders within School Contexts, John R. Seeley, Herbert H. Severson, and Amanda A. M. Fixsen 18. Evidence-Based Intervention Approaches for Students with Anxiety and Related Disorders, Anna J. Swan, Colleen M. Cummings, Nicole E. Caporino, and Philip C. Kendall 19. Secondary Education and Promising Practices for Students with Emotional/Behavioral Disorders, Douglas A. Cheney, Therese M. Cumming, and Tal Slemrod IV. Generic Intervention Approaches 20. Addressing the Academic Problems and Challenges of Students with Emotional and Behavioral Disorders, J. Ron Nelson, Gregory J. Benner, and Janet Bohaty 21. School-Based Wraparound for Adolescents: The RENEW Model for Transition-Age Youth with or at Risk Emotional and Behavioral Disorders, Lucille Eber, JoAnne M. Malloy, Jennifer Rose, and Ami Flamini 22. The Role of School Mental Health Models in Preventing and Addressing Children’s Emotional and Behavioral Problems, Steven W. Evans, Tiffany Rybak, Holly Strickland, and Julie Sarno Owens 23. Improving Transition Outcomes for Students with Emotional and Behavioral Disorders, Deanne K. Unruh and Christopher J. Murray 24. Improving Engagement and Implementation of Interventions for Children with Emotional and Behavioral Disorders in Home and School Settings, Wendy M. Reinke, Andy J. Frey, Keith C. Herman, and Charlos V. Thompson 25. Treatment Integrity within a Three-Tiered Model, Frank M. Gresham 26. Issues and Criteria for the Effective Use of Psychopharmacological Interventions in Schooling, Dean E. Konopasek and Steven R. Forness V. Early Intervention 27. Evidence-Based Practices for Infants and Toddlers with Autism Spectrum Disorders, Phillip S. Strain, Erin E. Barton, and Edward H. Bovey 28. Supportive Interventions for Young Children with Social, Emotional, and Behavioral Delays and Disorders, Glen Dunlap and Lise Fox 29. The Evidence Base of the First Step to Success Early Intervention for Preventing Emerging Antisocial Behavior Patterns, Hill M. Walker, Herbert H. Severson, John R. Seeley, Edward G. Feil, Jason Small, Annemieke M. Golly, Andy J. Frey, Jon Lee, W. Carl Sumi, Michelle Woodbridge, Mary Wagner, and Steven R. Forness VI. Research Methods 30. Qualitative and Mixed Design Research in Emotional and Behavioral Disorders, Edward J. Sabornie, and Stacy L. Weiss 31. The Role of Research in Evaluation of Interventions for School-Related Behavioral Disorders, Keith Smolkowski, Lisa Strycker, and John R. Seeley 32. Establishing an Evidence Base: Lessons Learned from Implementing Randomized Controlled Trials for Behavioral and Pharmacological Interventions, Steven R. Forness, Hill M. Walker, and Loretta A. Serna Epilogue: Science, a Harsh Mistress, James M. Kauffman

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Book SynopsisSchools often resort to ineffective, punitive interventions for the 10% of K-8 students whose challenging behavior interferes with their own and their classmates' learning. This book fills a crucial need by describing ways to provide meaningful supports to students with disruptive behavior disorders. Prominent authority Frank M. Gresham weaves together current research, assessment and intervention guidelines, and illustrative case studies. He reviews a broad range of evidence-based practices and offers recommendations for selecting, implementing, and evaluating them within a multi-tiered framework. Coverage includes school- and home-based approaches, multicomponent programs, prevention strategies, and social skills training.Trade Review"Serving the needs of children with disruptive behavior disorders is a major challenge for schools today. All readers, regardless of their professional training, will treasure this book. As he has done throughout his career, Gresham writes clearly and comprehensively about best practices. The singular focus on disruptive behavior disorders ensures complete coverage of etiology, assessment, treatment, and prevention. As a text, this book is equally well suited for special education and school psychology courses; instructors will find the 'Case Study Applications for Best Practices' especially useful."--J. Ron Nelson, PhD, Department of Special Education and Communication Disorders, University of Nebraska–Lincoln "Gresham is a top leader in the field of emotional and behavioral disorders, and his experience and expertise are evident in this highly useful volume. The book offers a concise, practical, and thorough presentation of key issues in supporting positive outcomes for students with disruptive behavior disorders. The case studies concretely illustrate how to identify students with disruptive behavior disorders at the first sign of concern, and how to design, implement, and evaluate evidence-based strategies, practices, and programs within multi-tiered systems of support that are comprehensive and integrated."--Kathleen Lynne Lane, PhD, BCBA-D, Department of Special Education, University of Kansas "This outstanding book is unlike anything I have seen in my 40-plus years of working with school-related behavior disorders. It meets a glaring need for a roadmap for assessment and intervention with this very at-risk and underserved student group. Gresham's knowledge of causal factors, intervention procedures, and assessment methods is unparalleled. Readers will emerge with a superb understanding of ways to improve the life chances of students with disruptive behavior disorders and meaningfully involve school staff and parents in the process."--Hill M. Walker, PhD, Department of Special Education and Clinical Services (Emeritus), University of Oregon; Senior Scientist, Oregon Research Institute "Gresham provides a comprehensive perspective on the multifaceted issues involved in understanding and managing disruptive behavior disorders. The book describes evidence-based practices ranging from prevention and screening to tertiary-level interventions and in-home strategies for parents. This is an ideal resource for practitioners and educators who work directly in classroom settings with diverse learners. It should certainly be a required text for courses focused on school psychological services, school mental health, and multi-tiered systems of support for students experiencing emotional and behavioral challenges in schools."--Katina M. Lambros, PhD, BCBA-D, School Psychology Program, San Diego State University -Dr. Gresham's book provides a comprehensive study of the etiology of disruptive behavior disorders, and discusses their multi-faceted and complex origins, including both 'within child' and environmental influences….The book provides a useful and structured discussion of evidence-based practice in meeting the needs of children whose behavior can be overwhelming for many school systems….At the end of each chapter there is a summary of the main points, which is helpful given the level of detail in the book and the numerous references for research, published programs, interventions, ideas, and psychological theories.--Association for Child and Adolescent Mental Health, 1/14/2016Table of Contents1. Characteristics, Correlates, Causes, and Outcomes of Disruptive Behavior Disorders in Children and Youth 2. Evaluating, Selecting, and Implementing Evidence-Based Practices in School Contexts: Key Issues and Recommendations 3. Evidence-Based Assessment Strategies: Screening, Identification, Progress Monitoring, and Outcomes 4. Issues and Guidelines in Implementing Interventions 5. Evidence-Based School Interventions: A Multi-Tiered Approach 6. Evidence-Based Home Interventions 7. Evidence-Based Multicomponent Interventions 8. Primary Prevention Strategies 9. Replacement Behavior Training Strategies 10. Case Study Applications for Best Practices, with Kelsey Hartman and Rachel Olinger Steeves References Index

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Book SynopsisChildren and adolescents with moderate and severe disabilities often have communication challenges that lead them to use problem behavior to convey their desires. This is the most comprehensive contemporary volume on functional communication training (FCT)--the individualized instructional approach that teaches a child socially acceptable communicative alternatives to aggression, tantrums, self-injury, and other unconventional behaviors. The expert authors provide accessible, empirically based guidelines for implementing FCT, and tips for overcoming obstacles. Grounded in the principles of applied behavior analysis, the book includes detailed strategies for developing a support plan, together with illustrative case examples.Trade Review"From two highly regarded researcher-clinicians, this is a valuable guide to one of the most widely researched treatments for behavior problems in children with moderate and severe disabilities. The authors provide step-by-step information about how to properly assess challenging behaviors, as well as how to tailor FCT for a range of individuals. The authors’ experience using this technique shines throughout the chapters, which are chock-full of useful case examples. Tips for dealing with frequently encountered obstacles are highlighted. This book will serve as an excellent supplemental text for classes on applied behavior analysis."--V. Mark Durand, PhD, Department of Psychology, University of South Florida St. Petersburg "Reichle and Wacker bring together their unique and exceptional expertise in language science and behavior analysis to construct an authoritative work on the theory and practice of FCT. This book is an important reference for clinicians and graduate students who serve or study children with severe problem behavior. A primary strength of the book is the clear, cogent way the authors explain the concepts and procedures relevant to effective treatment."--Wayne W. Fisher, PhD, BCBA-D, Henry Rutgers Endowed Professor of Pediatrics, Robert Wood Johnson Medical School; Director, Rutgers Center for Autism Research, Education, and Services (RUCARES), Rutgers, The State University of New Jersey; Director, Children's Specialized Hospital–RUCARES "Reichle and Wacker provide an accessible summary of the scientific case for including functional communication as part of behavior support plans. The book details how to assess communicative needs and apply this information to the selection of intervention strategies. Readers will appreciate the authors’ focus on the practical implementation steps that often make the difference between success and failure. School psychologists, teachers, behavior specialists, and the family members they work with will find clear guidance for improving behavior support."--Robert H. Horner, PhD, Alumni–Knight Endowed Professor of Special Education, University of Oregon, Eugene "Everything you need to know about planning and delivering FCT for socially reinforced challenging behavior is in this user-friendly book. The volume is remarkably comprehensive, yet focused. The expert authors link FCT procedures to developmental and learning processes and use rich descriptions and case examples to paint a vivid picture of the intervention process. I highly recommend this book as a course text for upper-level undergraduate or graduate students in special education, augmentative communication, and related fields, or as a training resource in residential, vocational, or educational facilities that serve children and adolescents with problem behavior."--Jennifer J. McComas, PhD, Department of Educational Psychology, University of Minnesota, Twin Cities -Table of Contents1. Introduction to Functional Communication Training 2. The Selection of Communicative Function(s) to Teach and How They Are Expressed 3. An Integrative Model to Establish Communicative Alternatives and Enhance Self-Regulatory Skills 4. Examples of Antecedent-Focused Intervention Strategies 5. Teaching Communicative Protesting as an Alternative to Avoidance-Maintained Problem Behavior, with Quannah Parker-McGowan and Jeff Sigafoos 6. Teaching Requesting Assistance 7. Requesting a Break 8. Teaching Communicative Requests as an Alternative to Problem Behavior Maintained by Attention 9. Teaching Communicative Requests as an Alternative to Problem Behavior Maintained by Tangibles 10. Describing Functional Communication Training as a Component of an Effective Behavior Support Plan: What We Know and What We Still Need to Know Glossary References Index

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Book SynopsisWidely used to assess socialâemotional and behavioral referral concerns in grades PreK-12, systematic direct observation is an essential skill for school psychologists and other educators. This accessible book helps practitioners conduct reliable, accurate observations using the best available tools. Chapters present effective coding systems for assessing student classroom behavior, the classroom environment, behavior in non-classroom settings, and behavior in a functional assessment context; also provided are guidelines for developing new codes when an appropriate one does not already exist. Procedures for summarizing, graphing, and interpreting data for different assessment purposes are detailed. In a large-size format for easy photocopying, the book includes 13 reproducible coding 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 SandTrade Review“Briesch and colleagues do a masterful job of teaching the reader not only what and why, but also how to hone skills to become a good observer. Using multiple examples, the authors cogently describe the advantages of direct observation while acknowledging associated resource demands. Excellent materials are provided to help readers sift through options to make the most of available resources while maintaining high-quality observations. This book is extremely valuable for school personnel who would like fresh insights into use of observation methods. It is a useful text for any course teaching observation knowledge and skills within a problem-solving approach."--Sandra M. Chafouleas, PhD, Board of Trustees Distinguished Professor, Neag School of Education, University of Connecticut "An indispensable resource for school psychologists, social workers, educational consultants, and teachers. This practical guide provides observation tools to assess individual student behavior as well as environmental contexts in which students learn. Case examples are used to illustrate the authors’ approach to effective classroom observation. The tools shared by the authors not only promote objective recording, but also have excellent utility for designing individualized interventions. Containing a limited amount of jargon, the book is very user friendly. It will support the continued professional learning of school-based practitioners to decrease drift and ensure decision making that promotes improved student learning."--Dorothy J. Landon, PhD, school psychologist, Heartland Area Education Agency, Johnston, Iowa "In my 35 years of employing direct observations in classrooms, I have never seen a more comprehensive book that encompasses all the critical ingredients for ensuring that direct observations conducted in school-based settings result in meaningful and valid measurement of behavior. School-based observation is a science and an art. In this book, readers learn how to conduct focused observations that help problem-solve students’ learning needs and inform practice. For anyone who is designing a direct observation system or using an existing system, this book is essential!"--Maureen A. Conroy, PhD, Anita Zucker Endowed Professor and Professor of Special Education and Early Childhood Studies, University of Florida "I highly recommend this book for any practicing school psychologist’s reference bookshelf. In a time of growing dedication to data-based decision making, incoming and current school psychologists need to have skills to conduct goal-directed assessments that provide educators with useful results and effective recommendations. We are becoming increasingly reliant on direct observation data to furnish this information. Kudos to the authors for their great job on a staple reference!"--Cristina Green, EdS, NCSP, school psychologist, Scott County Schools, Georgetown, Kentucky -School-Based Observation: A Practical Guide to Assessing Student Behavior is a comprehensive yet easily accessible text about best practices in conducting direct observations in schools, and it will surely be highlighted and dog-eared and creased from photocopying by many school psychologists for years to come….One of the greatest features of School-Based Observation is its format: The content of each chapter is supplemented by embedded figures and tables, case studies are provided at various points to illustrate the application of concepts, and the appendices contain more than 30 pages of reproducible and printable resources (the observation templates and glossary of operational definitions alone may be worth the price of the book).--NASP Communiqué, 9/1/2019Table of ContentsI. Key Concepts of Direct Observation 1. The Role of Direct Observation in School-Based Settings 2. Foundations of Direct Observation 3. Obtaining Trustworthy Results from Observation: The Basic Principles of Psychological Measurement 4. Improving Data Quality: Suggested Guidelines for Training Observers and Conducting Observations II. Use of Specific Observation Codes 5. Conducting Observations in Classroom Settings 6. Observing the Classroom Environment 7. Extending Observations to Non-Classroom Settings 8. Using Observation to Support Functional Assessment 9. Thinking Outside of the Box: Creating a Novel or Hybrid Coding Scheme III. Using Assessment Data to Inform Decision Making and Intervention 10. Interpreting and Sharing Observation Results Appendix A. Measurement Standards Used in Evaluating Systematic Observation Codes Appendix B. Glossary of Operational Definition Appendix C. Reproducible Coding Forms

