Teaching of students with social or behavioural difficulties Books

Book SynopsisThe Therapeutic School Approach offers teachers and school leaders a step-by-step guide to embedding a trauma-informed approach that is tangible, practical, and brings the underpinning science to life in a way that is relatable and relevant. Placing a keen focus on moving towards a more inclusive way of working, it advocates for a culture that puts wellbeing and mental health at the core of teaching and school life.This whole school approach gives readers the tools needed to support children when they are dysregulated by reframing âdifficultâ behaviour and focusing on emotional intelligence and self-regulation strategies to help children flourish in school and beyond. The book evidences the âwhyâ behind the approach, exploring childhood trauma, attachment theory and stress, and explaining how these factors are impacting children today. It then introduces the âhowâ, looking in detail at trauma-informed responses, behaviour policies, relationships, and the power of the

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Book SynopsisThis book is for everyone seeking happiness and peace through stability. Radioactive Flourishing presents a perception-altering stimulation by introducing a unique approach and style of managing instability. The USP of the book is the flipped human response towards instability. This book's primary goal is to help people learn ways to flourish individually by absorbing instability. This book is intentionally written in the âkathaâ style, which means that there are numerous relatable stories and a consistent journey from the core to the periphery, then to the tangent, and back. The implicit and explicit repetition of the key manifest enables the core intervening stimulation to encourage its readers to dig deeper and find solid footing in their flourishing being. This book is for all those who seek happiness and peace.This book will be useful to students, researchers, young professionals, and faculty members working in the field of business administration, psychology, st

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Book SynopsisMake your lessons interesting, interactive, and engaging Successful lessons are explicit, yet also inspire active learning and opportunities to respond. As the one shaping lessons, can you do better? Probably, and you're not alone. Research shows teachers consistently offer students far fewer than the recommended opportunities to respond, leaving all studentsincluding those with special needs and behavior challengesless than engaged and falling short of their best chance for success. With this book, you'll discover 14 strategies you can translate directly to your classroom, complete with descriptions, advantages and disadvantages of each, and how and when best to use them. Divided into three parts, you will be guided through Verbal engagement strategies, such as whip around, choral responding, quick polls, and individual questioning Non-verbal engagement strategies, such as stop and jot, guided notes, response cards, and hand signals Partner and teaming strategies, such as turn & talk, cued retell, four corners, and classroom mingle Dive into these strategies and transform your classroom into a rich and interactive environmentno matter the subject, context, or age of your students.Table of ContentsIntroduction: Student Engagement and Teacher Responsibility Section I: Verbal Engagement Strategies Whip Around Quick Poll Choral Responding Individual Questioning Strategies for Student Response Section II: Nonverbal Engagement Strategies Stop and Jot Guided Notes Response Cards Colored Choice Multiple Choice True/False Response Slates and Whiteboards Hand Signals Fist to Five Fingers for Numbers Thumbs Up/Thumbs Down Section III: Partner and Team Engagement Strategies Turn and Talk Cued Retell Numbered Heads Together Four Corners Snowball Classroom Mingle Conclusion: Putting It All Together Appendix A. Stop-and-Jot Template—Elementary B. Stop-and-Jot Template—Secondary C. Response Card Templates D. Fist-to-Five Visual E. Thumbs Up/Thumbs Down Visual F. Thumbs Up/Thumbs Down/Thumbs Sideways Visual G. Cued-Retell Sheet H. OTR Data Collection Form—Overall OTR Only I. OTR Data Collection Form—Individual/Group OTR–Specific Strategies Used References

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Book SynopsisReview, rethink, and redesign racial support systems NOW As schools engage in courageous conversations about how racialization and racial positioning influences thinking, behaviors, and expectations, many educators still lack the resources to start this challenging and personally transformative work.Race Resilienceoffers guidance to educators who are ready torethink, review,andredesigntheir support systems and foster the building blocks of resiliency for staff. Readers will learnhow to: Model ethical, professional, and social-emotional sensitivity Develop, advocate, and enact on a collective culture Maintain a continuously evaluative process for self and school wellness Engage meaningfully with students and their families Improve academic and behavioral outcomes Race resilient educators work Trade Review"Fostering Educator Resilience is practical, useful, and very realistic. I would love to use this book in professional development with my staff or in a workshop. The activities, vignettes, and reflection activities will help administrators create or change the culture and climate in whatever environment they find themselves." -- Janice Wyatt-Ross"Fostering Educator Resilience provides timely and immediately applicable guidance. The resources and ability to reflect on them with prompts guides your reflection. The book provides realistic and practical guidance that educators can easily relate to and that resonate with their current needs. One of the major strengths of the book is the variety of ways resources are being shared. I walked away knowing new people I wanted to read up on, new resources I needed to check out, and thinking about how I could take the exercises in this book into my work. It’s a resource full of resources!" -- Tamisha Williams"A major strength of this book is the reflective opportunities and personal perspectives which give the reader the opportunity to internalize the information that is presented." -- Jayne EllspermannTable of ContentsForeword by Nancy Boyd-Franklin, PhD Preface Acknowledgments About the Authors Chapter 1. The Implementation Process: Steps to Becoming a Race Resilient School Year 1: Planning to Become a Race Resilient School No Need to Reinvent the Wheel Years 2–4 and Continuous Improvement Chapter 2. The NEED: Societal Changes Change Schools Changes in the Workplace Household, Community, and Environment: The Three Realms of Adverse Childhood Experiences Chapter 3. Creating the Culture for Developing a Race Resilient Climate School-to-Prison Pipeline Blind Spots Impact Other Groups of Students Measuring Up: Culture and Climate Are Not Synonymous Locus of Control Chapter 4. Educators’ Emotions Matter: Building Up Stamina for Developing a Race Resilient Climate So How Do Educators Feel? Our Daily Goal: Minimizing Distress and Maximizing Eustress Our Hormonal Brain Under Distress and Eustress Chapter 5. Racialization Can Be Blinding Racial Positioning United We Stand, Divided We Crawl The “R” Word 2020 and America’s Racial Awakening Through the Eyes of a Child: Racialization and Historical Trauma Historical and Generational Trauma Genes Load the Gun, Environment Pulls the Trigger E Pluribus Hurt, E Pluribus Healing This Is Us Chapter 6. Race Has Mattered in the School House The Effects of Racialization: White Identity Dispositions, Internalized Racism, and Stereotype Threat White Identity Dispositions Internalized Racism and Stereotype Threat Chapter 7. Mindful of Race Mindfulness in Teaching and Learning The Weight Room Versus the Wait Room Positive Psychology’s Five Building Blocks of Life Chapter 8. Educator Resilience, Educator Race Resilience, and Mindfulness for Racial Equity Transforming a District Transforming a School In the Space Between Is Mindfulness Introduction to Space Between Appendix Appendix A. Processing for Racial Awareness and Creating a Race Resilient Action Plan Appendix B. Race Resilient School Checklist Glossary of Terms References Index

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Book SynopsisThe most up-to-date and comprehensive vital resource for educators seeking ADD/ADHD-supportive methods How to Reach and Teach Children and Teens with ADD/ADHD, Third Edition is an essential guide for school personnel. Approximately 10 percent of school-aged children have ADD/ADHDthat is at least two students in every classroom. Without support and appropriate intervention, many of these students will suffer academically and socially, leaving them at risk for a variety of negative outcomes. This book serves as a comprehensive guide to understand and manage ADHD: utilizing educational methods, techniques, and accommodations to help children and teens sidestep their weaknesses and showcase their numerous strengths. This new 2016 edition has been completely updated with the latest information about ADHD, research-validated treatments, educational laws, executive function, and subject-specific strategies. It also includes powerful case studies, intervention plans, valuable Table of ContentsPreface xxv PART 1: KEY INFORMATION FOR UNDERSTANDING AND MANAGING ADHD Section 1.1: Understanding ADHD 3 Section 1.2: ADHD and Executive Function Impairment 21 Section 1.3: Making the Diagnosis: A Comprehensive Evaluation for ADHD 27 Section 1.4: Multimodal Treatment for ADHD 35 Section 1.5: Medication Treatment and Management 43 Section 1.6: Behavioral Therapy for Managing ADHD 51 Section 1.7: Critical Factors in the Success of Students with ADHD 57 Section 1.8: ADHD in Preschool and Kindergarten 63 Section 1.9: ADHD in Middle School and High School 73 PART 2: MANAGING THE CHALLENGE OF ADHD BEHAVIORS Section 2.1: Proactive Classroom Management 97 Section 2.2: Preventing Behavior Problems during Transitions and Less Structured Times 111 Section 2.3: Class (Group) Behavior Management and Incentive Systems 115 Section 2.4: Individualized Behavior Supports and Interventions 123 Section 2.5: Strategies to Increase Listening, Following Directions, and Compliance 139 Section 2.6: Managing Challenging Behavior: Strategies for Teachers and Parents 143 Section 2.7: School-Based Social Skills Interventions 153 PART 3: INSTRUCTIONAL, LEARNING, AND EXECUTIVE FUNCTION STRATEGIES Section 3.1: Attention!! Strategies for Engaging, Maintaining, and Regulating Students’ Attention 177 Section 3.2: Research-Based Instructional Approaches and Interventions 191 Section 3.3: Organization and Time Management 207 Section 3.4: The Homework Challenge: Strategies and Tips for Parents and Teachers 219 Section 3.5: Learning Strategies and Study Skills 229 Section 3.6: Memory Strategies and Supports 237 PART 4: STRATEGIES AND SUPPORTS FOR READING, WRITING, AND MATH Section 4.1: Common Reading and Writing Difficulties 257 Section 4.2: Decoding, Fluency, and Vocabulary 267 Section 4.3: Reading Comprehension 277 Section 4.4: Writing: Strategies, Supports, and Accommodations 291 Section 4.5: Spelling and Handwriting 309 Section 4.6: Mathematics 319 PART 5: PERSONAL STORIES AND CASE STUDIES Section 5.1: A Parent’s Story . . . What Every Teacher, Clinician, and Parent of a Child with ADHD Needs to Hear 343 Section 5.2: Student Case Studies and Interventions 375 PART 6: COLLABORATIVE EFFORTS AND SCHOOL RESPONSIBILITIES IN HELPING STUDENTS WITH ADHD Section 6.1: Teaming for Success: Communication, Collaboration, and Mutual Support 389 Section 6.2: The Role of the School’s Multidisciplinary Team 399 Section 6.3: School Documentation and Communication with Medical Providers and Others 407 Section 6.4: Federal Laws and Educational Rights of Students with ADHD 415 APPENDIX: FORMS 433 A.1: ___’s Daily Report 434 A.2: My Behavior Report 435 A.3A: Daily Report 436 A.3B: Daily Report Card 437 A.3C: Daily/Weekly Report Card 438 A.3D: Daily Behavior Report 439 A.4: Daily Monitoring Report 440 A.5: Self-Monitoring Behavior Log 441 A.6: Notebook Check 442 A.7: Homework Assignments 443 A.8: Homework Tracking Sheet 444 A.9: Book Club Roles 445 A.10: Book Club Culminating Activities 447 A.11: Five-Paragraph Persuasive Essay Rubric 449 A.12: Research Log 450 INDEX: 451