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Book SynopsisThis book provides innovative tools and strategies to support reading intervention for students in grades 3â8 who do not yet read with grade-level accuracy. Uniquely comprehensive, the Interactive Strategies Approach--Extended (ISA-X) has been shown to enhance intermediate and middle grade students' reading accuracy and comprehension as well as content vocabulary knowledge. Preservice and inservice teachers learn how to conduct assessments that help to identify instructional goals; monitor progress toward these goals; promote students' strategic thinking and motivation; and implement small-group instruction using thematic text sets on science and social studies topics. Numerous lesson examples and a thematic text set are included. Purchasers get access to a companion website where they can download and print reproducible materials from the book, as well as additional Web-only lesson templates and assessments, in a convenient 8 1/2 x 11 size. See also Early Intervention foTrade Review"For too long, instruction for intermediate and middle grade struggling readers has been isolated from meaningful learning and engagement with text. No longer! These authors have given us just what we need--an approach that addresses word work, comprehension, motivation, and knowledge building from text, all within a problem-solving framework. A brilliant book by brilliant researchers and teachers! This is an essential resource for teachers, coaches, and teacher educators that adds conceptual depth and practical strategies to their instructional repertoires."--Sheila W. Valencia, PhD, Department of Curriculum and Instruction, University of Washington, Seattle "This book is just fantastic. In fact, it should be required reading for any teacher providing literacy instruction for students in grades 3–8. So often, reading intervention teachers are given prepackaged programs designed to help struggling students. This book goes beyond a script to provide a framework for understanding the different aspects of literacy acquisition and the methodology to address each aspect in an integrated fashion. Just as we expect our students to become independent readers, this book prepares the interventionist to be an independent teacher--one who understands the complex process of reading and who can respond to each student's needs using a comprehensive yet individually tailored approach."--Christine Guarnieri, MS, academic intervention services teacher, Cohoes City School District, New York "This needed volume fills a gap in the professional development of elementary and middle school reading and language arts teachers. Problems with breaking apart and reading individual words are often the culprit in comprehension difficulties. Unfortunately, by fourth grade and beyond, teachers rarely focus on decoding strategies and growth in sight words. Easy to use and evidence based, the ISA-X addresses deficits in word reading while also stressing comprehension of new vocabulary and strategies for understanding text. The tools in this book and its companion website will empower teachers to teach responsively as their students’ skills grow."--Rollanda E. O’Connor, PhD, Professor and Eady/Hendrick Chair in Learning Disabilities, University of California, Riverside "As a professional who has worked for many years with teachers and administrators to improve reading instruction and performance, I have been asked repeatedly about how best to meet the needs of intermediate and middle school students who continue to struggle with word recognition. This book provides the most comprehensive response to this question to date. The ISA-X is a research-tested approach focused on responsive and targeted instruction as a means of developing independent, strategic, and motivated readers. Detailed descriptions of all aspects of the approach facilitate successful implementation. The ISA-X is truly a significant contribution to the field."--Karen K. Wixson, PhD, Dean and Professor Emerita, School of Education, University of North Carolina at Greensboro, and School of Education, University of Michigan "An important contribution for all practitioners and researchers concerned with supporting older children with reading difficulties. The authors have varied and extensive experiences in providing professional development for teachers as well as interventions for children. They do not skirt the knotty problem of what to do about inadequate decoding skills when children need to read challenging texts to build knowledge and engagement with the world. Step by step, the book describes procedures for building both word-level and text-level proficiencies."--Anne McGill-Franzen, PhD, Professor and Director, Reading Center, University of Tennessee Knoxville -Table of Contents I. The Foundations of a Comprehensive Approach 1. Introduction 2. Responsive Instruction for Student Independence 3. Motivation II. Word Learning 4. Conceptualizing Word Learning 5. Word Identification Strategies 6. Observing and Teaching Strategies and Interactive Strategy Use 7. High-Frequency Words 8. Foundations for Decoding Elements Instruction 9. Observing and Teaching Use of Decoding Elements III. Meaning Construction 10. Comprehension 11. Knowledge Development 12. Vocabulary and Language 13. Fluency and Comprehension 14. Reading, Discussion, and Written Response 15. Promoting Comprehension-Fostering Processes 16. Sample Thematic Text Set Glossary of Terms Used in This Book References Index

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Book SynopsisThis book provides innovative tools and strategies to support reading intervention for students in grades 3â8 who do not yet read with grade-level accuracy. Uniquely comprehensive, the Interactive Strategies Approach--Extended (ISA-X) has been shown to enhance intermediate and middle grade students' reading accuracy and comprehension as well as content vocabulary knowledge. Preservice and inservice teachers learn how to conduct assessments that help to identify instructional goals; monitor progress toward these goals; promote students' strategic thinking and motivation; and implement small-group instruction using thematic text sets on science and social studies topics. Numerous lesson examples and a thematic text set are included. Purchasers get access to a companion website where they can download and print reproducible materials from the book, as well as additional Web-only lesson templates and assessments, in a convenient 8 1/2 x 11 size. See also Early Intervention foTrade Review"For too long, instruction for intermediate and middle grade struggling readers has been isolated from meaningful learning and engagement with text. No longer! These authors have given us just what we need--an approach that addresses word work, comprehension, motivation, and knowledge building from text, all within a problem-solving framework. A brilliant book by brilliant researchers and teachers! This is an essential resource for teachers, coaches, and teacher educators that adds conceptual depth and practical strategies to their instructional repertoires."--Sheila W. Valencia, PhD, Department of Curriculum and Instruction, University of Washington, Seattle "This book is just fantastic. In fact, it should be required reading for any teacher providing literacy instruction for students in grades 3–8. So often, reading intervention teachers are given prepackaged programs designed to help struggling students. This book goes beyond a script to provide a framework for understanding the different aspects of literacy acquisition and the methodology to address each aspect in an integrated fashion. Just as we expect our students to become independent readers, this book prepares the interventionist to be an independent teacher--one who understands the complex process of reading and who can respond to each student's needs using a comprehensive yet individually tailored approach."--Christine Guarnieri, MS, academic intervention services teacher, Cohoes City School District, New York "This needed volume fills a gap in the professional development of elementary and middle school reading and language arts teachers. Problems with breaking apart and reading individual words are often the culprit in comprehension difficulties. Unfortunately, by fourth grade and beyond, teachers rarely focus on decoding strategies and growth in sight words. Easy to use and evidence based, the ISA-X addresses deficits in word reading while also stressing comprehension of new vocabulary and strategies for understanding text. The tools in this book and its companion website will empower teachers to teach responsively as their students’ skills grow."--Rollanda E. O’Connor, PhD, Professor and Eady/Hendrick Chair in Learning Disabilities, University of California, Riverside "As a professional who has worked for many years with teachers and administrators to improve reading instruction and performance, I have been asked repeatedly about how best to meet the needs of intermediate and middle school students who continue to struggle with word recognition. This book provides the most comprehensive response to this question to date. The ISA-X is a research-tested approach focused on responsive and targeted instruction as a means of developing independent, strategic, and motivated readers. Detailed descriptions of all aspects of the approach facilitate successful implementation. The ISA-X is truly a significant contribution to the field."--Karen K. Wixson, PhD, Dean and Professor Emerita, School of Education, University of North Carolina at Greensboro, and School of Education, University of Michigan "An important contribution for all practitioners and researchers concerned with supporting older children with reading difficulties. The authors have varied and extensive experiences in providing professional development for teachers as well as interventions for children. They do not skirt the knotty problem of what to do about inadequate decoding skills when children need to read challenging texts to build knowledge and engagement with the world. Step by step, the book describes procedures for building both word-level and text-level proficiencies."--Anne McGill-Franzen, PhD, Professor and Director, Reading Center, University of Tennessee Knoxville -Table of Contents I. The Foundations of a Comprehensive Approach 1. Introduction 2. Responsive Instruction for Student Independence 3. Motivation II. Word Learning 4. Conceptualizing Word Learning 5. Word Identification Strategies 6. Observing and Teaching Strategies and Interactive Strategy Use 7. High-Frequency Words 8. Foundations for Decoding Elements Instruction 9. Observing and Teaching Use of Decoding Elements III. Meaning Construction 10. Comprehension 11. Knowledge Development 12. Vocabulary and Language 13. Fluency and Comprehension 14. Reading, Discussion, and Written Response 15. Promoting Comprehension-Fostering Processes 16. Sample Thematic Text Set Glossary of Terms Used in This Book References Index

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Book SynopsisEvidence-based interventions benefit learners only when they are implemented fully. Yet many educators struggle with successful implementation. This unique book gives practitioners a research-based framework for working with PreK-12 educators to support the effective delivery of academic, behavioral, and socialâemotional interventions. Step-by-step procedures are presented for assessing existing implementation efforts and using a menu of support strategies to promote intervention fidelity. In a large-size format for easy photocopying, the book includes 28 reproducible worksheets, strategy guides, and fidelity assessment tools. 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"Should be a mandatory resource for any professional who provides, supports, or evaluates school-based interventions. Uniquely designed for trainees and practitioners of all levels, this book serves as a step-by-step guide for engaging in best practices associated with measuring, supporting, and evaluating treatment integrity. The valuable downloadable tools can be used repeatedly prior to, during, and following intervention implementation. I will absolutely use this book in my master’s-level course on academic interventions."--Matthew DuBois, PhD, NCSP, Department of Psychological Services, Public Schools of Brookline, Massachusetts "Amid the understandable clamor for evidence-based interventions, the elephant in the room is the conspicuous lack of equal emphasis on supporting effective implementation. This book provides practical concepts and worksheets practitioners can use to put in place any of six strategies to increase fidelity. This book is the missing piece to successful implementation. It serves as an essential companion to any text or reference on academic and behavioral interventions. Graduate students will be better prepared if exposed to its content. Practitioners should consider this a primary reference for active practice in schools."--W. Alan Coulter, PhD, Director, TIERS Group (Teams Intervening Early to Reach all Students), Louisiana State University Health Sciences Center–New Orleans "This book offers a practical guide to fostering successful implementation of interventions, with the goal of shifting student performance. It is an important contribution for professionals dedicated to putting evidence-based practices in place with integrity. Honoring the complexity of implementation, the book shows how to use feasible, efficient strategies during consultation and coaching to ensure--and sustain--intervention fidelity."--Kathleen Lynne Lane, PhD, BCBA-D, Department of Special Education, University of Kansas "Sanetti and Collier-Meek offer an up-to-date, detailed description of how to provide effective consultation or coaching to implementers, with excellent visuals and helpful worksheets. The book is infused with the latest research on adult behavior change to assist in enhancing implementation of effective practices and troubleshooting common problems."--Kent McIntosh, PhD, Department of Special Education and Clinical Sciences, University of Oregon; Co-Director, OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports -Table of ContentsI. Fundamentals 1. Introduction to Intervention Implementation 2. Overview of Implementation Support and Evaluation within a Problem-Solving Model II. Evaluation of Intervention Fidelity and Learner Outcomes 3. Intervention Fidelity Data Collection 4. Data-Based Decision Making: Considering Intervention Fidelity and Learner Outcomes Data III. Implementation Support Strategies 5. Implementation Planning 6. Direct Training 7. Participant Modeling and Role Play 8. Self-Monitoring 9. Motivational Interviewing 10. Performance Feedback IV. Putting It All Together 11. Managing Implementation Supports to Improve Student Achievement, with Ashley M. Boyle References Index

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Book SynopsisPacked with easy-to-use tools and resources, this book presents intensive intervention strategies for K5 students with severe and persistent reading difficulties. Filling a key need, the authors describe specific ways to further intensify instruction when students continue to struggle.Trade Review"Despite the growing emphasis on multi-tiered systems of support, implementation of research-based practices is still very inconsistent in schools. This accessible, much-needed book clearly explains best practices in intensive reading intervention. Activities that bring results are described and their extensive research base is summarized. The book's unique features include instructions for intensifying each lesson or activity; guidance on using quick, curriculum-based assessments for weekly progress monitoring; and multicomponent lesson frameworks. I highly recommend this resource for teachers-in-training and practicing educators who work with students with severe reading difficulties."--Louisa C. Moats, EdD, codeveloper, LETRS professional development program; former officer, International Dyslexia Association "Intensive intervention may be the best approach we have for closing the reading achievement gap and ensuring that all students get the opportunity to become successful readers. This indispensable guide will be a go-to resource for educators looking for practical, research-based strategies, lessons, and routines for implementing intensive interventions."--Michael D. Coyne, PhD, Special Education Program, University of Connecticut “This is the book all elementary schools need to implement truly responsive and effective reading intervention. All the essential content that needs to be taught is carefully laid out in each chapter. The embedded case studies with instructional plans are very useful. The chapter on multicomponent intervention is unique and valuable--its focus on integrating behavior supports to maximize student learning and motivation is exactly what has been shown to work. This book's utility is not surprising, considering the authors were all teachers prior to becoming leading reading researchers. It really bridges the research-to-practice gap!"--Beth Harn, PhD, Special Education Program, University of Oregon "This is one of those rare books that makes scientific reading research interpretable and actionable for practitioners. Not only do the authors present the 'what' and 'how' of intensive reading intervention, but they provide clear, teacher-friendly guidance that permits immediate implementation. Teachers and school leaders will benefit from the book's level of description, numerous examples, and practical recommendations for the classroom. It is sure to empower teachers to reach all their students for decades to come."--Dana Brandes, PhD, special education teacher, Northeast Metro 916 Intermediate School District, Minnesota-Table of Contents1. Introduction to Intensive Reading Interventions 2. Intensive Interventions to Support Phonological and Phonemic Awareness 3. Intensive Interventions to Support Phonics and Word Recognition 4. Intensive Interventions to Support Fluency 5. Intensive Interventions to Support Oral Language 6. Intensive Interventions to Support Language and Reading Comprehension 7. Intensive Interventions to Support Writing to Read 8. Multicomponent Reading Interventions References Index

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Book SynopsisPacked with easy-to-use tools and resources, this book presents intensive intervention strategies for K5 students with severe and persistent reading difficulties. Filling a key need, the authors describe specific ways to further intensify instruction when students continue to struggle.Trade Review"Despite the growing emphasis on multi-tiered systems of support, implementation of research-based practices is still very inconsistent in schools. This accessible, much-needed book clearly explains best practices in intensive reading intervention. Activities that bring results are described and their extensive research base is summarized. The book's unique features include instructions for intensifying each lesson or activity; guidance on using quick, curriculum-based assessments for weekly progress monitoring; and multicomponent lesson frameworks. I highly recommend this resource for teachers-in-training and practicing educators who work with students with severe reading difficulties."--Louisa C. Moats, EdD, codeveloper, LETRS professional development program; former officer, International Dyslexia Association "Intensive intervention may be the best approach we have for closing the reading achievement gap and ensuring that all students get the opportunity to become successful readers. This indispensable guide will be a go-to resource for educators looking for practical, research-based strategies, lessons, and routines for implementing intensive interventions."--Michael D. Coyne, PhD, Special Education Program, University of Connecticut “This is the book all elementary schools need to implement truly responsive and effective reading intervention. All the essential content that needs to be taught is carefully laid out in each chapter. The embedded case studies with instructional plans are very useful. The chapter on multicomponent intervention is unique and valuable--its focus on integrating behavior supports to maximize student learning and motivation is exactly what has been shown to work. This book's utility is not surprising, considering the authors were all teachers prior to becoming leading reading researchers. It really bridges the research-to-practice gap!"--Beth Harn, PhD, Special Education Program, University of Oregon "This is one of those rare books that makes scientific reading research interpretable and actionable for practitioners. Not only do the authors present the 'what' and 'how' of intensive reading intervention, but they provide clear, teacher-friendly guidance that permits immediate implementation. Teachers and school leaders will benefit from the book's level of description, numerous examples, and practical recommendations for the classroom. It is sure to empower teachers to reach all their students for decades to come."--Dana Brandes, PhD, special education teacher, Northeast Metro 916 Intermediate School District, Minnesota-Table of Contents1. Introduction to Intensive Reading Interventions 2. Intensive Interventions to Support Phonological and Phonemic Awareness 3. Intensive Interventions to Support Phonics and Word Recognition 4. Intensive Interventions to Support Fluency 5. Intensive Interventions to Support Oral Language 6. Intensive Interventions to Support Language and Reading Comprehension 7. Intensive Interventions to Support Writing to Read 8. Multicomponent Reading Interventions References Index

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Book SynopsisRevised and expanded with the latest tools and strategies, this concise book offers guidance for effectively conducting social, emotional, and behavioral assessments in todayâs K-12 schools. The expert authors present foundational knowledge on assessment and data-based decision making at all levels--whole schools, small groups, or individual students--within a multi-tiered system of support (MTSS). Chapters describe when, why, and how to use extant data, systematic direct observation, direct behavior rating, and rating scales. In a large-size format for easy photocopying, the book includes reproducible forms and templates. Purchasers get access to a webpage where they can download and print the reproducible materials. New to This Edition *Reflects a decade of change in behavioral assessment, including an increased focus on screening and progress monitoring. *Includes current knowledge about the defensibility, usability, repeatability, and flexibility of each mTrade Review“This excellent second edition connects recent behavioral assessment research to school-based applications for implementation within MTSS frameworks. Chafouleas and her colleagues remain committed to a prevention-based approach, in which behavioral assessment gives priority to decreasing both the incidence of new academic, social, and behavioral difficulties and the prevalence and intensity of problem behaviors that already exist. School psychologists and counselors, special and general educators, and others who rely on data-based decision making will find this resource to be highly translatable and implementable in their professional roles.”--George Sugai, PhD, Neag School of Education (Emeritus), University of Connecticut "Chafouleas and colleagues have done it again--they have pulled together a book that should be required reading for all educators who want to promote meaningful changes in student outcomes at the schoolwide, classroom, and individual levels. The first chapter alone is worth the price of the book: it helps readers understand the purposes of behavioral assessment, the data best suited to address different purposes, and the types of resources needed to follow through with data gathering and decision making. This book is like no other resource. The logical flow of the chapters, comprehensive coverage of different tools, and practical examples will leave readers with a deep understanding of the 'whys,' 'whats,' and 'how-tos' of school-based behavioral assessment."--Clayton Cook, PhD, Department of Educational Psychology, University of Minnesota "I have reviewed and used a number of books on behavioral assessment, and have never encountered one that is better organized, higher in quality, or more readable than this one. This book has so many strengths that it’s a challenge to acknowledge them all. In addition to their expertise in behavioral assessment, it is clear that these authors know and understand school settings and operations from the ground up. They present cost-effective tools and strategies that teachers and other school staff can easily implement and show how assessment can support good decision making if used correctly. The book provides myriad illustrations of assessment techniques and informative case studies that greatly enhance the reader’s understanding of how to apply the material. We are fortunate to have our graduate students and future professionals exposed to information like this."--Hill M. Walker, PhD, Department of Special Education and Clinical Sciences (Emeritus), University of Oregon; Senior Scientist, Oregon Research Institute "The role of the school psychologist is expanding, becoming increasingly collaborative with general and special education teachers and families within tiered systems. Situating this second edition within a tiered framework is an important innovation to help meet students’ academic, behavioral, and social needs at each level of prevention: Tier 1 for all, Tier 2 for some, and Tier 3 for a few."--Kathleen Lynne Lane, PhD, BCBA-D, Roy A. Roberts Distinguished Professor of Special Education and Associate Vice Chancellor for Research, University of Kansas-Table of Contents1. Introduction to School-Based Behavioral Assessment 2. Getting Out of the Gate: Asking Questions to Drive the Assessment Process 3. Using Extant Data in Behavioral Assessment 4. Systematic Direct Observation 5. Direct Behavior Rating 6. Behavior Rating Scales 7. Using Behavioral Assessment Data to Make Decisions 8. Practical Applications of Behavioral Assessment References Index

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Book SynopsisA growing body of evidence supports the benefits of high-quality parent interventions for building social and communication skills in 0- to 5-year-olds with autism spectrum disorder (ASD). How can clinicians coach parents to effectively incorporate learning opportunities into daily routines at home? From preeminent experts, this practical book explores the role of the coach and reviews the whats, whys, and how-tos of successful collaboration with parents. Topics include structuring coaching sessions, identifying children's needs, facilitating playful engagement, and deepening parents' understanding of how they can boost skills development during everyday activities. Seventeen reproducible handouts and forms include the multipage P-ESDM InfantâToddler Curriculum Checklist, ideal for use in telehealth assessments. Purchasers get access to a webpage where they can download and print the reproducible materials in a convenient 8 1/2 x 11 size.Trade Review"Drawing on a wealth of experience and a command of the scientific literature, Rogers, Vismara, and Dawson have crafted a unique and valuable guide. The book is filled with wisdom, practical advice, immediately usable tools, examples, and summaries of the science (to which the authors themselves have contributed greatly). It will be immediately useful to practitioners who currently provide parent coaching, as well as coaches in training. While it focuses on autism and other developmental disorders, I expect that this book will become a go-to resource for anyone who works with families of young children in home settings."--Samuel L. Odom, PhD, Frank Porter Graham Child Development Institute, University of North Carolina at Chapel Hill "The unique voice of the authors comes across--confident in the ability to help, but also realistic; flexible and creative, but also clear and organized. This book exudes enormous respect for the irreplaceable role of parents in the lives of their children, and empathy for the difficulties that parents of children with ASD can experience. It describes the significant contribution of the coach as a well-traveled guide who can provide the parent a secure base for joint, collaborative exploration. The authors emphasize the importance of the parent coach’s creativity, flexibility, commitment, and humility, and they embody these characteristics themselves."--David Oppenheim, PhD, School of Psychological Sciences, University of Haifa, Israel “This book provides systematic strategies for coaching parents to support learning in young children with autism. It emphasizes how to teach parents basic behavioral principles, and includes specific examples, helpful checklists and tables, and detailed ways to address the challenges of this work. This how-to manual on collaborative coaching is a rich, supportive introduction to this important approach to working with young children with autism.”--Catherine Lord, PhD, ABPP, George Tarjan Distinguished Professor of Psychiatry and Education, David Geffen School of Medicine, University of California, Los Angeles "An easy-to-read, user-friendly guide for early intervention practitioners. The book demonstrates how to move from a practitioner–child focus to a focus on supporting caregivers to promote children's learning within and across their daily activities. The authors bring together research about adult learning and family-centered coaching with their experiences as developers of the highly regarded Early Start Denver Model. The book provides a parent coaching toolkit for ASD that is equally relevant for preservice students and for practitioners who have been working with young children with ASD and their families for many years."--Dathan Rush, EdD, CCC-SLP, Director, The Family, Infant, and Preschool Program (FIPP), North Carolina-Table of Contents1. Helping Parents Help Their Young Children with Autism: An Introduction 2. Key Practices in Coaching Parents in Parent-Implemented Interventions 3. Becoming a Coach: Knowledge, Characteristics, and Supports 4. The Coach’s Tools 5. Assessment, Goal Setting, and Treatment Planning 6. Parent Coaching Sessions 7. Guides for Introducing Intervention Topics and Strategies to Caregivers 8. Variations in Coaching Practices 9. Looking to the Future: Challenges and Opportunities Appendix A. Handouts and Checklists Used Routinely in Parent Coaching Sessions Appendix B. P-ESDM Infant–Toddler Curriculum Checklist Appendix C. Parent-Friendly Data-Tracking Tools References Index

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Book SynopsisNoted for providing everything needed to develop individualized positive behavior support (PBS) plans for students with pervasive behavioral challenges, this authoritative guide has been revised and expanded to reflect 15 years of changes in the field. The book walks practitioners through the PBS process, emphasizing a team-based approach and presenting assessment procedures, intervention strategies, and guiding questions. Detailed case examples illustrate ways to meet the diverse needs of students across abilities, grade levels (PreK-12), and problem behaviors. In a convenient large-size format, the book follows the sequence of a typical PBS course, making it ideal for use in teaching and training. New to This Edition *Incorporates current tools and practices within an expanded, whole-school PBS approach. *Chapters on multi-tiered systems of support and the fundamentals of classroom management. *Chapter on writing, monitoring, and evaluating a complete PBTrade Review"Building on the first edition, special education luminaries Bambara and Kern provide updated practical guidance for school and allied professionals. Following an outstanding review of PBS foundations, comprehensive, step-by-step procedures are presented for PBS implementation, including integrative case examples and a range of relevant resources and tools. Without question, this book is a critical asset for school professionals and for students in university preservice training programs. I am grateful to Bambara, Kern, and their cast of national leaders for this important contribution."--Mark D. Weist, PhD, Department of Psychology, University of South Carolina "Presenting recent advances in research and practice, the second edition of this work provides a practical, step-by-step framework for developing and implementing individualized behavior supports. The editors and contributors share their collective wisdom, expertise, and experience, using a collaborative, team-based approach and keeping the central focus of the process on the student and family. Readers are able to clearly see the underlying foundation, processes, and outcomes of PBS. Whether you are a teacher educator or are working in schools to support students with problem behaviors, this user-friendly guide should be an integral part of your toolkit! I recommend this book for classes dealing with functional behavioral assessment at either the graduate or undergraduate level."--Maureen A. Conroy, PhD, Anita Zucker Endowed Professor in Early Childhood Studies and Professor of Special Education, School Psychology, and Early Childhood Studies, University of Florida "This second edition is a timely update on a critical topic. The book covers essential theoretical foundations of the PBS approach and expertly weaves in practical advice for addressing real-life situations. In a clear and engaging style, it explores important contemporary issues for educators and interventionists who seek to improve quality of life for individuals with challenging behaviors. Bambara, Kern, and their esteemed contributors bring the science to life with rich case examples. Like the first edition, this is an indispensable go-to text--I know I will use it whenever I teach students about designing effective positive behavior supports."--Grace Gengoux, PhD, BCBA-D, Department of Psychiatry and Behavioral Sciences, Stanford University School of Medicine "Contributors emphasize an interdisciplinary, team-based approach to problem solving, making this book appealing to a broad readership, including inservice and preservice educators, school psychologists, and behavior analysts. This text would be great for use in a course on behavior intervention and assessment. Readers gain foundational knowledge on how individual supports fit into the broader context of multi-tiered systems, as well as how to systematically design and evaluate individualized behavior interventions. Case examples throughout the book are especially helpful. On a personal note, I particularly enjoyed the end-of-chapter commentaries from giants in the field. They are a great roadmap of where we’ve been and where we need to go to support some of our most vulnerable students by using positive, respectful, evidence-based, data-driven interventions."--Allison Bruhn, PhD, Department of Teaching and Learning, University of Iowa-Table of Contents1. Evolution of Positive Behavior Support, Linda M. Bambara, Raquel Burns, & Amanda Thomas 2. Schoolwide Systems of Positive Behavior Support, Angus Kittleman, Kent McIntosh, Sara C. McDaniel, Heather Peshak George, & Timothy J. Lewis 3. Supportive Classroom Contexts, Diane Myers, Sarah Wilkinson, Janet VanLone, Jennifer Freeman, & Brandi Simonsen 4. Understanding the Environmental Determinants of Problem Behaviors, Glen Dunlap, Joshua Harrower, & Lise Fox 5. Overview of the Individualized Behavior Support Process, Linda M. Bambara & Julie B. Fogt 6. Teaming, Linda M. Bambara & Jacquelyn Chovanes 7. Strategies for Measuring Behavior Change, Raymond G. Miltenberger & Jennifer L. Cook 8. Gathering Functional Assessment Information, Lee Kern, Robert E. O’Neill, Jennifer M. Fletcher, & John Mercer 9. Developing Hypothesis Statements, Lee Kern & Colleen E. Commisso 10. Antecedent and Setting Event Interventions, Lee Kern & Shelley Clarke 11. Teaching Alternative Skills, Joe Reichle, Jessica Simacek, James Halle, & Linda M. Bambara 12. Responding to Problem Behavior, Lee Kern, Rui Chen, & Devon Carter 13. Long-Term Supports, Tim Knoster, Laura Kern, Don Kincaid, & Danielle Empson 14. Putting It All Together: Developing, Monitoring, and Evaluating the Behavior Support Plan, Linda M. Bambara & Lee Kern Index