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Book SynopsisPositive Peace in Schools offers a fresh and challenging perspective on the question of conflict, violence and peace in schools. Drawing on the most up-to-date theory and research from the field of peace and conflict studies, this book provides readers with a strong understanding of the concept of positive peace, and how the dimensions of peace-keeping, peace-making and peace-building can be robustly applied in schools. This accessible book challenges educators everywhere to reconsider the nature of direct and indirect violence in schools, and the structural and cultural factors that sustain it. It engages with global traditions of harmony and balance that are often neglected in Western notions of liberal securitised peace, in order to suggest a model for schools that integrates inner and outer peace. The book also includes practical sections that outline restorative approaches to discipline, peer mediation, circle learning, and classroom activities to promote mindfTrade Review‘The early part of this well researched book addresses the complex issues around the many forms of violence perpetrated in and by schools. This must be understood if we want to achieve real culture change. A restorative approach to problem-solving assumes that there is something to restore to. This is addressed thoroughly through promoting an understanding of and differences between peace-building, peace-keeping and peace-making. From the perspective of a restorative practitioner and trainer, I think it is a must read for schools who are serious about culture change and who believe in a relational approach to school life in general.’ - Margaret Thorsborne, Restorative pioneer, practitioner, author and trainer'Positive Peace in Schools takes up the challenge of engaging with the concepts and practices for peace education in the 21st century. Beautifully written, this book invites facilitators to comprehend that peace education is not only a subject, but a way of relating to students, colleagues and staff, moving beyond ‘doing peace education’ towards ‘being peace educators’ in the classroom and beyond. The iPEACE Model is of great help to translate the keywords of inclusion, humility and solidarity into working concepts in learning environments. I admire the clarity and depth with which Cremin and Bevington take readers from the surface to the epicenter of conflict transformation in an elicitive and safe way. This valuable and stimulating book is a must-read for anyone wanting to engage with current debates on peace education and those committed to embodying it in a holistic way.' - Josefina Echavarría Álvarez, MA Program in Peace Studies. University of Innsbruck, Austria.‘Positive Peace in Schools is a rich resource for building inclusive, dynamic, sustainable peace in ordinary school communities. Its specific examples and guidelines for creating inclusive relationships, skills, and practices for handling issues and welcoming difference are well-grounded in scholarship and experience, organized through a clear, persuasive conceptual framework. The central idea—educating through positive peace—is critically idealistic, yet down-to-earth, justice-minded and demonstrably doable. Highlights include multi-faceted learning activities and the cases of five schools that have successfully implemented such cultural changes, equipping educators and students alike to make a better world.’ - Kathy Bickmore, Professor, Ontario Institute for Studies in Education, University of Toronto, Canada‘The early part of this well researched book addresses the complex issues around the many forms of violence perpetrated in and by schools. This must be understood if we want to achieve real culture change. A restorative approach to problem-solving assumes that there is something to restore to. This is addressed thoroughly through promoting an understanding of and differences between peace-building, peace-keeping and peace-making. From the perspective of a restorative practitioner and trainer, I think it is a must read for schools who are serious about culture change and who believe in a relational approach to school life in general.’ - Margaret Thorsborne, Restorative pioneer, practitioner, author and trainer'Positive Peace in Schools takes up the challenge of engaging with the concepts and practices for peace education in the 21st century. Beautifully written, this book invites facilitators to comprehend that peace education is not only a subject, but a way of relating to students, colleagues and staff, moving beyond ‘doing peace education’ towards ‘being peace educators’ in the classroom and beyond. The iPEACE Model is of great help to translate the keywords of inclusion, humility and solidarity into working concepts in learning environments. I admire the clarity and depth with which Cremin and Bevington take readers from the surface to the epicenter of conflict transformation in an elicitive and safe way. This valuable and stimulating book is a must-read for anyone wanting to engage with current debates on peace education and those committed to embodying it in a holistic way.' - Josefina Echavarría Álvarez, MA Program in Peace Studies. University of Innsbruck, Austria.‘Positive Peace in Schools is a rich resource for building inclusive, dynamic, sustainable peace in ordinary school communities. Its specific examples and guidelines for creating inclusive relationships, skills, and practices for handling issues and welcoming difference are well-grounded in scholarship and experience, organized through a clear, persuasive conceptual framework. The central idea—educating through positive peace—is critically idealistic, yet down-to-earth, justice-minded and demonstrably doable. Highlights include multi-faceted learning activities and the cases of five schools that have successfully implemented such cultural changes, equipping educators and students alike to make a better world.’ - Kathy Bickmore, Professor, Ontario Institute for Studies in Education, University of Toronto, CanadaTable of ContentsIntroduction Part I: Violence in schools 1. School violence 2. Schooling as violence? 3. School improvement as violence Part II: Peace in schools 4. Peace education 5. iPEACE education Part III: Peace-keeping, -making and -building 6. Education for peace-keeping 7. Education for peace-making 8. Education for peace-building Part IV: The praxis of positive peace 9. Considering research 10. Case studies 11. Curricular activities Concluding comments

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Book SynopsisThis beautifully illustrated, therapeutic picture book tells the story of Ava the Elephant. Ava lives in a house where she doesnât always feel happy and safe, but it is a house that Ava loves. One day Avaâs house falls down. Ava is a very determined elephant and sets out in search of a new home. She tries many different houses on her journey, but none seem quite right; none seem stable or safe enough to her. This storybook has been written to support key adults in helping traumatised children to find a way to trust again. The story encourages children to identify with some of Avaâs experience and to explore the feelings she experiences. The book helps promote discussion and reflection; and aims to reassure children that it is possible to find a âhouse that wonât fall downâ. The resource Guide to Re-building Trust with Traumatised Children has been written to accompany the picture book, providing information, guidance and ideas for anyone supporting a traumatised child, in school or at home. Trade ReviewThe House that Wouldn’t Fall Down should be a core text for any professional who is working with children. The accompanying workbook contains a wealth of knowledge and inspiration for those "where do I start moments". Working with traumatised children can be daunting, but ‘The house that wouldn’t fall down’ is a story children will love and professionals will take hope from. Gemma Finley, Children's CounsellorDue to increased waiting times and lack of outside agency support, pressure is being placed on schools to help children cope with what can be an upsetting and stressful world. Supporting with mental health is an area teachers often lack confidence in. These books and resources offer the starting point needed and enable teachers and teaching assistants to feel like this is an area they can support with. Beautifully illustrated and a pleasure to read. After years of searching I know there is nothing quite as good as this out there! Corrin Watson, Assistant Head Teacher and SENCOThese wonderful stories are so easy for children to relate to, and understand the feelings and meanings shared. The resource books are ideal for helping children to explore their emotions, and for parents, carers and school staff to feel equipped to help them to do so. Gemma Oliver, Learning MentorTable of ContentsStorybook: The House that Wouldn’t Fall Down

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Book SynopsisWritten by an experienced school and meditation teacher, this book is packed with tried and tested mindfulness exercises and relevant follow-up wellbeing, pastoral and academic activities for anyone working with young people. It includes discussions about education and wellbeing, anecdotes from real life experience and numerous testimonies from students and teachers, as well as easy to follow instructions and plenty of useful in-depth explanations. All activities in this book link to variety of school subjects, including science, maths, philosophy, music, art and sport. Divided into two parts, the book explores: What mindfulness and grounding are How mindfulness and grounding works at home, in daily life and in education How teachers can use mindfulness and grounding in the classroom and how parents can support mindfulness and grounding at home What effects can be expected from mindfulness meTrade Review"This is a book about mindfulness that could make a real difference to the way in which teachers and students experience life in the classroom. " - Leslie J Francis, Professor of Religions and Education, University of Warwick "I totally endorse and support inspiration for children about which Billie writes, which is so needed in this world with so many machines that children are attracted to." - Gurmukh Kaur Khalsa, teacher of Kundalini Yoga and a pioneer in the field of pre-natal yoga "This book is a treasure box of ideas about the person, about education, and it generously shares with us dozens of meditation exercises that can help us and our children learn about ourselves and develop the empathy our world so desperately needs." - Karem Roitman, lecturer, international development consultant and Director of Thinkers Meet Up "This magnificent teachers handbook that instructs young people how to "BE" rather than how to "DO" is revolutionary to the educational system." - Elizabeth B. Jenkins, writer, spiritual teacher and author of ‘Return of the Inka’ Table of ContentsPART ONE Introductory word for teachers How to use this book and what is inside What happened first? How I got to do this…. Why I wrote this book Young people and their self- and spiritual development Happiness in schools Why should they do nothing? Who is responsible? The role of beauty and positive narrative in young people’s development A short word about emotions Why is calling it Emotional Health better than Mental Health? What do students want in 21st Century? Behaviour in the classroom and well-being of students ‘Good Girl’, ‘Bad Boy’ Myths and other traps What about teachers? Can a stressed-out teacher spread happiness? About Mindfulness What Mindfulness is and what it isn’t - demystifying modern misconceptions About grounding - the magic ingredient for mindful life What is ‘grounding’? Why teachers need to have those tools? A few words for parents Gratitude Exercise Mindfulness, meditation and grounding at home PART TWO What is in the Part Two and how to use it? Mindfulness meditation in the classroom and logistics of implementation: group sizes, space, times to use it, length of exercises, space, environmental sounds, background music, safety and age of students PRACTICAL EXERCISES GROUNDING MEDITATIONS FOR POSITIVE SELF-PROGRAMMING LIST OF GROUNDING MEDITATIONS THREE ELECTRONIC MEDITATIONS FOR TEACHERS