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Book SynopsisNoted for providing everything needed to develop individualized positive behavior support (PBS) plans for students with pervasive behavioral challenges, this authoritative guide has been revised and expanded to reflect 15 years of changes in the field. The book walks practitioners through the PBS process, emphasizing a team-based approach and presenting assessment procedures, intervention strategies, and guiding questions. Detailed case examples illustrate ways to meet the diverse needs of students across abilities, grade levels (PreK-12), and problem behaviors. In a convenient large-size format, the book follows the sequence of a typical PBS course, making it ideal for use in teaching and training. New to This Edition *Incorporates current tools and practices within an expanded, whole-school PBS approach. *Chapters on multi-tiered systems of support and the fundamentals of classroom management. *Chapter on writing, monitoring, and evaluating a complete PBTrade Review"Building on the first edition, special education luminaries Bambara and Kern provide updated practical guidance for school and allied professionals. Following an outstanding review of PBS foundations, comprehensive, step-by-step procedures are presented for PBS implementation, including integrative case examples and a range of relevant resources and tools. Without question, this book is a critical asset for school professionals and for students in university preservice training programs. I am grateful to Bambara, Kern, and their cast of national leaders for this important contribution."--Mark D. Weist, PhD, Department of Psychology, University of South Carolina "Presenting recent advances in research and practice, the second edition of this work provides a practical, step-by-step framework for developing and implementing individualized behavior supports. The editors and contributors share their collective wisdom, expertise, and experience, using a collaborative, team-based approach and keeping the central focus of the process on the student and family. Readers are able to clearly see the underlying foundation, processes, and outcomes of PBS. Whether you are a teacher educator or are working in schools to support students with problem behaviors, this user-friendly guide should be an integral part of your toolkit! I recommend this book for classes dealing with functional behavioral assessment at either the graduate or undergraduate level."--Maureen A. Conroy, PhD, Anita Zucker Endowed Professor in Early Childhood Studies and Professor of Special Education, School Psychology, and Early Childhood Studies, University of Florida "This second edition is a timely update on a critical topic. The book covers essential theoretical foundations of the PBS approach and expertly weaves in practical advice for addressing real-life situations. In a clear and engaging style, it explores important contemporary issues for educators and interventionists who seek to improve quality of life for individuals with challenging behaviors. Bambara, Kern, and their esteemed contributors bring the science to life with rich case examples. Like the first edition, this is an indispensable go-to text--I know I will use it whenever I teach students about designing effective positive behavior supports."--Grace Gengoux, PhD, BCBA-D, Department of Psychiatry and Behavioral Sciences, Stanford University School of Medicine "Contributors emphasize an interdisciplinary, team-based approach to problem solving, making this book appealing to a broad readership, including inservice and preservice educators, school psychologists, and behavior analysts. This text would be great for use in a course on behavior intervention and assessment. Readers gain foundational knowledge on how individual supports fit into the broader context of multi-tiered systems, as well as how to systematically design and evaluate individualized behavior interventions. Case examples throughout the book are especially helpful. On a personal note, I particularly enjoyed the end-of-chapter commentaries from giants in the field. They are a great roadmap of where we’ve been and where we need to go to support some of our most vulnerable students by using positive, respectful, evidence-based, data-driven interventions."--Allison Bruhn, PhD, Department of Teaching and Learning, University of Iowa-Table of Contents1. Evolution of Positive Behavior Support, Linda M. Bambara, Raquel Burns, & Amanda Thomas 2. Schoolwide Systems of Positive Behavior Support, Angus Kittleman, Kent McIntosh, Sara C. McDaniel, Heather Peshak George, & Timothy J. Lewis 3. Supportive Classroom Contexts, Diane Myers, Sarah Wilkinson, Janet VanLone, Jennifer Freeman, & Brandi Simonsen 4. Understanding the Environmental Determinants of Problem Behaviors, Glen Dunlap, Joshua Harrower, & Lise Fox 5. Overview of the Individualized Behavior Support Process, Linda M. Bambara & Julie B. Fogt 6. Teaming, Linda M. Bambara & Jacquelyn Chovanes 7. Strategies for Measuring Behavior Change, Raymond G. Miltenberger & Jennifer L. Cook 8. Gathering Functional Assessment Information, Lee Kern, Robert E. O’Neill, Jennifer M. Fletcher, & John Mercer 9. Developing Hypothesis Statements, Lee Kern & Colleen E. Commisso 10. Antecedent and Setting Event Interventions, Lee Kern & Shelley Clarke 11. Teaching Alternative Skills, Joe Reichle, Jessica Simacek, James Halle, & Linda M. Bambara 12. Responding to Problem Behavior, Lee Kern, Rui Chen, & Devon Carter 13. Long-Term Supports, Tim Knoster, Laura Kern, Don Kincaid, & Danielle Empson 14. Putting It All Together: Developing, Monitoring, and Evaluating the Behavior Support Plan, Linda M. Bambara & Lee Kern Index

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Book SynopsisWith insight and humor, this motivating guide shows how to bring executive functions (EF) to the forefront in K-8 classrooms--without adopting a new curriculum or scripted program. Ideal for professional development, the book includes flexible, practical, research-based ideas for implementation in a variety of classroom contexts. It shares stories from dozens of expert teachers who are integrating explicit EF support across the school day. Provided is a clear approach for talking about EF barriers and strategies as part of instruction, and working as a class to problem-solve, explore, and apply the strategies that feel right for each student. Several reproducible tools can be downloaded and printed in a convenient 8 1/2 x 11 size. This book is in The Guilford Practical Intervention in the Schools Series, edited by Sandra M. Chafouleas.Trade Review"Faith, Bush, and Dawson fully understand that EF deficits are best dealt with by incorporating accommodations and supports into the natural flow of instruction, rather than by using pull-out training methods that have no hope of generalizing back to the classroom. Strengthening EF helps children 'show what they know' where it matters most--in real life. Congratulations to the authors for giving us this very practical guide that will be of great value to school psychologists, educators, and others who support children with EF deficits in school settings."--Russell A. Barkley, PhD, ABPP, ABCN, Department of Psychiatry, Virginia Commonwealth University School of Medicine (retired) “If I were to describe this book in one word, it would be 'ingenious'! It is conversational and informative, and provides multiple low-cost strategies honoring the needs of both educators and students. The book is thorough and well explained, while acknowledging an educator’s ability to use the ideas provided and create your own twist. I love the holistic approach and creative suggestions for using the book based on the time and energy you have. The ideas in this book can be used immediately in your class and will encourage students to reflect, model, and practice learning EF strategies from one another. I’m excited to reread sections and be inspired each time!”--Rachael Ramsey, EdD, sixth-grade educator, McKelvie Intermediate School, Bedford, New Hampshire “Life is loaded with EF challenges that we navigate every day without realizing it. This book offers a way for teachers the world over to understand and tap into the power of using EF to improve learning and engagement. It is creative, collaborative, and strengths based--exactly what teachers are looking for! The authors provide an adaptable treasure trove of strategies and ideas for engaging students and running a stress-free, effective, and efficient classroom. Whether you are time strapped, like a free-flowing approach, or work in a high-stress environment, there is something for everyone. If you are interested in strengthening your relationship with the students in your classroom and empowering them to be the architects of their own success, run to the store and grab a copy of this book."--Bettina Hohnen, PhD, DClinPsy, Lecturer, Great Ormond Street Institute of Child Health, University College London, United Kingdom “Instead of a packaged program, this book provides a way of thinking and doing that allows teachers and students to collaboratively overcome EF challenges. The authors' approach builds a safe and inclusive learning environment where students feel they matter and belong, and are motivated to problem-solve and find shared solutions. The book helps educators develop the knowledge, skills, and attitudes to remove barriers to student learning and well-being. Teachers, administrators, and other school personnel should pick up a copy, read it, and implement it!"--Sue Ball, PhD, CPsych, Chief Psychologist, York Region District School Board, Canada-When practitioners read this book, they will find clear explanations of each concept and how to implement research-based intervention strategies. The authors also integrate research into their book to provide a comprehensive analysis and interpretation of each example….This informative, hands-on book will open your eyes to the applications of EF strategies in the classroom….The authors speak directly to the readers and draw them into the benefit of doing EF support in the classroom. I do recommend this book to practitioners and students who are interested in studying executive function skills.--NASP Communiqué, 05/01/2023Table of Contents1. Executive Functions and Learning 2. Laying the Foundation: Building Whole-Class EF Literacy 3. How EF Literacy Can Improve Instruction: A Simple and Versatile Approach 4. How EF Literacy Can Improve Observation 5. How EF Literacy Can Improve Feedback 6. How EF Literacy Can Improve Summative Assessment 7. How EF-Literate Teaching Supports Other Educational Priorities 8. History and Reflections: Our Work with Teachers Appendix A. Strategy Teaching Interventions for Executive Functions Appendix B. EF Basics: A Series of 11 Mini-Lessons to Build Whole-Class EF Literacy Appendix C. Mentor Texts for Teaching About Executive Functions Appendix D. Index of EF Barriers and Strategies References Index

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Book SynopsisThis highly practical reference is organized around the problem behaviors that K-6 teachers see as the greatest barriers to student success--and the positive behaviors they value the most. Of particular value to educators, the book matches proven intervention techniques to specific target behaviors. Hill M. Walker presents exemplary strategies for managing such classroom challenges as defiance, low motivation, and aggression. He also reviews ways to build all students' skills for following directions, staying on task, coping with frustration, getting along with peers, and more. The book includes illustrative case examples and a section that clearly explains key principles of behavior management. Reproducible handouts and forms can be downloaded and printed in a convenient 8 1/2 x 11 size.Trade Review“This multifunctional work is unique in both content and format--it provides an almost instant source of practical, evidence-based strategies for management and motivation of students with emotional or behavioral problems. This book will serve as a wonderful methods textbook for teacher preparation courses in general and special education, and as a critical resource for professionals in school counseling, educational administration, school psychology, and child psychiatry. The volume is thoroughly evidence based; it is built on the bedrock of comprehensive research reviews, many of these informed by Walker’s own widely regarded career record of research and development.”--Steven R. Forness, EdD, Distinguished Professor Emeritus of Psychiatry and Biobehavioral Sciences, University of California, Los Angeles "Bravo! This book is truly a gift to the fields of education and school psychology, and a 'must read' for every professional providing instruction and support to K-6 students. Professors committed to preparing general and special educators will appreciate the lifetime of wisdom on preventing and responding to challenging behaviors that is reflected in the pages of this book. Each chapter provides clearly articulated guidance on how to implement research-based strategies, practices, and programs in school settings. I can see the case studies being used in university classrooms with preservice teachers, as well as by technical assistance providers working with inservice educators. Educators everywhere will appreciate the guidance and the clarity!"--Kathleen Lynne Lane, PhD, BCBA-D, Roy A. Roberts Distinguished Professor of Special Education and Associate Vice Chancellor for Research, University of Kansas "A welcome addition to the literature on student behavior and instruction in school, from one of the most prolific scholars in education. Walker provides teachers with quick and effective instructional information to solve common student behavior problems. Principles and techniques of behavioral technology--specifically, methods for increasing appropriate and decreasing inappropriate student behavior--are highlighted in a narrative that teachers at all levels will find accessible. This book is a 'must have' for general and special educators and teachers in training who seek to become skilled behavior interventionists in the classroom."--Edward J. Sabornie, PhD, Professor Emeritus of Special Education, North Carolina State University "In a time of teacher burnout and school staffing shortages, Walker provides a comprehensive approach for proactively responding to critical behavior issues in the classroom. The book illustrates common behavior issues with case studies, checklists, and concrete strategies that are easily implemented into a busy school day. This is a needed reference for new and veteran teachers, academic coaches, and school counselors looking for positive approaches to supporting students in today’s classrooms."--Ashleigh Glickley, MEd, NBCT, academic instructional coach, Hawthorne Elementary School, Louisville, Kentucky-Table of ContentsPreface I. Strategies for Solving Problems with Students Who Do Not Meet Teacher Expectations for Appropriate Classroom Behavior 1. Enhancing Student Compliance with Teacher Requests and Directives 2. Improving Student Completion of Seatwork Assignments According to Instructions 3. Motivating Students to Produce Academic Work of Acceptable Quality for Their Skill Level 4. Teaching Students to Have Positive Interactions/Conversations with Peers 5. Developing Students’ Ability to Follow Classroom Rules and Behavioral Expectations 6. Helping Students Cope with Disappointment, Frustration, and Failure II. Strategies for Teaching Students How to Avoid and Reduce Challenging Behavior 7. Teaching Students to Avoid Damaging Others’ Property and Possessions 8. Reducing Insubordination and Enhancing Students’ Respect for the Teacher 9. Teaching Students Not to Have Tantrums When Unable to Get Their Way 10. Reducing Students’ Aggression in Schooling Contexts 11. Coping with Teacher Defiance When Managing the Classroom Behavior of Oppositional Students 12. Addressing Student Lying, Cheating, and Stealing at School III. Strategies for Increasing Desirable Behavior, Decreasing Undesirable Behavior, and Sustaining Achieved Behavior Change Over Time 13. How to Increase Desirable Student Behavior 14. How to Decrease Undesirable Student Behavior 15. How to Sustain Behavioral Change(s) Over Time and Across Settings Appendix 1. Short Form of The SBS Inventory Appendix 2. Recommended Additional Resources for Use by Teachers Appendix 3. Handout for Parents on How to Debrief Daily with Their Children about School Appendix 4. Coping With the Impact of Psychiatric Disorders in Schooling References Index

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Book SynopsisThis highly practical reference is organized around the problem behaviors that K-6 teachers see as the greatest barriers to student success--and the positive behaviors they value the most. Of particular value to educators, the book matches proven intervention techniques to specific target behaviors. Hill M. Walker presents exemplary strategies for managing such classroom challenges as defiance, low motivation, and aggression. He also reviews ways to build all students' skills for following directions, staying on task, coping with frustration, getting along with peers, and more. The book includes illustrative case examples and a section that clearly explains key principles of behavior management. Reproducible handouts and forms can be downloaded and printed in a convenient 8 1/2 x 11 size.Trade Review“This multifunctional work is unique in both content and format--it provides an almost instant source of practical, evidence-based strategies for management and motivation of students with emotional or behavioral problems. This book will serve as a wonderful methods textbook for teacher preparation courses in general and special education, and as a critical resource for professionals in school counseling, educational administration, school psychology, and child psychiatry. The volume is thoroughly evidence based; it is built on the bedrock of comprehensive research reviews, many of these informed by Walker’s own widely regarded career record of research and development.”--Steven R. Forness, EdD, Distinguished Professor Emeritus of Psychiatry and Biobehavioral Sciences, University of California, Los Angeles "Bravo! This book is truly a gift to the fields of education and school psychology, and a 'must read' for every professional providing instruction and support to K-6 students. Professors committed to preparing general and special educators will appreciate the lifetime of wisdom on preventing and responding to challenging behaviors that is reflected in the pages of this book. Each chapter provides clearly articulated guidance on how to implement research-based strategies, practices, and programs in school settings. I can see the case studies being used in university classrooms with preservice teachers, as well as by technical assistance providers working with inservice educators. Educators everywhere will appreciate the guidance and the clarity!"--Kathleen Lynne Lane, PhD, BCBA-D, Roy A. Roberts Distinguished Professor of Special Education and Associate Vice Chancellor for Research, University of Kansas "A welcome addition to the literature on student behavior and instruction in school, from one of the most prolific scholars in education. Walker provides teachers with quick and effective instructional information to solve common student behavior problems. Principles and techniques of behavioral technology--specifically, methods for increasing appropriate and decreasing inappropriate student behavior--are highlighted in a narrative that teachers at all levels will find accessible. This book is a 'must have' for general and special educators and teachers in training who seek to become skilled behavior interventionists in the classroom."--Edward J. Sabornie, PhD, Professor Emeritus of Special Education, North Carolina State University "In a time of teacher burnout and school staffing shortages, Walker provides a comprehensive approach for proactively responding to critical behavior issues in the classroom. The book illustrates common behavior issues with case studies, checklists, and concrete strategies that are easily implemented into a busy school day. This is a needed reference for new and veteran teachers, academic coaches, and school counselors looking for positive approaches to supporting students in today’s classrooms."--Ashleigh Glickley, MEd, NBCT, academic instructional coach, Hawthorne Elementary School, Louisville, Kentucky-Table of ContentsPreface I. Strategies for Solving Problems with Students Who Do Not Meet Teacher Expectations for Appropriate Classroom Behavior 1. Enhancing Student Compliance with Teacher Requests and Directives 2. Improving Student Completion of Seatwork Assignments According to Instructions 3. Motivating Students to Produce Academic Work of Acceptable Quality for Their Skill Level 4. Teaching Students to Have Positive Interactions/Conversations with Peers 5. Developing Students’ Ability to Follow Classroom Rules and Behavioral Expectations 6. Helping Students Cope with Disappointment, Frustration, and Failure II. Strategies for Teaching Students How to Avoid and Reduce Challenging Behavior 7. Teaching Students to Avoid Damaging Others’ Property and Possessions 8. Reducing Insubordination and Enhancing Students’ Respect for the Teacher 9. Teaching Students Not to Have Tantrums When Unable to Get Their Way 10. Reducing Students’ Aggression in Schooling Contexts 11. Coping with Teacher Defiance When Managing the Classroom Behavior of Oppositional Students 12. Addressing Student Lying, Cheating, and Stealing at School III. Strategies for Increasing Desirable Behavior, Decreasing Undesirable Behavior, and Sustaining Achieved Behavior Change Over Time 13. How to Increase Desirable Student Behavior 14. How to Decrease Undesirable Student Behavior 15. How to Sustain Behavioral Change(s) Over Time and Across Settings Appendix 1. Short Form of The SBS Inventory Appendix 2. Recommended Additional Resources for Use by Teachers Appendix 3. Handout for Parents on How to Debrief Daily with Their Children about School Appendix 4. Coping With the Impact of Psychiatric Disorders in Schooling References Index

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Book SynopsisUpdated in conjunction with Academic Skills Problems, Fifth Edition, the companion workbook contains reproducible forms discussed in the text as well as additional useful materials for direct assessment, intervention planning, and data-based decision making. The Workbook is geared to service delivery in a multi-tiered system of support (MTSS). It features step-by-step instructions for using each form along with exercises for practicing assessment processes and procedures. The convenient large-size format facilitates photocopying; purchasers also get access to a webpage where they can download and print the reproducible tools. New to This Edition *Revised throughout by new coauthor Nathan H. Clemens, while retaining the core elements of Edward S. Shapiro's approach. *More concise and accessible throughout. *Features a new streamlined version of the Behavior Observation of Students in Schools (BOSS), in addition to the original version.Trade Review"In the fifth edition, Clemens has updated and enhanced Shapiro’s foundational text and companion workbook with extensive new information based on contemporary research and practice. Using the keystone model of academic skills as an overarching framework, the fifth edition provides practical guidance about research-based assessment and intervention procedures; equally important, it offers caveats about popular but largely ineffective tactics. This book will continue to be a fundamental text in school psychology training programs as well as a go-to resource for practitioners who work in multi-tiered systems of support. It really operationalizes how school psychologists should function. The fifth edition of the Workbook again offers useful reproducible forms and detailed procedures that support work in an instructional environment context."--Joseph F. Kovaleski, DEd, NCSP, Professor Emeritus of Educational and School Psychology, Indiana University of Pennsylvania "Like prior editions, the fifth edition of Academic Skills Problems is a 'must' for any educator’s toolbox. Together, the text and workbook serve as an easy reference and support, with clearly organized topics treated in a thorough manner. The updated fifth edition is an apt tribute to the lifetime work of an incredible scholar, teacher, and mentor."--John L. Hosp, PhD, Special Education Program, University of Massachusetts Amherst "Prior editions have been staple texts in psychoeducational assessment and intervention courses. The fifth edition of the text and workbook, updating Shapiro's foundational framework, are more inclusive of different types of assessments and offer critical considerations for implementation within response-to-intervention models. Clemens expands on the theoretical bases of academic skills to help professionals gain a deeper understanding of the assessments and interventions they are using. Graduate students, practitioners, and faculty in school psychology and special education all will benefit from using the fifth edition to inform their work."--Ethan R. Van Norman, PhD, School Psychology Program, Lehigh University "Academic Skills Problems is the preeminent text for examining and understanding academic skills from a behavioral perspective. The Workbook expands on the steps presented in the textbook, offering detailed descriptions, scoring examples, practice opportunities, and reproducible materials for use in training and practice. It offers practical, step-by-step instructions for implementation of Shapiro's model. The fifth edition includes expanded content on MTSS implementation and data analysis, which will support efforts to scale systems-level supports for academic skills. I particularly value the exercises on data-based decision making at both the individual and group levels. Together, the Workbook and its companion text are the primary books I rely on for our doctoral-level Academic Skills Assessment course."--Milena A. Keller-Margulis, PhD, School Psychology Doctoral Program, University of Houston-Table of ContentsIntroduction Step 1: Assessing the Academic Environment - Teacher Interview - Student Interview - Direct Observation: Manual for the Behavioral Observation of Students in Schools (BOSS) - Direct Observation: Behavioral Observation of Students in Schools--Modified (BOSS-M) Step 2: Assessing Instructional Placement - Reading - Math - Spelling - Written Language - Summary Form for Academic Assessment Step 3: Instructional Modification - The Incremental Rehearsal Technique - Cover--Copy--Compare Step 4: Progress Monitoring - Graphing Data - Developing Local Norms - Tools for Multi-Tiered Systems of Support: Data-Based Decision Making References

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Book SynopsisThis is the first practitioner-oriented guide to basic psychometrics--the science behind test construction and validation. It can be used as a course text or clinical reference for anyone who needs to select and administer diagnostic tests or review test score data obtained by others. Without assuming any mathematical background, the author describes the fundamentals of diagnostic testing, how to interpret score data, and how specific tests are used in school psychology, special education, counseling, and other contexts. Concepts such as reliability, validity, and fairness and test bias are explained in an accessible, conversational way. Detailed case examples illustrate the dos and don'ts of presenting test score data to clients, parents, and teachers in oral feedback and written reports. Pedagogical Features: *End-of-chapter exercises that emphasize application and understanding, with answers at the end of the book. *Key terms are bolded throughout and accesTrade Review"This well-written text offers a concise, clinically relevant guide to using psychometrically based tests in psychology, social work, counseling, and related areas. The author’s voice is clear and approachable, almost like he is speaking with you. Discussion of bias and fairness is particularly well done, and will help students to deconstruct the many issues that are involved when using psychometric instruments. I was particularly impressed with the discussion of norming and multicultural issues, as this topic can be dissentious. The exercises at the end of each chapter are effective and thoughtful; the way they span multiple professional areas helps to make the volume applicable to students across various training programs."--J. Gayle Beck, PhD, Emerita Chair of Excellence, Department of Psychology, University of Memphis "It has been a struggle to find a resource that strikes the right balance of theory and applied practice to empower future practitioners with regard to test use, selection, and interpretation. Many of us have been clamoring for a resource like this for use in our master's-level programs! The presentation is incredibly accessible, and is anchored in a strong balance of practical, timely examples throughout."--Laura M. Spenceley, PhD, Dean, School of Education, State University of New York at Oswego "The case examples are really helpful and the writing style very accessible."--Matthew K. Burns, PhD, Department of Special Education, University of Missouri–Columbia "Across eight chapters, Practical Psychometricsoffers a concise introduction to key terms, concepts, and research methods associated with mental measurement. The book achieves its goals of being readable, intuitive, clinically relevant, and technically accurate. Lovett’s writing is crystal clear, and his examples are vivid. This book covers a lot of ground and is well designed for graduate programs in school psychology, behavior analysis, social work, and counseling."--Randy G. Floyd, PhD, Professor and Chair, Department of Psychology, University of Memphis-Table of ContentsPreface 1. Introduction to Testing - Four Testing Stories - A Preview of the Book - Basic Terms in Testing - Tests as Assessment Tools 2. Statistical Concepts - Univariate Descriptive Statistics - Bivariate Descriptive Statistics: Correlation and Regression - Group Differences - Conclusions - Applied Exercises 3. The Meaning of Test Scores - Norm-Referenced Scores - What’s Normal? What’s Not? - Issues in Norm-Referenced Score Interpretation - Conclusions - Applied Exercises 4. Reliability - Defining Reliability - Evaluating a Test’s Reliability: Background - Practical Ways of Estimating Reliability - Interpreting and Applying Reliability Estimates - Reliability of Differences and Profiles - Item Response Theory - Conclusions - Applied Exercises 5. Validity - Tests, Constructs, and Inferences - Types of Validity Evidence - Validity and Classification - Evaluating Validity Evidence - Conclusions - Applied Exercises 6. Factor Analysis - EFA: A Few Motivating Examples - Reviewing EFA Data - Factor Analysis and Diagnostic Testing - Factor Analysis and Validity - Confirmatory Factor Analysis - Conclusions - Applied Exercises 7. Bias and Fairness - The Problem of Group Differences - Test Bias and Psychometric Validity - Contrasting Bias with Other Problems - Fairness in Test Use - Conclusions - Applied Exercises 8. Sharing Test Results - The Oral Feedback Session - The Written Report - Conclusions Appendix A. Resources for Further Study Appendix B. Answers for Applied Exercises Glossary References Index About the Author