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Book SynopsisIdentifying Special Needs provides expert guidance to recognising and categorising the specific characteristics of a range of special needs. Drawing on her experience as an educational psychologist and special education teacher, Glynis Hannell provides easy-to-use checklists to help teachers quickly and accurately gather information to determine whether individual students need specialised attention and services, and guidelines on how to provide this help.This unique book offers diagnostic criteria and supporting notes for a wide range of special educational needs, including autism spectrum disorders, communication disorders, social and emotional issues, cognitive disabilities and specific learning disorders. Relevant to both primary and secondary school students, all checklists can be photocopied for ease of use and downloaded from the companion website. This fully revised third edition includes additional information on guiding conversations with parents, chTrade Review'Offers something uniquely useful for staff and professionals in the field.'- Pippa Whittaker, secondary SENCO and author of Essential Tips for the Inclusive Secondary Classroom'There is nothing that is as comprehensive in covering such a wide range of SEND.' – Linda Evans, SEND AdviserTable of Contents1. Introduction 2. Cognition and Learning 3. Communication 4. Developmental 5. Autism Spectrum Disorder 6. Social, Emotional and Mental Health 7. Sensory 8. Supplementary Resources

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Book SynopsisThis concise book supplements the Routledge School Based Teacher Training Hub which you can find at www.routledgeteachertraining.comThe Hub has been developed in conjunction with teacher training experts and offers busy trainees and their mentors focussed, accessible, evidence-informed guidance that will help develop skills and confidence for successful classroom practice.The chapters in this collection on the Hub explore one of the most challenging aspects of learning to teach in the secondary school: Managing behaviour. The Hub provides:-Online access to ten chapters, carefully selected from across the breadth of Routledge's publishing, written by experts in the field, to cover core skills and knowledge for effective behaviour management.-An introduction to each chapter, designed to show how the evidence applies to your setting and practice, and how you can build on the advice to develop and improve teaching.-A <Table of Contents1 Using Teacher’s Standard 7: How to Establish (and Maintain) Effective Classroom Discipline 2 Using Teacher’s Standard 1: How to Set High Expectations 3 How to Use Language as a Teacher 4 How to Use Classroom Routines to Establish Good Behaviour as the Norm 5 Theory, Research and Behaviour Management 6 Managing Student Behaviour 7 Why do Some Children Behave and Some Do Not? 8 Managing Classroom Behaviour: Adopting a Positive Approach 9 Effective Use of Positive Feedback and Rewards 10 Managing Learning in Classrooms

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Book SynopsisThis set contains the guidebook Nurturing Emotional Resilience in Vulnerable Children and Young People alongside seven therapeutic storybooks, including How Monsters Wish to Feel. The guidebook outlines ways to use these beautifully told and visually appealing stories to nurture emotional resilience with children. This set of guidebook and storybooks will be invaluable tools for anyone working to build emotional resilience with children and young people.How Monsters Wish to Feel is a therapeutic story about a journey to develop emotional resilience. Using the analogy of the Japanese art of Kintsugi, whereby broken pottery is restored to wholeness with a golden lacquer, the story alludes to the importance of focusing on the strengths and protective factors in a child''s life, rather than the problems and risks, in order to promote emotional resilience.The guidebook provides practical strategies to support children''s emotional resi

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Book SynopsisMental health and wellbeing is a hugely important agenda in education, both nationally and internationally. Promoting Positive Mental Health in the Primary School unpacks scientific and psychological research and evidence to explain positive mental health through the lens of a primary classroom in the language of teaching professionals. Chapter by chapter, the book focuses on specific elements fundamental to positive mental health promotion in the classroom, including developing positive relationships, emotional literacy, empowering children as learners as well as the importance of teacher wellbeing, and illustrates how these can be achieved. It offers: An examination into the connection between positive mental health and good teaching Guidance underpinned by evidence for teachers and school leaders who wish to embed a consistent approach to positive mental health promotion Practical suggestions for whole school profeTrade ReviewTina Stones, EdD student at University of Edinburgh Following the introduction of ‘Getting it Right for Every Child’ agenda in Scotland and ‘Every Child Matters’ in England, there has been an increased interest in wellbeing in education. Further, ‘The Good Childhood Inquiry’ raised the profile of the emotional wellbeing of children and schools have a responsibility to develop the wellbeing of the children. Research suggests the implementation has been complex and not all teachers view the promotion of positive mental health as their responsibility. I would suggest that there is a real need for this book and the markets would include schools, FE colleges and HE institutions. Since the introduction of OECD measurements of the wellbeing of young people the international market will also be a possibility. I expect a sustained interest in the field of positive mental health promotion in education. I believe the topic will grow and evolve as the needs and complexities of childhood and youth grow and change. I don’t believe the book will become quickly out of date so long as it does not focus too strongly on the current policy context. Emotional literacy, wellbeing, resilience, positive mental health, nurture and positive relationships are likely to remain important agendas for primary school teachers. The evidence base for nurturing environments is growing and is likely to further expand in the future. Dr Richard Woolley, University of Worcester Mental health is an area very much to the fore in education at the present time, and will continue to be important. In England, Ofsted will focus increasingly on children’s well-being as a part of inspections, which will further raise the profile of positive mental health. A book that explores issues in way that is accessible to primary school teachers will be beneficial. Table of ContentsAcknowledgements Introduction Part I: Theoretical and contextual background Chapter 1 – What is positive mental health Chapter 2 – Positive mental health promotion in schools Part II: How to promote positive mental health in school Introduction to Part 2 Chapter 3 – Positive Relationships Chapter 4 – Ethos Chapter 5 – Emotional literacy Chapter 6 – Empowering children as learners Chapter 7 – Embedded promotion and targeted action Part III: Strategies for developing whole school approaches, including those to promote teacher wellbeing Chapter 8 – The importance of a whole school approach Chapter 9 – Teacher wellbeing Appendix References

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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._______________Managing behaviour in the secondary classroom can be demanding, hard work, and for the newly qualify teacher, sometimes intimidating. In this edition, experienced teacher and author Johnnie Young brings together over 100 tried and tested, practical ideas to help manage the range of difficult behaviours found in the secondary classroom. Whether you are an experienced teacher or someone with little practical teaching experience, there are strategies in this book for you; from those that will help to resolTrade Review'This is an excellent book. While showing the reader how to teach and how to engage with children (including those who "don't want" to behave or learn) Johnnie Young shows us a host of ideas and techniques. It is written in an extremely accessible style so you can pick up good ideas from a five-minute dip or you can read it for longer to expand your classroom skills. Teachers will return to this book again and again.' John Bayley, Education Consultant, UK * . *This book is full of great tips which are based on years of experience in challenging classrooms. They really work and will enhance your performance in classroom management. I highly recommend this book." * Peter Haddon, Assistant Headteacher, Essex. *Table of Contents1. Core Skills You Absolutely Must Learn / 2. Be One Step Ahead / 3. It's Not What You Teach, It's How You Teach It / 4. The Language and Attitude of Success / 5. For Immediate Effect / 6. Building Longer Term Strategies / 7. Common Dangers and How to Avoid Them / 8. Getting to the Heart of Problems through Role Plays / 9. Dealing with Extreme Behaviours / 10. A Few "Off The Wall" Strategies

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Book SynopsisThe reader comes away with strategies for implementation and the confidence to create win-win classrooms and support students in self-management.Jo Ann Freiberg, Educational ConsultantIncludes more examples than any other book of its kind I've ever read.Stephen Haslam, Educational ConsultantThe focus throughout this book is on effective classroom strategies for setting up a win-win environment where everyone's needs are met and there are fewer power struggles to disrupt instructionWendy Marshal, Director, Educational Technology Training Center Armstrong Atlantic State University At the start of your career or at the end of your ropeWhen it comes to student behavior challenges in the classroom, conventional practices and punitive discipline codes often fail to motivate students to change their attitudes or behavior. Recognized for defining a nontraditional approach that really works, JaTrade Review"The focus throughout this book is on effective classroom strategies for setting up a win-win environment where everyone’s needs are met and there are fewer power struggles to disrupt instruction." -- Wendy Marshall, Director, Educational Technology Training Center"I have always been a ′wanna-be′ win-win teacher, but did not have all the tools I needed to become one. I only knew what I did not want to be. The suggestions in this book have benefited both my students and me, and I am very grateful for that." -- Patty Johnston, Teacher"The suggestions for motivating cooperative behavior are excellent! The list of choices to offer students and guidelines for offering choices are so useful." -- Stephen Haslam, Educational Consultant“The reader comes away with strategies for implementation and the confidence to create win-win classrooms and support students in self-management.” -- Jo Ann Freiberg, Educational Consultant“A clearly stated guide that teachers can use to unlock the learning process for students while maintaining their joy of teaching.” -- Aili Pogust, Literacy Consultant, Coach, and Trainer“Chapters teach how to recognize and support emotional and social development in students, going beyond the usual educational primer to apply tested teaching techniques.” -- California Bookwatch, April 2008Table of ContentsAcknowledgments About the Author Preface Introduction Part I. The System, Your Students, and You 1. Drawing the Line 2. Starting Where You Are 3. Clarifying What You Want Part II. The Challenges 4. Behavior and the Brain 5. Tripping Over the System 6. Catching Up to the Twenty-First Century 7. Keeping the Big Picture in Mind Part III. Restructuring Power Dynamics 8. Connecting With Kids 9. Who′s Got the Power? 10. Win-Win Authority Relationships Part IV. Establishing Authority in a Win-Win Classroom 11. Mastering Motivation 12. The Power of Choice 13. The Beauty of Boundaries 14. Following Through 15. Responding Nonreactively Part V. Success Orientation 16. Managing a Win-Win Classroom 17. Planning for Success 18. Learning Styles and Preferences Part VI. Increasing Positivity 19. Changing Your Focus 20. Creating Congruence 21. Keeping the Good Stuff Going 22. Supporting Emotional and Social Development 23. Building Problem-Solving Skills Part VII. Working the System 24. Backup and Support 25. Secrets of Successful Self-Care Epilogue Resource A. Win-Win Ideas for Administrators Resource B. Magic Sentences Resource C. Characteristics of Healthy Relationships Recommended Reading Index