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Book SynopsisThis book guides PreK-12 educators and school-based clinicians on how to embed socially just practices into their day-to-day roles to achieve more equitable outcomes. Social Justice in Schools uses vivid vignettes and personal reflections to demystify complex concepts. It pinpoints ways educators can better understand their racially and ethnically minoritized students, reflect on and challenge implicit bias in assessment and decision making, and build meaningful homeâschool relationships. Chapters begin with clearly framed learning outcomes and close with discussion questions and resources for professional learning. In a convenient large-size format, the book includes reproducible handouts and forms that can be downloaded and printed for repeated use. This book is in The Guilford Practical Intervention in the Schools Series, edited by Sandra M. Chafouleas.Trade Review"This essential book will engage educators across disciplines and at all levels--from preservice teachers to practicing school psychologists. It provides insight into what social justice means in the context of schooling and how educators' daily practices can facilitate social justice for the children, families, and communities they serve. Barrett has created an easy-to-read book that is a call to action for educators concerned with equity, fairness, and opportunity for marginalized students."--Sherrie L. Proctor, PhD, School Psychology Program, Queens College, City University of New York "A toolkit for educators who endeavor to transform their classrooms into just communities. Barrett skillfully weaves theory, research, and social justice practices, and includes thought-provoking exercises at the end of each chapter. The rich stories, helpful diagrams, and community-building activities will help educators develop the needed skill set to practice social justice in the schoolhouse. Drawing on his own experiences as a school psychologist, Barrett has crafted a needed resource aligned with the NASP Practice Model."--Terri N. Watson, PhD, School of Education, The City College of New York "While many social justice books are written from a theoretical perspective that leaves the reader wondering what to do next, Barrett’s book focuses on knowledge and tools that educators can use right away. Case studies, vignettes, resources, and reflection questions aid in understanding specific ways to enact anti-racist ideals. Using the 'Five C's of Equity' described in the book will allow school teams to change practices, policies, and behavior to ensure equitable outcomes. A 'must read'!"--Andria Amador, EdD, NCSP, Senior Director of Behavioral Health Services, Boston Public Schools "Barrett highlights the intersection between theory and practice in order to move equity from talk to action. He provides a roadmap on how to ensure adult issues don’t get in the way of responding to what students need. This text inspires and equips educators in contexts where equity is a collective goal. What resonates with me most as a superintendent is how the book helps us learn more about not just what we think social justice is in schools, but, more important, what we can do with it."--Nyah D. Hamlett, EdD, Superintendent, Chapel Hill–Carrboro City Schools, North Carolina "Social Justice in Schools is a book for this day and time. Barrett adeptly walks the fine line between the prescriptive and descriptive to give educators a framework to appropriately serve the children in their care. This book is for new and veteran teachers, school psychologists, and other school professionals. As a middle school division director and an educational consultant, I found tangible tools for professional development. Run, don't walk, to get this book."--Worokya Duncan, EdD, Head of Upper School, The Cathedral School of St. John the Divine, New York City "Rooted in Bronfenbrenner’s ecological systems theory, this book provides an accessible, resourceful, and thorough framework for centering social justice work in school contexts. Drawing on literature from multiple disciplines and from his own positionalities and life experiences as a Black professional, Barrett challenges the reader to critically reflect about power and to unlearn deficit frames. He invites all educators to a journey of creative co-imagination of systemic change at the level of policy, assessment, and in learning spaces, proposing a transformation that can center all languages and ways of learning."--María Rosa Brea-Spahn, PhD, CCC-SLP, Department of Communicative Sciences and Disorders, New York University-Table of ContentsForeword, Ivory A. Toldson Preface 1. Social Justice: A Framework for Equity in Public Education 2. Social Justice Is About Systems 3. Social Justice Is About Challenging Ourselves and Others 4. Social Justice Is About Privilege, Implicit Bias, and Intersectionality 5. Social Justice Is About More Than Numbers 6. Social Justice Is About the Children, Families, Schools, and Communities We Serve 7. Social Justice Is About Empowering Families 8. A Challenge to Educators 9. Social Justice and Me: The Formation and Evolution of a Professional Identity References Index

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Book SynopsisWith 55% new material, the significantly revised second edition of this influential resource presents a refined coaching model and an expanded set of tools for helping K-12 students live up to their potential in school and beyond. The book describes how to provide evidence-based, individualized instruction and support for kids and teens with executive skills challenges. Guidelines are provided for partnering with students and improving their performance in such areas as time and task management, planning, organization, and impulse control. Adaptations for coaching students with disabilities are discussed. In a convenient large-size format, the book features over two dozen reproducible forms and handouts; coaches can download and print additional copies as needed. New to This Edition *Two new chapters on coaching 5- to 8-year-olds (K-3), and more material on younger students throughout. *Shows how to enhance coaching by incorporating motivational interviewing aTrade Review"Professionals will find a diverse toolbox of strategies designed to promote self-regulated learning. As readers try out these strategies, Dawson and Guare also provide tools to measure progress and tailor approaches to the unique needs and contexts of younger and older students. Critical updates in the second edition include an increased emphasis on collaboration and shared decision making, as well as current information on applications of digital technology."--Margaret H. Sibley, PhD, Department of Psychiatry and Behavioral Sciences, University of Washington School of Medicine "The second edition is comprehensive and pragmatic. It provides detailed insights on everything from identifying good candidates for coaching to conducting sessions and monitoring progress. The discussions of school-based and peer coaching programs are instrumental, as they broaden the scope of intervention to the institutional level. As a clinical psychologist working in a school setting for over 20 years, I can attest that executive skills coaching can be life changing for many students."--Isabel de Puigdorfila, PsyD, school psychologist, Baldwin School of Puerto Rico “Dawson and Guare have done it again with the second edition of this masterpiece, providing an excellent framework for coaching students of all ages to manage their executive skills challenges. It’s not hyperbole to say that the appendices alone provide more pragmatic support than most books on the topic do in their entirety. Whether discussing the language that builds agency in clients or the use of specific tools, the book is both comprehensive and clear. I highly recommend this guide for anyone who wishes to make a difference with K-12 students.”--Michael Delman, MEd, Founder and CEO, Beyond BookSmart "This book should be on the shelf of every professional working with neurodivergent young people. It is a practical, easy-to-follow guide that equips professionals with all the tools they need to get started doing executive skills coaching with children and teens. The new chapter on foundational strategies, as well as other updates in the second edition, are very welcome."--Victoria A. Bagnall, MA, Co-Founder and Managing Director, Connections in Mind "As director of a company that assists many individuals with learning difficulties and disabilities, I have found this book a 'must have.' It guides educators in a step-by-step coaching process using evidence-based strategies. This a very practical, informative resource for anyone who works with students with executive skills challenges."--Natalie Williamson, Director, LAB Learning Clinic, Australia-This manual is a current, valuable guide to skill development in executive thinking….This manual stands out, as it stresses voluntary participation and provides best practices with evidence-based tools and progress monitoring that enable paraprofessionals, peers, or laypeople to be coaches.--Doody's Review Service, 09/29/2023Table of ContentsI. Theoretical and Research Background 1. The Development of Executive Skills in the Brain: Biology and Experience 2. Theoretical Underpinnings for Coaching II. Our Coaching Model 3. Introduction 4. Coaching Secondary Students 5. Coaching Elementary Students 6. Case Examples III. Coaching Techniques 7. Motivational Interviewing 8. Communication Techniques for Elementary Coaches 9. Self-Assessment as a Tool for Honing Coaching Skills 10. Goal Setting and Action Planning 11. Progress Monitoring IV. Strategies and Special Applications 12. Strategies to Support Executive Skills Coaching 13. Adaptations for Coaching Students with Disabilities 14. Other Forms of Coaching 15. Parting Thoughts Appendix 1. Getting to Know You Survey Appendix 2. Executive Skills Questionnaire Appendix 3. Executive Skills Questionnaire--Adult Version Appendix 4. Executive Skills Problem Checklist Appendix 5. Executive Skills Semistructured Interview--Student Version Appendix 6. Parent Handout Appendix 7. Consent for Services: Executive Functioning Coaching Appendix 8. Model of an Independent Coaching Contract Appendix 9. Goal-Planning Template Appendix 10. Daily Coaching Form Appendix 11. Coach Feedback Form--Student Version Appendix 12. Coach Feedback Form--Coach Version Appendix 13. Executive Skills Questionnaire for Children--Preschool/Kindergarten Version Appendix 14. Executive Skills Questionnaire for Children--Lower Elementary Version Appendix 15. Executive Skills Questionnaire for Children/Adolescents Appendix 16. Executive Skills Problem Checklist--Elementary Version for Teachers Appendix 17. Executive Skills Problem Checklist--Elementary Version for Parents Appendix 18. Basic Self-Assessment Appendix 19. Advanced Self-Assessment Score Sheet Appendix 20. Motivational Interviewing Resources Appendix 21. Environmental Modifications Menu Appendix 22. Example of Elaborate Incentive System Appendix 23. Strategies for Specific Executive Skills Appendix 24. How to Write an Essay Appendix 25. How to Plan and Complete Long-Term Projects Appendix 26. Studying for Tests Appendix 27. How to Organize Notebooks/Homework Appendix 28. How to Take Notes Appendix 29. Learning to Solve Problems References Index

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Book SynopsisNo matter what you teach, there is a 100 Ideas title for you!The 100 Ideas series offers teachers practical, easy-to-implement strategies and activities for the classroom. Each author is an expert in their field and is passionate about sharing best practice with their peers.Each title includes at least ten additional extra-creative Bonus Ideas that won''t fail to inspire and engage all learners.It''s not unusual to find children in your class who are falling behind their peers, either academically or socially, but it can be difficult to understand exactly why this is happening and what to do about it. This book provides tried-and-tested interventions so that you can determine the specific needs of each child and help them overcome whatever issues they might be facing.This book is the perfect dip-in-and-out solution to help teachers plan interventions to support the vast range of difficulties children in their class may be grappling with. StepheTrade ReviewStephen Lockyer has done it again! This book provides a wealth of ideas to support teachers and teaching assistants to make the most of any intervention opportunities. With ideas from how to plan for effective intervention to suggested activities to plug those gaps, this book is an essential classroom resource. * Jenna Lucas, Primary Teacher and English Specialist Leader of Education, @JennaLucas81 *This grab-it-and-go guide to interventions is jam-packed full of ideas for school staff to use with minimal preparation for maximum impact. It is a welcome addition to the arsenal of anyone working with specific groups or individuals in schools. * Jo Payne, Primary Teacher and Blogger, @MrsPTeach *A treasure trove of ideas, which has sparked a Mexican wave of more ideas for specific children or groups of children within my year group. I envisage TAs and teachers using this as a go-to guide when planning for their children's needs. * Leah Wright, Primary Teacher and Year 6 Leader, @leah_moo *This is a brilliant book containing easy to implement interventions to be used in the classroom – with a big impact! There are some very fun ideas here that my kids will love! * Steph Elliott, Teacher, @eenalol *This book is an essential resource for busy teachers. It is small and concise and provides many tried and tested activities that engage children and motivate support staff. * SEN Magazine *

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Book SynopsisNo matter what you teach, there is a 100 Ideas title for you!The 100 Ideas series offers teachers practical, easy-to-implement strategies and activities for the classroom. Each author is an expert in their field and is passionate about sharing best practice with their peers.Each title includes at least ten additional extra-creative Bonus Ideas that won''t fail to inspire and engage all learners._______________ From EAL experts Chris Pim and Catharine Driver come 100 ideas for providing secondary teachers with strategies and activities to support the induction, assessment and learning of students with English as an additional language (EAL) in tutor time, in specific subjects and at whole-school level.There is so much pressure on teachers to deliver engaging and innovative lessons that both adhere to the demands of the curriculum and get the necessary results. Having to plan lessons, implement strategies and create effective resources for EA

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Book SynopsisSpecial education in the United State is based on the concept of accesspublic schools are open to all children. But access is no longer a sufficient foundation. Approaches and accommodations that lead to academic success are increasingly demanded for those with learning disabilities. Functional, independent-living, and employable skills are requisite, but rare, for those with serious handicapping conditions. Since the last reauthorization of the Individuals with Disabilities Act, four events have transpired that will have a dramatic impact on the next iteration of the federal law: the increase in the number of children diagnosed with autism, the rise of applied behavior analysis, the birth of social media, and the reality of unbundling. In How Autism Is Reshaping Special Education: The Unbundling of IDEA, Claypool and McLaughlin explore the effect of these events on a special education process burdened by regulation, where advances in the behavioral sciences and neurosciences blur the Trade ReviewThe general premise of this text is that special education in the US has outlived its current structure, is outdated in its conceptualization of categories of exceptionalities, and needs to be “unbundled.” That is, special education is not a “one size fits all” system: It should be tailored to fit the needs of each individual child, whether or not the child has a disability. The true focus of the book, however, is the Individuals with Disabilities Education Act, the growth of the behavioral analysis profession, and how behavioral analysts relate to children with autism. The authors trace the history of advocacy for children who are on the autism spectrum and the rise of Autism Speaks, a preeminent organization that fights for legislation benefiting children and adults with autism and their families. New laws in a number of states now call for insurance companies to pay for applied behavioral analysis services, and the authors stress that the need for board-certified behavioral analysts will continue to grow and that states need to be proactive in ensuring quality training programs for these in-demand practitioners. Summing Up: Recommended. Graduate students and practitioners. * CHOICE *An extremely comprehensive and well-rounded collection of perspectives on the complex factors that have shaped the context in which autism services are provided as well as the important issues that must be addressed in order to move the needle on improving outcomes for children with ASD and their families. -- Eric G. Kurtz, director of Leadership Education in Neurodevelopmental Disorders, Clinical Operations, and Autism Spectrum Disorders Program, associate professor of pediatrics, University of South Dakota Sanford School of MedicineMark K. Claypool and John M. McLaughlin systematically examine how the increased diagnostic rate of autism, the emergence of autism advocacy and Autism Speaks in particular, and the passage of autism insurance mandates have radically shifted the way in which our society views disability. How Autism is Reshaping Special Education makes it very clear that sweeping, meaningful policy change is imperative in the next reauthorization of IDEA. Claypool and McLaughlin make a compelling argument that IDEA must be unbundled in order to increase opportunities and outcomes for all children with disabilities. -- Sarah Trautman-Eslinger, president and founder, STE Consultants, LLCHow Autism is Reshaping Special Education is a thoughtful analysis of the current ‘square peg, round hole’ context that creates so many challenges and barriers for students with autism. It provides rational and practical suggestions that will hopefully inform change and maximize outcomes for people with autism. -- Amy K. Weinstock, director of Autism Insurance Resource Center, instructor of psychiatry, University of Massachusetts Medical School/Eunice Kennedy Shriver CenterTable of ContentsEpigraph Foreword Preface Acronyms Chapter 1: Unbundling, Mass Customization, and Public Policy Chapter 2: Market Forces, Special Education, and Lost Intensity Chapter 3: Public Schools and Autism, It Gets Very Personal Chapter 4: Autism, the Catalyst for Change Chapter 5: Reality Passes Regulation Chapter 6: Is There a BCBA in the House? Chapter 7: Pervasive Inertia Chapter 8: Disconnected Services, Disconnected Funding Chapter 9: Suggestions for Reauthorization: Unbundling IDEA Contributor Index About the Authors

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Book SynopsisThis book is the first holistic, practical resource for current and future teachers who have students with mild and moderate disabilities, bringing together all aspects of successfully teaching students under one cover with jargon-free, easy-to-understand, practical information, including RTI, IEPs, home-school collaboration and communication, legal issues, inclusion, intrinsic motivation, proactive classroom management, UDL, practical curriculum adaptions and strategies, PBIS, and more.

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Book SynopsisThis book is the first holistic, practical resource for current and future teachers who have students with mild and moderate disabilities, bringing together all aspects of successfully teaching students under one cover with jargon-free, easy-to-understand, practical information, including RTI, IEPs, home-school collaboration and communication, legal issues, inclusion, intrinsic motivation, proactive classroom management, UDL, practical curriculum adaptions and strategies, PBIS, and more.

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Book SynopsisIn Teaching to Diversity, Dr. Jennifer Katz synthesizes the research, and 16 years experience of teaching in inclusive classrooms and schools, to provide answers to several questions: How do I make inclusion work for ALL students? What are the foundational best practices of a truly inclusive learning community? How does one create such a community? The author pulls together, in an organized way, a three-block model of universal design for learning (UDL) and suggests a step-by-step approach for implementing it. This framework includes:Block One, Social and Emotional Learning: details ways to build compassionate learning communities (K–12) in which all students feel safe and valued, and develop a positive self-concept, sense of belonging, and respect for diverse others.Block Two, Inclusive Instructional Practice: includes a framework for planning units from K–12, and explains instructional and management practices for teaching, assessing, grading, and reporting in UDL Classrooms.Block Three, Systems and Structures: suggests strategies for creating inclusive learning communities, and explores ways in which resource teachers, student services personnel, and school administrators can support and create socially and academically inclusive schools and classrooms. The three-block model of UDL can empower educators with the knowledge, skills, and confidence required to teach diverse learners in the same classroom—including those who have previously been excluded. Ultimately, it is about creating classrooms and schools that heal by teaching to the heart, mind, and spirit of every student.

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Book SynopsisThis innovative kit offers a timesaving, exciting program for engaging every gifted student in your classroom. Watch the excitement among your students grow as they work through the research process of selecting a topic, organizing a topic, asking questions, using a study method, collecting information, developing a product, presenting the information, and evaluating the independent study. This step-by-step program can be used by students working alone, in small groups, or by the entire class.The Student Booklets help students plan and organize their own independent research projects related to each lesson in the Teacher''s Guide. Includes a set of 10 Student Booklets.

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Book SynopsisThis unique book focuses on how to provide effective instruction to K-12 students who find writing challenging, including English language learners and those with learning disabilities or language impairments. Prominent experts illuminate the nature of writing difficulties and offer practical suggestions for building students' skills at the word, sentence, and text levels. Topics include writing workshop instruction; strategies to support the writing process, motivation, and self-regulation; composing in the content areas; classroom technologies; spelling instruction for diverse learners; and assessment approaches. Every chapter is grounded in research and geared to the real-world needs of inservice and preservice teachers in general and special education settings.Trade ReviewThis is the first book to focus on writing instruction and assessment for students with learning challenges. It is a timely and valuable resource for teachers and researchers. I look forward to using this book as a text in my undergraduate courses and graduate seminars in literacy instruction for students with special needs.--Linda H. Mason, PhD, Department of Educational and School Psychology and Special Education, Pennsylvania State UniversityAn especially practical resource, the book combines accessible summaries of research evidence on a variety of topics in writing with how-to ideas that can be implemented right away by a motivated clinician or teacher. Without giving short shrift to research, the contributors devote ample attention to the instructional needs of struggling writers and those who work with them.--Kenn Apel, PhD, CCC-SLP, Department of Communication Disorders, Florida State University This unique book combines advice on writing instruction and assessment for students with varying learning profiles--those with learning disabilities and language impairments as well as multilingual learners. Chapters present new theories and conceptual frameworks, and recent research. This is an appropriate text for advanced education courses. College and university instructors will have a wide array of chapters to choose from for their teaching.--Susan De La Paz, PhD, Department of Special Education, University of Maryland - A valuable text....The greatest strength of this book is its research base. Extensive reviews of the research in the areas that are addressed are presented along with lengthy lists of references at the end of each chapter. --NASP Communiqué, 4/29/2010ƒƒ Provides a very welcome addition to what is a rather sparse landscape of quality publications on what has often been described as the 'most neglected of the three R's'....Brings together the collected wisdom of an admirable array of writers and researchers from the USA to address various aspects of writing instruction and assessment. Troia's own credentials make him uniquely qualified to edit this valuable reference. --REACH Journal of Special Needs Education in Ireland, 10/24/2010Table of ContentsIntroduction, Gary A. TroiaI. Theoretical Grounding: The Nature of Writing Problems in Struggling Writers 1. Multiple Processes That Matter in Writing Instruction and Assessment, Virginia W. Berninger, Noelia P. Garcia, and Robert D. Abbott 2. Self-Efficacy and Procrastination in the Writing of Students with Learning Disabilities, Robert M. Klassen and Christine WeltonII. Contemporary Classroom Writing Instruction and Struggling Writers 3. The Effects of Writing Workshop Instruction on the Performance and Motivation of Good and Poor Writers, Gary A. Troia, Shin-ju C. Lin, Brandon W. Monroe, and Steven Cohen 4. Connecting Reading and Writing Instruction for Struggling Learners, Timothy Shanahan 5. Informational Writing across the Curriculum, Carol Sue Englert, Cynthia M. Okolo, and Troy V. MariageIII. Teaching Composing to Struggling Writers 6. Teaching Composing to Students with Learning Disabilities: Scientifically Supported Recommendations, Steve Graham, Natalie G. Olinghouse, and Karen R. Harris 7. Written Composition Instruction and Intervention for Students with Language Impairment, Nickola W. Nelson, Froma P. Roth, and Adelia M. Van Meter 8. Teaching Written Expression to Culturally and Linguistically Diverse Learners, Anne W. Graves and Robert Rueda 9. Using Technology to Teach Composing to Struggling Writers, Charles A. MacArthurIV. Teaching Spelling to Struggling Writers 10. Teaching Spelling to Students with Language and Learning Disabilities, Louisa C. Moats 11. Spelling and English Language Learning, Pauline B. Low and Linda S. SiegelV. Assessment of Writing by Struggling Writers 12. Classroom Portfolio Assessment for Writing, Maryl Gearhart 13. Assessment of Student Writing with Curriculum-Based Measurement, Betty J. Benson and Heather M. Campbell 14. Language-Based Assessment of Written Expression, Cheryl M. Scott

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Book SynopsisGrounded in research and extensive experience in schools, this engaging book describes practical ways to combat bullying at the school, class, and individual levels. Step-by-step strategies are presented for developing school- and districtwide policies, coordinating team-based prevention efforts, and implementing targeted interventions with students at risk. Special topics include how to involve teachers, parents, and peers in making schools safer; ways to address the root causes of bullying and victimization; the growing problem of online or cyberbullying; and approaches to evaluating intervention effectiveness. In a convenient large-size format, the book features helpful reproducibles, concrete examples, and questions for reflection and discussion. This book is in The Guilford Practical Intervention in the Schools Series, edited by Sandra M. Chafouleas.Trade ReviewSwearer et al., leaders in the area of bullying prevention, have prepared an excellent resource for helping educators and practitioners understand bullying and its remediation. This well-documented book provides an easy-to-read review of the extent of the problem, the policies that schools and communities have used to address it, and ways to develop effective local solutions. I recommend this book to practitioners, and it will be an exceptional text for students in psychology, social work, education, counseling, and related areas.--Andy Horne, PhD, Dean and Distinguished Research Professor of Counseling Psychology, University of Georgia Any school that wants to seriously address bullying and victimization can benefit from the collective wisdom and expertise of these authors. Rather than promoting particular programs, the book distills the issues and processes that need to be considered and provides guidelines for making use of evidence-based best practices. In doing so, it allows school practitioners to develop approaches that fit their unique circumstances, and empowers them to become critical consumers of research. The case examples at the end of each chapter are particularly effective in translating theory into real-world practice. As a text, the book would be particularly well suited to graduate and advanced undergraduate courses in school psychology and counseling, educational administration, and education.--Shelley Hymel, PhD, Department of Educational and Counselling Psychology, and Special Education, University of British Columbia, Canada This thoughtful, thorough staff development resource provides direction for establishing a strong anti-bullying program. The book takes you on a journey through the research and guides you in implementing the strategies discussed. The intervention strategies are very adaptable and 'school tested.'--Hugh McDermott, MEd, Principal, Irving Middle School, Lincoln, Nebraska Bullying is a complex social phenomenon that is of tremendous concern to school personnel, parents, and students. This 'must-have' guide from well-respected experts empowers professionals with invaluable information and tools. It is unique in providing a decision-making rubric for selecting appropriate anti-bullying strategies for particular settings. Program implementation and evaluation is also addressed. Succinct yet thorough, this book is truly a useful road map.--JoLynn V. Carney, PhD, LPCC-S, Department of Counselor Education, Counseling Psychology, and Rehabilitation Services, Penn State Do we need another book on bullying? You bet we do--and this is the book we need. While rooted in science, it is eminently readable, practical, and likely to make you successful in creating classrooms and schools where students respect and care about each other instead of bullying. I recommend this book to anyone who wants to eradicate the scourge of 'mean classrooms' which too often dominates our educational landscape.--William S. Pollack, PhD, Department of Psychiatry, Harvard Medical School; author of Real Boys - A practical and informative book built on extensive research and aimed at providing realistic strategies for the prevention and intervention of bullying. It provides insight into why bullying may occur, supported by theory and evidence from research....The chapter on cyber bullying offers useful information on what it is, the effects it has, and what can be done to reduce or prevent it. The authors offer practical strategies for creating and implementing anti-bullying policies within schools, including valuable information as to why some policies (zero-tolerance) do not work at reducing bullying. --www.youthinmind.info, 01/23/2009ƒƒ Those who are seeking to begin a bullying prevention or intervention program in their schools and those who are looking to find ways to build upon their existing programs will find a wealth of useful information in this book. The entire book is densely packed with the most up-to-date research findings. Most importantly, these research findings are translated into creative yet practical suggestions for schools....A very thorough and practical guide to prevention/intervention in schools. The research findings are effectively translated into practical strategies. Best of all, the suggested practices do not rely on any particular prevention program or package. Rather, the authors recommend making a change in the school climate by following a data-based decision-making model and utilizing the school's available resources. --NASP Communiqué, 01/23/2009Table of Contents1. Bullying Behaviors in Elementary, Middle, and High Schools2. Social-Ecological Problems Associated with Bullying Behaviors3. Understanding Bullying as a Social Relationship Problem 4. Developing and Implementing an Effective Anti-Bullying Policy, Susan M. Swearer, Susan P. Limber, and Rebecca Alley5. Legal Issues for School Personnel, Rebecca Alley and Susan P. Limber6. Using Your Own Resources to Combat Bullying7. Practical Strategies to Reduce Bullying 8. The Impact of Technology on Relationships9. Evaluating Your Efforts