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Book SynopsisWidely recognized as a gold-standard resource, this authoritative book has been revised and expanded with 50% new material. It provides a complete introduction to functional behavioral assessment (FBA), complete with procedures, forms, and tools that have been piloted and refined in both general and special education settings. Numerous vivid examples illustrate how to use the authors' behavior-analytic problem-solving model (BAPS) to synthesize assessment results and guide the design of individually tailored interventions. Practitioners and students enjoy the engaging, conversational tone. In a convenient large-size format, the book includes 17 reproducible checklists and forms. Purchasers get access to a companion webpage where they can download and print the reproducible materials. New to This Edition *Revised BAPS model reflects the latest research and offers a more comprehensive approach to FBA. *Chapters on professional and ethical standards; analyzing how bioloTrade Review"With this third edition, Steege and associates have once again brought the state of the art (really science) of FBA to a wide range of readers, with new tools and great examples. This is a perfect text for psychology courses in applied behavior analysis as well as education courses in positive behavior support."--Wayne Sailor, PhD, Department of Special Education and Co-Director, SWIFT (Schoolwide Integrated Framework for Transformation) Education Center, University of Kansas "The third edition of this well-respected book not only clearly describes the steps and strategies of FBA--a hallmark of previous editions--but also expands the conversation to include nuanced topics rarely covered in other FBA resources. These topics include the influence of students’ thoughts, emotions, medical issues, and executive skills on school behavior. Through the use of real-life examples involving a variety of students and behavioral challenges, Steege and colleagues effectively convey the compassionate, individualized nature of FBA and the practical idea that the approach is only as good as the interventions and outcomes that result from it."--John J. Murphy, PhD, Department of Psychology and Counseling, University of Central Arkansas "The book offers a very good balance of 'how to' and 'why to.' It is strong in evidence-based research support, and conveys complex theory and praxis in a conversational voice. The ready-to-use, downloadable forms offer outstanding value. The updates in the third edition are important, given the ever-changing populations of students that we see in the practice of school psychology. In a field that prioritizes best practices, I appreciate that the book addresses circumstances where behavioral assessment is completed 'as best as possible' given the multitude of factors in play. This is one of those books I encourage my students to have on their shelves for its timeless tips, tools, and information."--Kelly Dean Schwartz, PhD, RPsych, School and Applied Child Psychology Program, University of Calgary, Canada "This book is organized in a very understandable way. The third edition is even more user-friendly than the second edition; I think my students will find the content easier to grasp and apply. The book is not too prescriptive--it makes clear that every child's individual strengths and needs must be considered. It contains wonderful resources, such as downloadable forms and templates, with filled-out examples to ensure understanding. As a school psychologist for 12 years, one of my favorite parts of the book is the authors' anecdotes and personal stories--they are familiar, illuminating, and entertaining. This book is very applicable for those who conduct FBAs in schools or train other professionals. It really works on both levels."--Elizabeth Willis, MS, EdS, NCSP, Lecturer, Educational Specialist in School Psychology Program, Eastern Washington University "The third edition contains much new material, particularly around executive skill delays and the behavior-analytic problem-solving model. This book is particularly useful for graduate students in school psychology and/or applied behavior analysis programs who have future goals of becoming school-based practitioners. The templates and examples of FBAs contained within the text alone are invaluable resources for both graduate students and early-career professionals."--Robyn B. Bratica, PhD, Department of School Psychology, William James College -A comprehensive handbook for school-based practitioners with updated formatting for thorough function-based evaluations and interventions….It encompasses the classic components of FBA while providing a format for practitioners to incorporate the increasingly significant impact of internalizing emotions, trauma, and skill deficits on behavior. In doing so, it expands upon the traditional components of the FBA and increases its relevance and utility….A user-friendly reference guide that provides the opportunity for practicing school psychologists to brush up on their knowledge of FBA and behavioral theory, increase the specificity and utility of their FBAs, and conduct FBAs that are better suited to the increasingly complex needs of our students.--NASP Communiqué, 05/01/2021Table of Contents1. Introduction to Functional Behavioral Assessment 2. Professional Standards and Ethical Considerations 3. Conceptual Foundations of Functional Behavioral Assessment 4. Behavior Analysis of Medical Conditions, Emotions, and Thoughts 5. Executive Skills 6. Behavior-Analytic Problem-Solving Model 7. Indirect Functional Behavioral Assessment 8. Descriptive Functional Behavioral Assessment 9. Experimental Functional Behavioral Assessment 10. Preference Assessment and Experimental Analysis of Reinforcer Effectiveness 11. Function-Based Interventions 12. Treatment Analysis 13. Functional Behavioral Assessment Report Templates and Examples 14. Applied Learning Experiences 15. It’s the Final Chapter Appendix. Functional Behavioral Assessment Rating Scale (FuBARS)

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Book Synopsis''Equal parts practical, funny and illuminating - belongs on the required reading list for life'' - Sarah Knight, internationally bestselling author of Get Your Sh!t TogetherAccessible and inspirational, The Unbreakable Student is the self-care guide that every university student needs.So, you''re starting university - you''ve learnt what to pack, where to socialise, how to cook (sort of)... but what about how to look after your mental health?University is a whirlwind of exciting, fresh experiences. But it can also be overwhelming. You''re in a strange new environment and faced with the pressure to make friends, complete difficult assignments, stay healthy, manage your finances and so much more, all while being away from your loved ones. In this time of massive change, looking after your mental wellbeing is more important than ever.Nic Hooper has witnessed the student mental health crisis unfolding every day on campus and iTrade Review'Nic Hooper has pulled off a neat trick for a professor, essentially creating a long-form lecture that remains engaging and informative to the very end. Equal parts practical, funny and illuminating, The Unbreakable Student belongs on the required reading list for life. Young people everywhere are lucky to have him, in person or on the page' - Sarah Knight, internationally bestselling author of Get Your Sh!t Together'One of the best self-help books I've ever read: wise, witty, (laugh-out-loud funny in places), compassionate - and above all, incredibly practical! Nic Hooper shows you how to effectively deal with the many trials and tribulations of student life; how to face up to your fears, frustrations and challenges; handle your stress and anxiety; take the power out of your inner critic; while building resilience and thriving along the way. I wish I'd had something like this in my student days; would have spared me years of suffering. Essential reading for every college student, of every type, everywhere in the world (as well as for their teachers and parents)' - Dr Russ Harris, internationally bestselling author of The Happiness Trap and ACT Made Simple'You have many things to learn as a University student but above all you need to learn the what and how of life: What is really needed to be successful as a person? And how will you become accomplished at those things? In a clear, concise and sure-footed way, this excellent book teaches you that what and how. If you learn nothing else in your time in the academy and yet learn what is in this book, you can count your years there well spent. Highly recommended' - Steven C. Hayes, Ph.D., Foundation Professor of Psychology, University of Nevada and author of A Liberated Mind: How to Pivot Toward What Matters'For so many students, university is a time of self-doubt and challenge. This is a must-read guide on how to bring your best self forward, so you can truly thrive'- Susan David, Ph.D., Psychologist at Harvard Medical School and author of Emotional Agility'Going to university is a tumultuous time in any case, but this is doubly true when there's a pandemic happening. Hooper's new guide couldn't be timelier. Drawing on many years of relevant experience and training, it's a must for any student beginning this next stage of their life' - Dr Dean Burnett, neuroscientist and bestselling author of The Idiot Brain'Going to university is a fantastic opportunity that can transform students' lives, but we also know it throws up many new challenges. The Unbreakable Student is a very well-written and researched companion, with valuable tools, tips and techniques that will help students deal with these challenges and make the most of their journey. I would recommend it to all students studying at university - and to their parents too' - Professor Steven West, Vice Chancellor at the University of the West of England, and Chair of the Universities UK Mental Health in Higher Education Working Group'Nic's guide to staying sane at university is full of solid, sensible advice, delivered with a smile and a side helping of science. Nic doesn't just tell you what to do, he tells you why and gives you a whole range of ideas about how. In truth, I wish this book had existed for me to read during my own university adventure' - Dr Pooky Knightsmith, child and adolescent mental health expert'What a useful guide for students! It's raw, authentic, personal, soulful, entertaining and pragmatic. In my opinion, this is a must-have for young adults in higher education' - Dr Scott Barry Kaufman, author of Transcend: The New Science of Self-Actualization and host of The Psychology Podcast'Nic Hooper has written such a timely and powerful book! People in this stage of life may feel unseen, confused, overwhelmed and unsure about how to meet their emotional needs. Hooper understands this deeply, and provides them with identification, a caring voice and a road map to resilience and health' - Jonathan Hoban, psychotherapist and author of Walk With Your Wolf

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Book SynopsisIn a Nutshell - This book helps in-service and pre-service teachers understand how students with mild to significant autism can be perceived as literate and then supported to participate in literacy activities both in and out of school.Synopsis - In addition to discussing reading and writing within the formal academic curricula, this practical volume considers how students with autism may use literacy to enhance other areas of their lives (e.g., to research and understand their own disability, to pursue social relationships online). Drawing upon classroom and school observations, the authors' own experiences as elementary and high school teachers, autobiographies of people with autism spectrum disorders, and recent research in the areas of significant disabilities and education, the book explores why students with these labels are often excluded and offers ideas for planning lessons, creating curricular adaptations, and designing a classroom environment that promotes literacy learning for students with autism.