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Book SynopsisParents can be invaluable partners in identifying students’ behavioral and learning needs and developing effective solutions. This book provides practical tools for collaborating with families to achieve the best outcomes for K-12 students. In a large-size format for easy reference and photocopying, the book includes more than 40 ready-to-use reproducibles. School-based mental health professionals will learn how to build positive home/school relationships, actively involve parents in assessment and intervention, and overcome barriers to collaboration. The latest research on what works in treating internalizing, externalizing, and academic difficulties is translated into clear-cut recommendations for practice. This book is in The Guilford Practical Intervention in the Schools Series, edited by Sandra M. Chafouleas.Trade ReviewThe strength of this book is the authors' ability to succinctly elucidate assessments and methods and to provide realistic applications of empirically supported treatments. The book focuses on collaborating with parents in the manner that is most efficacious for the student. I have used the handouts and interventions in this book with great success in the school setting. The handouts and forms are practical and easy to use, and make applying the theories and concepts simple. I highly recommend this resource to school-based mental health professionals.--Nicholas G. Baird, EdS, School Psychologist, Nebo School District, Utah Anyone working in the schools will have noticed the positive impact of active parental involvement, and the need for more of it to improve student outcomes. This book is a valuable guide for any mental health professional seeking to build collaboration among school personnel, parents, and a struggling child. It offers practical information for tailoring assessment and intervention to the specific needs of the child, including concrete methods for children with internalizing, externalizing, and academic problems. It is very helpful to have a resource that clearly lays out the steps to build successful, evidence-based interventions that can generalize to both home and school. The information in this book is much needed in our field and can help us provide more effective services to the children who need them most.--Michelle S. Cox, EdS, school psychologist, Weber School District, Utah This book not only makes a strong case for including parents in efforts to help students with emotional, behavioral, and academic problems, but it also demonstrates how to do it. The authors do an especially nice job of synthesizing research in order to develop common strategies and approaches for working with families. An excellent resource.--Steven B. Sheldon, PhD, Center on School, Family, and Community Partnerships, Johns Hopkins University Children enter school with experiences, cultures, and dispositions that emanate from and are reinforced by one primary source: the family. Thus, effective methods and strategies for interfacing with families are essential for school-based service providers. This rich, in-depth guide sets the stage for highly effective collaborative experiences between schools and families. Focusing on evidence-based practices, Gimpel Peacock and Collett provide a plethora of practical tools--forms, strategies, and step-by-step procedures--all aimed at connecting schools and families to support student learning. A 'must-have' resource for practitioners.--Susan M. Sheridan, PhD, Willa Cather Professor and Professor of Educational Psychology; Director, Nebraska Center for Research on Children, Youth, Families, and Schools; University of Nebraska-LincolnI was very impressed with this book. It is a delight to read and provides extensive practical guidance for school psychologists and other school personnel who interact with children and parents on a daily basis. Each chapter provides a thoughtful, thorough discussion of relevant theories and methods for assessing and intervening with children experiencing emotional, behavioral, and academic problems, with an emphasis on ways to collaborate with parents. This book can and should be used as a text in graduate-level training courses in school psychology and education.--Jacquelynne S. Eccles, PhD, McKeachie Collegiate Professor of Psychology and Education, University of Michigan-Table of Contents1. Working Collaboratively with Parents2. Introduction to Emotional, Behavioral, and Learning Problems in School-Age Children 3. Assessment of Problems4. Interventions for Externalizing Problems 5. Interventions for Internalizing Problems 6. Interventions for Academic Problems, with Donna Gilbertson

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Book SynopsisThis comprehensive volume describes evidence-based strategies for supporting English language learners (ELLs) by promoting meaningful communication and language use across the curriculum. Leading experts explain how and why learning is different for ELLs and pinpoint specific best practices for the classroom, illustrated with vivid examples. Particular attention is given to ways in which learning English is intertwined with learning the student's home language. The book addresses both assessment and instruction for typically developing ELLs and those with language disabilities and disorders. It demonstrates how educators and speech–language professionals can draw on students' linguistic, cognitive, sociocultural, and family resources to help close the achievement gap.Trade Review"Perhaps no topic is of greater interest today to educational researchers, policymakers, and practitioners than how best to meet the needs of ELLs. This state-of-the-art work, presented in a lively and accessible fashion, provides a thorough and practical treatment of this topic from leading experts in the field. A 'must have' for all of us."--Laura M. Justice, PhD, EHE Distinguished Professor of Educational Psychology, The Ohio State University "This definitive book represents research-to-practice at its best. The contributors are cutting-edge researchers with significant practical experience. What makes the book unique is that it takes multiple perspectives--neurological, theoretical, behavioral, social, cognitive, environmental, and individual--and weaves them into a coherent and accessible tapestry, laying to rest the notion that ELLs are destined to lag behind their monolingual peers. Educators will be able to read this book and immediately begin to implement changes in their instruction. It could serve as a text in any teacher training program and could also be used in training other professionals, such as ESL instructors, reading specialists, school psychologists, and speech/n-/language pathologists."--Brian A. Goldstein, PhD, Department of Communication Sciences and Disorders, Temple University "A 'must read' for every inservice and preservice teacher. The book is extremely well organized, with excellent continuity from one chapter to the next. The contributors are outstanding scholars who present reader-friendly chapters that cover theory, research, and best practices for the classroom. This book should be adopted as a text in an ELL course or courses that deal with teaching any content area. Kudos to the editors on this important volume."--Lesley Mandel Morrow, PhD, Distinguished Professor of Literacy and Chair, Department of Learning and Teaching, Rutgers, The State University of New Jersey - The editors have assembled contributions from 12 experts on the subject of ELL education. They include the most current research available, which enhances and at times debunks traditionally held views....Despite the complex issues pertaining to ELL, the book presents them in a manner that novices can easily grasp. Highly recommended. Upper-division undergraduate, graduate, research, and professional collections. --Choice, 2/3/2011ƒƒFor an individual reader, the greatest yield from this text might be more than the practical ideas they can apply. The text also has the promise of challenging assumptions, sometimes hidden and sometimes overt, that we as teachers or the systems within which we work make about language acquisition or the potential of ELLs. Detailed quantitative evidence and powerful qualitative descriptions offer a starting point for reflecting on one's own practice or advocating for change….A rigorous, challenging work Invaluable for educators from a variety of backgrounds, an opportunity to learn and to use theory and research-validated concepts and practices to change classrooms, policies, and personal beliefs. As has been noted, the substantial attention given to the topic of assessment and to the role of administrators is unique and adds to the value of this timely and important work.--Journal of Education, 9/9/2014Table of ContentsIntroduction, Marilyn Shatz and Louise C. WilkinsonI. Early Language Experience and School Readiness 1. The Brain and Language Acquisition: Variation in Language Knowledge and Readiness for Education, Barbara T. Conboy 2. The Process of Acquiring a First and Second Language, Kathryn Kohnert and Giang Pham 3. Language Choice and Competence: Code Switching and Issues of Social Identity in Young Bilingual Children, Iliana Reyes and Susan M. Ervin-TrippII. Language and Literacy Principles and Practices in School 4. Ways to Words: Learning a Second-Language Vocabulary, Lisa M. Bedore, Elizabeth D. Peña, and Karin Boerger 5. The Role of Phonology in Orthographically Different Languages, Ellen H. Newman 6. Bilingualism and Cognitive Linkages: Learning to Read in Different Languages, Ellen Bialystok and Kathleen F. Peets 7. Learning English as a Second Language, María Estela BriskIII. Assessment and Interaction: Working with Children and Families 8. Communicative Repertoires and English Language Learners, Betsy Rymes 9. Difficulty, Delay, or Disorder: What Makes English Hard for English Language Learners?, Carol Westby and Deborah A. Hwa-Froelich 10. Implications for Assessment and Instruction, Alison L. Bailey 11. Extended Implications for Practice: Families as Allies, Leslie Reese and Claude Goldenberg 12. Recent Research on English Language and Literacy Instruction: What We Have Learned to Guide Practice for English Language Learners in the 21st Century, Diane August, Claude Goldenberg, William M. Saunders, and Cheryl Dressler

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Book SynopsisThis bestselling work provides practitioners with a complete guide to implementing response to intervention (RTI) in schools. The authors are leading experts who explain the main components of RTI--high-quality instruction, frequent assessment, and data-based decision making--and show how to use it to foster positive academic and behavioral outcomes for all students. Implementation procedures are described in step-by-step detail. In a large-size format to facilitate photocopying, the book includes reproducible planning and implementation worksheets. The companion website features an accompanying PowerPoint presentation for use in RTI training. New to this Edition *Includes extensive new research that reflects the increasing adoption of RTI nationwide. *Expanded to include behavioral interventions. *Chapter on effective instructional practices for general education. *Chapter on implementation at the whole-school and district levels. *Chapter featuring multiple intervention case studies. See also Assessment for Intervention, Second Edition, which details a wide range of assessment procedures ideal for implementation in an RTI framework. This book is in The Guilford Practical Intervention in the Schools Series, edited by Sandra M. Chafouleas.Trade Review"One of the most comprehensive and current RTI resources available. What is special about this book is that it goes far beyond where other resources typically leave off. The authors do an excellent job of balancing research, theory, and illustrations and formats that will help implementers apply the concepts in their schools. They describe the key components of implementing RTI, including applications for diverse student populations. The book is written in an especially approachable, almost conversational style that will be consumable by a wide variety of professionals. It is a great resource for professionals beginning their RTI journey as well as those who have been implementing the approach for some time."--W. David Tilly III, PhD, Director, Innovation and Accountability, Heartland Area Education Agency, Johnston, Iowa"Response to Intervention, Second Edition can be used to help ensure that all students receive scientifically informed instruction that fits their individual learning style and needs, resulting in measurable progress. The authors weave their experiences and observations into helpful vignettes, examples, and many reproducible forms that will allow school personnel to begin using RTI immediately. Because the book provides the means to evaluate individually implemented interventions, it can also be a valuable tool for service providers in private practice, such as child psychologists."--Brian Reichow, PhD, Child Study Center, Yale University School of Medicine"Given the widespread implementation of RTI around the country, it is critical for school psychologists, administrators, and other educational practitioners to have a firm grasp of its essential components. Why should we implement RTI? What should we do? How should we do it? Brown-Chidsey and Steege provide step-by-step guidance for building an RTI service delivery model, as well as practical examples and resources. This accessible book is a 'must' for professional development with school psychologists and school- and district-based leadership teams. The inclusion of systems-level guidance in the second edition addresses an essential aspect of implementation."--Jennifer Knutson, PhD, school psychologist and RTI consultant, Anchorage School District, Alaska -This informative text provides a practical, how-to approach designed to help begin and support the shift to an RTI approach....Teachers, psychologists, literary coaches, and other professionals will find a wealth of useful and practical information including sample schedules for initial staff training, help with goal setting and benchmarks for progress monitoring, and summaries of curricula. (on previous edition)--Perspectives on Language and Literacy, 8/5/2010Table of Contents1. Introduction: What Is Response to Intervention (RTI)? 2. Using Scientifically Based Instruction: NCLB, IDEA, ARRA, and RTI 3. RTI and Special Education: Prospects and Possibilities 4. Evidence-Based Interventions 5. Single-Subject Experimental Design 6. How to Teach So That Students Will Learn: Key Components of Effective Instruction and Assessment 7. RTI Procedures: 10 Steps to Address Learning and Behavior Difficulties 8. Using RTI Procedures with Students from Diverse Backgrounds: Considering Ability, Culture, Language, Race, and Religion 9. Developing RTI Blueprints: Connecting the Dots 10. Case Examples of RTI in Action: Experimental Analysis of Effective Instruction 11. RTI Reports: Formal Evidence of Student Progress 12. Frequently Asked Questions: Some Answers about RTI

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Book SynopsisThe Law of Special Education and Non-Public Schools provides an informed explanation of Section 504, the IDEA, their regulations, and the cases that they have generated. Even though, the authors offer educators information on the rights of children in non-public schools, this book is not a how-to manual. It is designed to help make educators and parents aware of the requirements governing the laws that impact the rights of children with disabilities in order to implement both Section 504 and the IDED. In light of the detail that the book provides, it serves as a current and concise desk reference for educators ranging from building or district level administrators to classroom teachers to resource specialists in special education and related fields.Trade ReviewThis book is a clear and concise treatment of the laws regarding special education in non-public schools. This should be a part of every non-public school administrator's library. The final chapter of the book deals with some very concrete and practical advice for non-public administrators. This chapter puts the laws into perspective in a clear and practical manner. For the non-public and religious schools who often grapple with trying to offer special education this book is a good guide to help administrators deal with the complex issues and laws. This truly is a must-read for those who want to reach out to families and students who come looking for hope. -- Reverend Dennis P. Hartigan, president, Central Catholic High School, OhioFinally there is a book for non-public school administrators and parents that explains four important laws and their implications for their children. The Section 504, Americans with Disabilities Act (ADA), IDEA (Individuals with Disabilities Education Act), and the NCLB (No Child Left Behind) are explained in one chapter. IDEA and its implementation or non-implementation in a non-public school is explored in a specific chapter so that all parties can understand it. The concluding chapter is worth the purchase price of the book as it gives practical considerations for administrators and parents of religiously affiliated nonpublic schools or nonsectarian nonpublic schools on how to work with public school administrators to provide a quality education forthe children in the nonpublic school.. -- Robert J. Safransky, retired school administrator with 19 years as building administrator and 10 years as central office administrator for Pinellas CFinally there is a book for non-public school administrators and parents that explains four important laws and their implications for their children. The Section 504, Americans with Disabilities Act (ADA), IDEA (Individuals with Disabilities Education Act), and the NCLB (No Child Left Behind) are explained in one chapter. IDEA and its implementation or non-implementation in a non-public school is explored in a specific chapter so that all parties can understand it. The concluding chapter is worth the purchase price of the book as it gives practical considerations for administrators and parents of religiously affiliated nonpublic schools or nonsectarian nonpublic schools on how to work with public school administrators to provide a quality education for the children in the nonpublic school. -- Robert J. Safransky, retired school administrator with 19 years as building administrator and 10 years as central office administrator for Pinellas CTable of ContentsChapter 1 Introduction and Overview Chapter 2 Private Schools and the American Legal System Chapter 3 Section 504 of the Rehabilitation Act and Students with Disabilities in Non-Public Schools Chapter 4 Individuals with Disabilities Education Act Chapter 5 The IDEA and Non-Public Schools Chapter 6 Recommendations for Administrators in Non-Public Schools

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