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Book SynopsisThis is the seventh volume in the series, "Advances in Learning and Behavioural Disabilities". It includes such topics as: study times in good and poor comprehenders; diagnostic spelling analysis; spatial learning and instruction of children with learning difficulties; and, ageing and prospective memory.Table of ContentsMemory judgements and allocation of study times in good and poor comprehenders, Ombretta Papetti et al; diagnostic spelling analysis within curriculum-based measurement - implications for students with learning and behavioural disabilities, Lynn S. Fuchs et al; spatial learning and instruction of children with learning disabilities, Frederick J. Brigham; aging and prospective memory - basic findings and practical applications, Mark A. McDaniel and Gilles O. Einstein; metacognitive knowledge, learning disorders and mental retardation, Cesare Cornoldi and Renzo Vianello; effectiveness and treatment validity of interventions addressing self-injurious behaviour - from narrative reviews to meta-analysis, Ralf W. Schlosser and Herbert Goetze; learning difficulties and memory problems in mental retardation - a meta-analysis of theoretical perspectives, Kenneth A. Kavale and Steven R. Forness. Part 2 Methodology: single subject research methodology in the study of learning and behavioural disorders - design, analysis and synthesis, Thomas E. Scruggs; the use of single subject designs in applied settings, Partick J. Schloss et al; single subject research and the policy process, James L. Hamilton and Nancy Safer.

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Book SynopsisAs a practical introductory resource for transition coordinators and secondary special education teachers, this book offers a comprehensive look at the different roles and responsibilities of stakeholders throughout transition planning. The book synthesizes evidence-based strategies and suggestions for best practice with vignettes and Tips for Transition. This resource includes forms to help special educators and transition coordinators plan activities and instruction, develop transition goals and IEPs, identifying post-school goals, and more.

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Book SynopsisBased on a collaboration dating back nearly a decade, the authors—a behavioural analyst and a child psychiatrist—reveal their systematic approach for deciphering causes and patterns of difficult behaviours and how to match them with proven strategies for getting students back on track to learn. The Behavior Code includes user-friendly worksheets and other helpful resources.

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Book SynopsisBased on a collaboration dating back nearly a decade, the authors—a behavioural analyst and a child psychiatrist—reveal their systematic approach for deciphering causes and patterns of difficult behaviours and how to match them with proven strategies for getting students back on track to learn. The Behavior Code includes user-friendly worksheets and other helpful resources.

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Book SynopsisSince its publication in 2012, The Behavior Code: A Practical Guide to Understanding and Teaching the Most Challenging Students has helped countless classroom teachers, special educators, and others implement an effective, new approach to teaching focused on skill-building, practical interventions, and purposeful, positive interactions with students who have mental health disorders.Based on the success of the previous book, author Jessica Minahan has written this companion guide for educatorsseeking additional guidance for creating and implementing successful behavior intervention plans (“FAIR Plans”) for the students teachers worry about the most: those with anxiety-related or oppositional behaviors.Minahan takes readers step-by-step through the process of understanding and practicing the components of a FAIR behavior intervention plan so that they or a team can immediately customize it and put it to work in classrooms. Additional tips on creating interventions, as well as checklists to help with implementation and monitoring progress, are also included.Packed with brainstorming and reflection exercises, planning activities, templates, case studies, recommended apps, and other technology resources, The Behavior Code Companion will help educators create optimal classroom environments for all students.Table of ContentsCONTENTSIntroduction 1 CHAPTER 1Cracking the Code 7Embracing a New Perspective on Behavior REFLECT: How Do You Think About Behavior? 10 REFLECT: Examining Your Assumptions 12 CASE STUDY: Julian, a Student with Anxiety 13 CASE STUDY: Malik, a Student with Anxiety 15 PRACTICE: Reframing Our Understanding of Behavior 17 CHAPTER 2The FAIR Behavior Intervention Plan 19Practicing the Fundamentals PRACTICE: Functional Communication 23 PRACTICE: Replacement Behavior 24 PRACTICE: Writing Target Behaviors 28 PRACTICE: Analyzing Stan's ABC Notes 31 PRACTICE: Analyzing Juanita's ABC Notes 33 PRACTICE: Analyzing Raul's ABC Notes 35 PRACTICE: Analyzing ABC Notes for Your Students 37 PRACTICE: Structured ABC Data Sheet 38 CHAPTER 3Key Interventions for Successfully Supporting Students 41 REFLECT: Supporting Student Work Initiation 47 REFLECT: Transitions and Your Students 49 CASESTUDY: Xavier, a Fourth-Grade Student 53 CASESTUDY: Trevor, a First-Grade Student 54 PRACTICE: Making a Transition Support Plan 55 REFLECT: Evaluating Breaks in Your Classroom 59 PRACTICE: Brainstorming Breaks 62 PRACTICE: Evaluating Break Data 64 REFLECT: Finding Islands of Competence 68 PRACTICE: Planning Islands of Competence 71 PRACTICE: Brainstorming Barriers to Alternative Lunches 71 CHAPTER 4"Get Away From Me!" 73Strategies and Interventions for Students with Anxiety-Related Behaviors CASE STUDY: Analyzing Harry’s Behavior Plan 78 CASESTUDY: Analyzing Chandra’s Behavior Plan 80 REFLECT: Analyzing Your Student's Behavior Plan 82 PRACTICE: Creating a Writing Checklist 87 PRACTICE: Creating a "How I Feel About Writing" Sheet 88 REFLECT: Prioritizing Skills and Strategies 91 PRACTICE: Creating a Visual Self-Regulation Sheet 99 REFLECT: Planning a Check-In 104 REFLECT: Creating Check-In and Check-Out Sheets 106 CASESTUDIES: Catching It Early with Sophia and Sam 109 CASE STUDY: Prioritizing Strategies for Omar 113 CASESTUDY: Prioritizing Strategies for Stacey 113 CHAPTER 6Creating FAIR Behavior Intervention Plans 147 CASE STUDY: Aton, Grade 3 151 CASE STUDY: Devan, Grade 6 154 CASE STUDY: Angela, Grade K 157 CHAPTER 7Tools for Monitoring Progress and Implementation 161 REFLECT: Creating Data Sheets for Your Student 165 PRACTICE: Making an Implementation Checklist 177 PRACTICE: Putting It All Together 178 APPENDIX AIndividualized Education Program Goals and Objectives 183 APPENDIX BProtocols: Safety, Bolting, Threat, and Self-Harm 187 APPENDIX CHelpful Apps 207 APPENDIX DFAIR Behavior Intervention Plan Template 217 APPENDIX EUpdated FAIR Behavior Intervention Plan for Students with Anxiety-Related Behavior 221 APPENDIX FUpdated FAIR Behavior Intervention Plan for Students with Oppositional Behavior 227 APPENDIX GAnswer Key 235Notes 255Acknowledgments 259About the Author 261Index 263

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Book SynopsisThe purpose of this book is to provide educators with effective, research based interventions to improve the literacy skills of students with emotional and behavioral disorders (EBD) in K-12 classrooms. This book identifies, defines, and describes a number of research-based literacy interventions, and discusses their effectiveness as supports for students with EBD. Also included are examples of and guidance for how educators can implement the interventions in the classroom. Topics on integrating the use of technology-based instruction, culturally and linguistically diverse learners, and considerations for working with students with EBD in alternative educational settings are discussed as well.

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Book SynopsisThe purpose of this book is to provide educators with effective, research based interventions to improve the literacy skills of students with emotional and behavioral disorders (EBD) in K-12 classrooms. This book identifies, defines, and describes a number of research-based literacy interventions, and discusses their effectiveness as supports for students with EBD. Also included are examples of and guidance for how educators can implement the interventions in the classroom. Topics on integrating the use of technology-based instruction, culturally and linguistically diverse learners, and considerations for working with students with EBD in alternative educational settings are discussed as well.

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Book SynopsisStudents who experience trauma may have ongoing difficulties with executive function skills—including working memory, a skill that’s foundational to attention, focus, and school success. Part of an essential new series of laminated quick guides for preK–12 educators, this is your concise, practical introduction to supporting students who struggle with working memory.Jen Alexander and Jennifer Dickey, educators and experts on trauma-sensitive schools, guide you through this important topic in a friendly, warm, and personal style. They’ll give you the insight you need to understand your students’ needs, plus practical guidance, tools, and real-world ideas you can use right away to support working memory and set every learner up for success. Inside this quick guide, you’ll: Review how working memory functions and the role it plays in academic achievement Learn how to recognize working memory challenges in your students Adjust the way you think about and talk to students who struggle with working memory Get specific tips, strategies, and tools to support your students’ working memory PRACTICAL DOWNLOADS INCLUDED! 10 interactive downloads—including exercises, lesson plans, games, conversation prompts, and student supports—expand on the tips in this quick guide and help you apply your learning.About the Series: Quick Guides for Building Trauma-Sensitive SchoolsPractical, friendly, and immediately useful, this series of laminated quick guides addresses the essentials of building trauma-sensitive schools—safety, connection, regulation, and learning. Jen Alexander has collaborated with experts around the globe to bring educators tips, strategies, and activities they can apply right away in their classroom and school. Each guide in the series also includes downloadable lesson plans and exercises that educators can use to take action. Equally useful for experienced trauma-sensitive educators or those just getting started, these quick guides will help school staff create environments that support every person’s well-being and learning.Table of ContentsPANEL 1:Who we areWhy this topic?What you'll learn in this guidePANEL 2: Focusing in on working memory Working memory and school successPANEL 3: Recognizing working memory challenges Key things to remember as you prepare to support your studentsPANEL 4: Changing what you think and sayPANEL 5: Strategies to support students’ working memoryPANEL 6: Collaborative conversationsPANEL 7: The power of &: ampersand cardsPANEL 8: Wrapping up: what to do next List of downloads References

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Book SynopsisWinner, Canadian Museums Association’s Outstanding Achievement in Audience OutreachHonourable Mention, Canadian Museums Association’s Outstanding Achievement in ResearchArt has the potential to bring us together and create lasting connections. As humans, we have a universal need to express ourselves, find meaning, and experience a sense of belonging in our communities.In 2006, the Art Gallery of Nova Scotia and Autism Nova Scotia partnered to develop a recreational art program that provided a safe and supportive environment for participants to express themselves creatively. In these classes, artists work in collaboration with autism support specialists and volunteers to provide meaningful and positive art experiences for children and young adults on the autism spectrum.Autism Arts showcases the collaborative nature and profound impact of the program. Featuring interviews with participants and their families, facilitators, and therapists and autism support specialists, this unique resource gathers reflections, stories, and feedback; documents workshops, representative artworks, and visual stories of social interactions; and reflects on the role museums and galleries can play in inclusion.Richly illustrated and accompanied with real-life stories, curriculum choices, and lesson plans, Autism Arts invites the reader both to celebrate and to share in the optimism and promise inclusive programming holds for all of us.Trade Review“The book, laden with images of participants making art in the gallery’s studio as well as some of the work they have created, is a useful primer for other organizations considering such a program. It also highlights feel-good moments, describing how the program encouraged social interactions and friendships amidst creative exploration.” -- Portia Priegert * Galleries West *

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Book SynopsisAlong with volume 23 of the same series, this book addresses the most current perspectives and issues related to behavior disorders and it involves leaders in the behaviour disorders field. This book specifically addresses identification, assessment and instruction. This book is organized to allow readers to follow behavioral disorders in a very logical and thoughtful process. Topics addressed include legal issues, assessment, placement prevention, culturally and linguistically diverse students, English Language learners, behaviour modification as well as differentiated instruction. Chapters can be read in order or independently since they have considerable versatility. We feel that this volume of "Advances in Special Education" will be an excellent resource for special education professionals who teach and serve students with behavioral disorders.Table of ContentsList of Contributors. Preface. Chapter 1 Legal Issues and Teachers of Students with Emotional and Behavioral Disorders. Chapter 2 Themes and Dimensions of Emotional and Behavioral Disorders. Chapter 3 Assessment of Students with Emotional and Behavioral Disorders. Chapter 4 Placement of Students with Emotional and Behavioral Disorders. Chapter 5 Placement of Culturally and Linguistically Diverse Students in Programs for Students with Emotional and Behavioral Disorders: Contemporary Trends and Research Needs. Chapter 6 Prevention of and Early Intervention for Students with Emotional and Behavioral Disorders: Systems to Support Data-Based Decision Making. Chapter 7 English Language Learners and Emotional Behavioral Disorders. Chapter 8 Behavior Modification/Traditional Techniques for Students with Emotional and Behavioral Disorders. Chapter 9 Differentiated Instruction for Students with Emotional and Behavioral Disorders. Chapter 10 Hobson's Choice: Illusory Intervention Choice for Culturally and Linguistically Diverse Learners with Problem Behaviors. Behavioral Disorders: Identification, Assessment, and Instruction of Students with EBD. Advances in special education. Advances in special education. Copyright page.

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Book SynopsisAlong with Volume 22 of the same series, this book addresses the most current perspectives and issues related to behaviour disorders and it involves leaders in the behaviour disorders field. This books specifically addresses practice concerns and students with EBD. This book is organized to allow readers to follow behavioural disorders in a very logical and thoughtful process. Topics addressed include inclusion, social skills training, effective instruction, response-to-intervention, transition, technology finally ending with working families, and teacher preparation. Chapters can be read in order or independently since they have considerable versatility. We feel that this volume of "Advances in Special Education" will be an excellent resource for special education professionals who teach and serve students with behavioural disorders.Table of ContentsList of Contributors. Preface. Chapter 1 Inclusion and Students with Emotional and Behavioral Disorders. Chapter 2 Academic Instruction and Students with Emotional and Behavioral Disorders. Chapter 3 Social Skills Training and Students with Emotional and Behavioral Disorders. Chapter 4 Effective Practices/Interventions for Students with Emotional and Behavioral Disorders. Chapter 5 Positive Behavior Supports and Students with Emotional and Behavioral Disorders. Chapter 6 Response to Intervention (RtI) and Students with Emotional and Behavioral Disorders. Chapter 7 Mental Health Issues and Students with Emotional and Behavioral Disorders. Chapter 8 Promising Practices for Effective Transition for Students with Emotional and Behavioral Disorders. Chapter 9 Technology and Students with Emotional and Behavioral Disorders. Chapter 10 Families and Students with Emotional and Behavioral Disorders. Chapter 11 Teacher Preparation and Students with Behavioral Disorders. Behavioral Disorders: Practice Concerns and Students with EBD. Advances in special education. Advances in special education. Copyright page.

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Book SynopsisAs inclusive practice becomes more embedded in the policy and practice of schools around the globe, there remains groups of children and young people for whom education is a problem because of the behaviours, poor emotional development and lack of social skills. These pupils often display disaffection towards education and are to be found on the margins of mainstream schools - too often they dropout of schooling altogether. Drawing on papers and discussions at the third International Conference of SEBDA in 2010 at Keble College, Oxford, UK, the papers in this volume both describe and critically examine strategies and interventions in meeting the educational and well being needs of these children and young people. The contributions provide insights into the ways in which these pupils can remain engaged, or even be persuaded to re-engage, in education provided in both mainstream and specialist schools.Table of ContentsList of Contributors. Introduction. Developing Emotional Literacy – Approaches for Staff and Students Developing an Approach in the SEBD School. At-Risk Children's Attitudes Towards the Quality of School Life. The PALS School-Wide Positive Behaviour Support Model in Norwegian Primary Schools – Implementation and Evaluation. National Behaviour Support Service and Occupational Therapy in School: An Irish Experience. The School Behaviours Rating Scale: A Measure to Assess Behavioural Strengths and Needs and Inform Supportive Programming. Developing Staff Skills Through Emotional Literacy to Enable Better Practices with Children with Social Emotional and Behavioural Difficulties (SEBD). Changing Professional Culture – What Nurture Groups can Achieve. Setting up a Nurture Group in your Secondary School. Preventing Teacher Burnout: Exploring the Perceptions of Teachers for Children with Social, Emotional and Behavioural Difficulties (SEBD) in Thailand. The Integration of Socially Disadvantaged Pupils in the Czech Republic: A Qualitative View on a Quantitative Phenomenon. Elective Home Education: Supporting Access to Education for Children and Young People Within the Gypsy, Roma and Traveller Community. Experiencing Physical Education Through the Filter of Social, Emotional and Behavioural Difficulties. Professional Development: Three Case Studies in Residential Homes – A Holistic Personal Development Programme. A North East Pupil Referral Unit's Response to the Challenge of NEETs. Peer Massage in the Classroom. ‘It Wasnae (only) me’ – The Development of Self-Regulation and Self-Responsibility in Pupils Experiencing Social and Emotional Behavioural Difficulties. The Challenge for the Square peg and the Round Hole: A Sense of Belonging to School. Making Schools Fitting Places for all: A Creative Approach for Girls Excluded from Mainstream Education. Developing Preventative Responses to Disruptive and High-Risk Behaviours. School Shooters: Monsters or Victims. SEBDS and the Mental Processing Biases Suggested by School-Based Data Collection with Children Aged 8–12 in Greece: An Important Finding and Suggestions for Future Research. Early Family Interventions as Prevention of Escalation of Behavioral and Emotional Problems in Internationally Adopted Children. The ‘F’ factor: The Positive Impact of Working in Partnership with Families. Punitive Trends in Germany: New Solutions for Deviant Behaviour or Old Wine in New bottles?. Subject Index. Transforming Troubled Lives: Strategies and Interventions for Children with Social, Emotional and Behavioural Difficulties. International Perspectives on Inclusive Education. International Perspectives on Inclusive Education. Copyright page.

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Book SynopsisThere is a behavioural nirvana: one that is calm, purposeful and respectful. Where poor pupil behaviour is as rare as a PE teacher in trousers and where relationships drive achievement. Annoyingly and predictably, the road is hard and the ride bumpy and littered with cliches - but it is achievable. And when you get there it is a little slice of heaven. A revolution in behaviour can be exciting, dynamic and, at times, pleasantly terrifying. But revolution is short-lived. In After the Adults Change Paul shows you that, after the behaviour of the adults has changed, there is an opportunity to go wider and deeper: to accelerate relational practice, decrease disproportionate punishment and fully introduce restorative, informed and coaching-led cultures. Paul delves into the possibilities for improvement in pupil behaviour and teacher-pupil relationships, drawing further upon a hugely influential behaviour management approach whereby expectations and boundaries are exemplified by calm, consistent and regulated adults.

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Book SynopsisExplains how schools can establish and sustain a behaviour management approach rooted in values, acceptance and a genuine understanding of children's behaviour. Written by Dave Whitaker, The Kindness Principle: Making relational behaviour management work in schools advocates a behaviour management approach rooted in values, acceptance and a genuine understanding of children's behaviour. In an education system that too often reaches for the carrot-and-stick approach to dealing with poor pupil behaviour, an approach built on kindness and compassion might just provide the cure. The Kindness Principle begins with the idea that relationships should be at the heart of behaviour management and culture, and sets out the ways in which the adoption of relational approaches can help create safer and happier schools. Schools where all staff and learners are valued and understood, where expectations and standards are high, and where kindness and acceptance matter. Dave Whitaker explores why it is so important to understand children - offering techniques and advice on how to work effectively with all children (even the most challenging and troubled ones) without resorting to zero-tolerance, no-excuses and consequence-driven practices. Dave also shares a wealth of real-life experiences from some of the most challenging schools in the country, along with research-informed insights that will help teachers understand children's behaviour in a new light. To this end he provides a wealth of guidance to help develop effective practice and learn from people who have actually walked the walk and don't just talk the talk. Furthermore, the topics covered in the book include: restorative approaches, unconditional positive regard, building personal resilience, structures and routines, and the ins and outs of rewards and sanctions. Suitable for teachers, school leaders and anyone working with children.

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Book SynopsisA book for educators who find themselves torn between a government/Ofsted narrative around behaviour, attendance and attainment, and their own passion for supporting square pegs and their families.Trade ReviewNo child should miss out on a good education and the chance of opportunities in life just because their school doesn't give them the support they need to succeed. Most schools cherish and value the children who have special educational needs; there are also some who do not place inclusion high on their list of priorities, and exclude or marginalise children rather than provide the mental health and therapeutic support they need. Recently, a 13-year-old girl with autism gave me a list of what a good school for her would look like: well-organised, supportive, calm, focused on learning, there to help. These are all things we would want to see for every child in every school. After spending two years out of the classroom because a succession of schools was unable to meet her needs, she went on to find a school which understood her and provided the springboard she needed to do well. She went on to achieve great things in her GCSEs and is now in sixth form. Like Square Peg, I want all schools to see the potential in all children and provide the support they need. We should all be grateful to Square Peg for all they do to advocate for children who need most help, and for showing how schools and parents can work together with children to provide a positive environment to learn. Every child deserves the best start in life, and positive outcomes for all children must be at the heart of a successful education system.Anne LongfieldOur high-stakes, test- and exam-focused system is failing too many children. It literally fails those who struggle to attend school or are marked as failures in exams. It metaphorically fails those who attend and get their grades, but at a personal cost to themselves, their love of learning and their families. This will continue to be the case for as long as schools are judged in the main on test and exam results, placing the burden of whole-school success or failure on children's shoulders.For the good of every child and, indeed, of educators themselves (most of whom want to provide the best possible learning experiences and strive to do so in spite of our one-size-fits-all model for education), it's time to listen to the canaries in the cages - the children who simply cannot cope, let alone thrive, within our restrictive, reductive system. Change made for those who suffer most will benefit the whole school community.Alison Ali'It's not that she wouldn't, she couldn't.' These words, written in the introduction of the book, struck a chord with me. The educational system we work in has, in my opinion, been created for the round pegs who fit perfectly into the round holes and yet the young people in our schools are all unique and are not carbon copies of each other. This book is utterly refreshing in that it addresses the biggest of misconceptions - that we should treat all children the same. Not all young people are the same and the sooner we learn how to teach and support them in the way they each need, the better it will be for all. This book explains what the issues are and how as a profession we can begin to address this. I cannot recommend this book enough. Thank you, Fran, Ellie and all the contributors for helping us to better understand and support our square pegs.Toria BonoIn order for a society to become healthy, whole and progressive, it must be willing to listen to the square pegs that it has created within itself. It is when square pegs choose to be silent and when they choose to communicate that we must pay careful attention to, for the sake of all of us. Everyone who was gifted with a square peg in their life will tell you so. Square pegs are our compass and our orienteers: they are the first to notice when we lose our way, the first to see that we have crossed our own boundaries, and the first to feel when we single-mindedly keep digging one-shaped holes. This is why this book had to be written, and this is why it must be read by anyone who cares about the education system of this country.I have been following Fran, Ellie and their many supporters, diligently collecting piece by piece of evidence for several years, to assemble the overly complicated puzzle of square pegs, to improve our society. The result is brutally honest, yet optimistic. It is visionary yet chooses a pragmatic approach and offers many quick wins. It offers a sensitive choice of a diverse set of writers, through which one thread of pearls is coming out very clearly: it is about compassion, consent, community and relationships. It is about holding our societal compass close to our hearts and struggling to keep it safe. This is the struggle of all of us - or at least it should be.Carmel KentIn recent years, many schools in England have started to implement strict policies around behaviour, curriculum and attendance. As the screws tighten, more and more square pegs (read 'deeply distressed young people') have started voting with their feet. When you stop going to school, it creates all kinds of problems: home visits, financial penalties and, incredibly, the threat of custodial sentences for the parents and carers of persistent 'offenders'. The fact that so many young people should choose such strife over attending school should tell us something very important about their lived experience of our one-size-fits-all education system. It seems likely that increasing numbers of square pegs will continue voting with their feet until we reach crisis point. But this crisis can be averted if we listen to the voices of those affected now. This brilliantly curated book is an absolute must-read for anyone interested in creating a more diverse, empathic, responsive educational ecosystem that works for all young people.James MannionThis is one of the most riveting books on education I have read in a long while. Its aim - to provide practical solutions for schools and families struggling with the increasing number of children who don't thrive in our current system - could not be more timely. The array of richly qualified writers places compassion, purpose and student autonomy at the heart of best practice. Their approach would surely work not just for those who avoid school, but for those stuck within it. Square Pegs is a must-read for parents, governors, staff and students who're up for a quiet classroom revolution.Madeleine HoltThis book is steeped in the experience and expertise of families, teachers and leaders. It tells the story of a system that is fraught with unintended consequences, brings the lived experiences of young people alive and challenges the notion of one-size-fits-all strategies. The voice of school leaders and teachers, ambitious to see the young people in their care thrive, roar at us across the page. It's a book of confidence for professionals and parents alike to rise above the distracting noise about attendance, exclusion and 'what works' narratives. A much-needed book ensuring the voice and experience of young people is heard and helping to inform what happens next. It's a must-read for everyone with a vision of an education system that can be 'fixed' through collaboration and brave actions.Margaret MulhollandThis is a book that is firmly on the side of children as they try to come to terms with a school system that is designed to encourage conformity. It highlights the way some schools manage to set the child at the heart of what they do in every sense of the term. There are case studies that shine a light on the child's perspective and solutions offered for other schools to try. Reading it is both heart-wrenching and uplifting ... but uplifting wins.Mick WatersThere is an old African saying: 'Until the lions have their own historians, the tales of glory will always be written by the hunters.' Fran Morgan has assembled here some lions and while they don't write too many tales of glory - although there are some - they do make us all realise why so many square pegs unnecessarily gain so little from our schooling system. Twelve years ago, Michael Gove sent a King James bible to every school. The next secretary of state for education should send a copy of this book to every new head teacher and put it on the reading list for all initial teacher training courses.Tim BrighouseMaking schools more inclusive is essential to ensuring the well-being and ability to thrive of every young person. Creating a sense of belonging and using trauma-informed strategies to help the system welcome the square pegs, rather than continuing to force them into round holes, is clearly the way forward. The current government one-size-fits-all approach, particularly to SEND and behaviour, needs a rethink. This book offers a wealth of practical examples of how collaboration between schools and families, alongside the will to make a culture shift, can lead to successful inclusion practices. It is very readable and contains practical advice and solutions, framed within the current educational context, that leaders, teachers and support staff can use to create the right systems and support to ensure that every child and young person really is more than just 'fine in school'.Judy Ellerby

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Book SynopsisWritten by Stephen Baker,That Behaviour Book: The simple truth about teaching childrenis an essential book for every teacher, providing an engaging and unique mix of anecdotes, practical strategies and moral imperatives for successful and child-centred behaviour management.Trade Review'Allowing the teachers to take control of behaviour' is a wonderful summary as Steve looks back and advises on how to teach Wade Booley as his younger self (without taking him around the back of the Portakabin, Kes-style). This book helps establish routines and helps build relationships for ECTs and experienced teachers. It is easy to read with a plethora of simple ideas, told in a humerous manner with examples we can all relate to. The takeaways are a perfect ending to each chapter, but the cherry on the cake are the 'Now Try This' reflective opportunities which allow teachers to make those positive changes. An exceptional read.Chris DysonThrough visiting thousands of lessons, Steve has a special talent for spotting those moments of interaction between adult and youngsters that are catalysts for relationships breaking down and the inevitable onset of crisis. That Behaviour Book looks at those moments, identifies the issues and provides sensible solutions that have proven to work in many schools. This book is an essential read for all adults working with youngsters.Mark AyersThis book will challenge you to confront yourself. Do not read it unless you are ready to go on a journey to being a better teacher and a better human being. Whilst this book provides so many valuable tools and strategies, it is so much more than a 'how to ... what to do if' book. Steve is clear that our biggest asset in the classroom is our willingness to see children as fellow human beings. As Steve eloquently puts it, 'Your job as a teacher is to help young people build their futures, to assist them to thrive and achieve their potential.' I have long been suspicious of the so-called 'zero tolerance' approach to behaviour. How can we say we love and value our children and have developed sophisticated policies and protocols to safeguard our children from harm, yet say we have zero tolerance of behaviour, which may well be communicating distress, trauma, fear and distrust? Perhaps the most subversive thing about this book is that it challenges the notion that children and young people are to blame for disruptive classrooms. As adults in the classroom, we have the power to create learning environments of mutual respect; Steve provides both the tools and research to prove this to be true. Steve is himself a student of life, and in this book he is honest enough to laugh at himself. This book will make you laugh at yourself too. Steve's anecdotes are presented in a wonderful 'Gervase Phinn' style and readers will identify with so many of the stories relayed by Steve. Reading this book gave me hope. Hope to believe that there is a better way to teach and support our children, not least those from broken homes and dysfunctional families. Nelson Mandela suggested that education is the most powerful weapon we can use to change the world. Yet too many of our children are being excluded from lessons and even their own school community every day. If every teacher and every Ofsted inspector were to read this book, and apply the challenges and tools provided in their professional work, I believe we would see outcomes improve and the so-called disadvantage gap close significantly.Paul TinsleyIn this excellent book, Baker highlights the importance of understanding children, building strong relationships and loving pupils. Based on years of experience working in challenging schools - even the one I went to myself as a kid - he emphasises how vital adult behaviour needs to be in order to get the best out of the pupils. What we see in this book is the power of relationships and how we really must be sophisticated in how we communicate with children in our schools. If you are a new teacher then this book will help you take those first nervous steps into classroom management. If you are an experienced teacher then take a look - you may learn something new.Dave WhitakerInvaluable to early career teachers and experienced practitioners.Steve properly knows his stuff and communicates it brilliantly. His writing drips with authentic experience from a career in some truly wobbly places. Steve's advice is exactly what you need to upgrade behaviour in your classroom.I have worked with Steve for ten years and never fail to learn from him. This book is your chance to do the same.Paul Dix

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Book SynopsisThis comprehensive and accessible guide contains everything that needs to be known in order to set up and run a Minecraft® Social Group for children with autism spectrum disorders.Minecraft®, often described as 'digital Lego', provides an ideal forum to help children with autism and related conditions to develop social and communication skills. This book offers guidance on how to use the game to support the learning of social and emotional concepts such as having a conversation, showing interest in others and understanding another person's point of view.With over 100 pages of photocopiable and downloadable session plans, visuals and handouts, this manual is essential reading for professionals working with autism who are interested in introducing Minecraft® to support social skill development in their students.Trade ReviewMotivation, in autism, switches us on! Outside of 'interest' connecting to social understanding is unlikely. The author of this book recognises this understanding. Such a resource is unique and has been a long time coming. I am excited by and highly recommend this insightful book. -- Wenn B. Lawson (PhD) Psychology. AFBPsS; MAPs. Senior Consultant Complex Support. SA. Dept. of Ed. Disability, Policy & PlanningChildren with autism often develop talents in specific areas, such as playing computer games, but have difficulties with the social skills needed to develop friendships. This ingenious and engaging group programme uses motivation and game-playing talents to teach specific social skills. By discovering new worlds within Minecraft, the participants explore and acquire the social abilities needed to make friends. -- Dr Tony Attwood, Minds and Hearts Clinic, BrisbaneMarch's Autism Book of the Month is: Teaching Social Skills to Children with Autism Using Minecraft® ??Sure Lego therapy is cool, but have you heard about how Minecraft is being used to develop social skills in autistic children?A SUPER accessible step by step guide to improving communication ability in younger autists, 'Teaching Social Skills to Children with Autism Using Minecraft' stands apart from other stuffy autism support manuals by suggesting that the literal building blocks to verbal & collaborative success may lie in the global gaming phenomenon that is Minecraft: a creation simulator/videogame.While, most autism support guides have a tendency to be quite dry, or assuming of how much a reader knows, TSSTCWAUS does a fantastic job of explaining why autistic people struggle socialising and it's clear explanations mean that there is plenty of autism lessons to learn (even if, by the end, you decide not to trial the new therapy).An innovative read, set to shake up the world of autism therapies, I highly recommend 'Teaching Social Skills to Children with Autism Using Minecraft' for parents with autistic children born in the 2000s. Autistic & Unapologetic * Facebook Page Autistic & Unapologetic *Table of ContentsAcknowledgements. Introduction. Part 1. 1. What are social skills? 2. How are social skills impaired in children with Autism? 3. How can group programs support children with Autism to develop social skills? 4. What is Minecraft? 5. Why use Minecraft to teach social skills? Part 2. 6. Getting set up. 7. Running the program. 8. Sessions plans and handouts. Part 3: Resources. 9. Minecraft Money. 10. Minecraft Snakes and Ladders. 11. Helpful websites. Bibliography.

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Book SynopsisThis photocopiable activity book helps teens and tweens who are feeling voiceless, ineffective or fearful in response to events at a world, community or individual level. It incorporates exercises using art and craft, nutrition, mindfulness, yoga and other movement based activities.This book offers dozens of suggestions, interventions, and activities for ways that tweens and teens can care for their physical and mental health, including managing life's stressors, how to recognize 'red flags' in a relationship, and listening to their body's intuition more often. Ideal for mental health counselors, social workers, program coordinators, and other providers working with this age group, it can also be used by parents.Trade ReviewBonnie Thomas is unparalleled in her ability to create therapeutic books for young people. In her newest book, Creative Coping Skills for Teens and Tweens, she speaks directly to teens and tweens in ways that communicate respect and assumption of competence, giving them the tools they need to navigate this difficult transition period in their lives. There are so many beautifully creative choices that this could easily be the only book that you need to turn to when seeking activities in the areas of Self Care, Coping, and Creative Expression for this age group. This book is a gift to therapists, teachers, and parents but most especially for teens and tweens themselves. -- Karla Helbert, LPC. C-IAYT, E-RYT, Author of Finding Your Own Way to Grieve: A Creative Activity Workbook for Kids & Teens on the Autism Spectrum, Yoga for Grief & Loss, and The Chakras in Grief & TraumaTable of Contents1.Introduction; 2. Self Care; 3. Coping Skills; 4. Creative Expression; 5. For Parents

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Book SynopsisIt is important that stakeholders are aware of practices supported as effective for students with learning and behavioral disabilities in order to provide instruction that results in improved learner outcomes. Perhaps equally important, stakeholders should also know which practices have been shown by research to be ineffective (e.g., have no, small, or inconsistent effects on learner outcomes). Special education has a long history of using practices that, though appealing in some ways, have little or no positive impact on learner outcomes. In order to bridge the gap between research and practice, educators must be aware of which practices work (and prioritize their use) and which do not (and avoid their use). In this volume, each chapter describes two practices one supported as effective by research and one shown by research to be ineffective in critical areas of education for students with learning and behavioral disabilities. Chapter authors will provide readers guidance in how to do this for each effective practices and provide concrete reasons to not do this for each ineffective practice.Trade ReviewAmerican educators provide information on theory, critical elements, and research for instructional practices that are and are not supported by bodies of scientific research as effective in critical outcome areas, particularly regarding students with learning and behavioral disabilities. Their topics include two approaches for improving reading fluency: research supports repeated reading but not colored filters, developing mathematical problem solving through strategic instruction: much more than key word, what the research says about movement as behavioral moderator, the appropriate and inappropriate use of praise and feedback for students with learning and behavioral disabilities, and deep pressure therapy does not reduce stereotypical behavior but function-based interventions do. -- Annotation * (protoview.com) *Table of Contents1. Instructional Practices with and Without Empirical Validity: An Introduction - Bryan G. Cook, Melody Tankersley and Timothy J. Landrum 2. Two Approaches for Improving Reading Fluency: Research Supports Repeated Reading But Not Colored Filters - Bryan G. Cook and Christina Keaulana 3. Developing Mathematical Problem Solving Through Strategic Instruction: Much More Than a Keyword - Paul J. Riccomini, Jiwon Hwang and Stephanie Morano 4. Effective and Ineffective Writing Practices for Students with Disabilities - Amy Gillespie Rouse and Alyson A. Collins 5. Picture Exchange Communication System and Facilitated Communication: Contrasting an Evidence-Based Practice with a Discredited Method - Jason C. Travers, Matt Tincani, Julie L. Thompson and Richard L. Simpson 6. Movement as Behavioral Moderator: What Does the Research Say? - Amy E. Ruhaak and Bryan G. Cook 7. Learning Styles, Learning Preferences, and Student Choice: Implications for Teaching - Timothy J. Landrum and Kimberly M. Landrum 8. Never Say Never: The Appropriate and Inappropriate Use of Praise and Feedback for Students with Learning and Behavioral Disabilities - Lauren W. Collins and Lysandra Cook 9. Do School-Wide Positive Behavioral Interventions and Supports, Not Exclusionary Discipline Practices - Rhonda N. T. Nese and Kent McIntosh 10. Deep Pressure Therapy Doesn’t Reduce Stereotypical Behavior, Function-Based Interventions Do Mickey Losinski and Robin Parks Ennis

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Book SynopsisSpecial Education for Young Learners with Disabilities brings together leaders in the field of young children with disabilities, to present their ideas and research on different disability topics. Beginning with an introduction to the topic, the remaining chapters include discussions on learning disabilities, emotional and behavioral disorders, and intellectual disabilities; those who are deaf/hard of hearing; those who have visual impairments; those who have autism, severe and multiple disabilities, and traumatic brain injury; those who are culturally and linguistically diverse; those who have physical disabilities, and other health impairments. While this book focuses largely on the current climate of special education for young learners with disabilities, it also looks forward, concluding with a chapter on the future for the topic, both on a research and a practical basis. This volume of Advances in Special Education is a fundamental resource for special education researchers, scholars, practitioners, and professionals who teach and serve young learners with disabilities.Trade ReviewThis volume compiles 13 essays by special education specialists from the US, who discuss teaching young learners with disabilities. They address interventions for learners with reading difficulties and disabilities, interventions for behavior problems, research and practice related to disability and race, and strategies for working with learners with intellectual disabilities, visual impairments, autism spectrum disorder, severe and multiple disabilities, traumatic brain injury, physical disabilities, and other health impairments, as well as those who are deaf or hard of hearing. -- Annotation ©2019 * (protoview.com) *Table of ContentsPreface 1. Special Education for Young Learners with Disabilities: An Introduction; Jeffrey P. Bakken 2. Reading Interventions for Young Learners with Reading Difficulties and Disabilities: The Role of Word Reading and Word Meaning; Christy R. Austin and Sharon Vaughn 3. Urgent and the Always: Intervening on Behavior Problems in Young Children; Frederick J. Brigham, John William McKenna, Carlos E. Lavin, Murat Koc, Lindsay Watkins and Michele M. Brigham 4. Special Education for Young Learners with Intellectual Disabilities; Emily Bouck and Courtney Maher 5. Special Education for Young Learners who are Deaf /Hard of Hearing; Christy M. Borders, Molly Herman, Karla Giese, and Anna Tess 6. Special Education for Young Children with Visual Impairments; Stacy Kelly 7. Special Education for Young Learners with Autism; Stacey J. Bock, Christy M. Borders, Kristi Probst and Shaqwana Freeman-Green 8. Inclusive Special Education for Young Learners with Severe and Multiple Disabilities; Eva Horn, Stephanie Parks and Zhe An 9. Teaching Young Children with Traumatic Brain Injuries in Inclusive Classroom Settings; Cheryl A. Utley, Festus E. Obiakor and Sunday Obi 10. We Can Do Better: Critically Reframing Special Education Research and Practice at the Intersections of Disability and Cultural and Linguistic Diversity for Young Children; Kathleen A. King Thorius, M. Nickie Coomer and Tammera Moore 11. Special Education for Young Learners with Physical Disabilities; Eugene Asola and Samuel R. Hodge 12. Special Education for Young Learners with Other Health Impairments; Eugene Asola and Samuel R. Hodge 13. Special Education for Young Learners with Disabilities: Moving Forward; Festus E. Obiakor, Sunday Obi, Cheryl Utley, Jessica Graves and Tachelle Banks

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

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Book SynopsisAre you looking for effective strategies for cooperating with your 'difficult' students? Are you struggling to find motivational tools for students that appear to be angry, rude, cruel, erratic, or stubborn?This book is an essential guide for school staff supporting students with Oppositional Defiant Disorder (ODD). Written by the author of The Parent's Guide to Oppositional Defiant Disorder: Your Questions Answered, this book debunks myths about ODD by providing psychiatric context, strength-based approaches and exploring the disorder through a holistic lens. Supporting teachers in building and maintaining healthy relationships with ODD students, the book equips educators with the skillset to understand their students, identify and avoid common obstacles and prepare their students to thrive in and outside of the classroom. Packed with easy-to-use handouts, questionnaires and printable exercises, this guide is perfect for teacher training and group activities.Trade ReviewAmelia Bowler is changing the paradigm of how we understand Oppositional Defiant Disorder. By recognizing that a diagnosis of ODD is what we observe and not the cause of behavior, Amelia gives permission to see the whole child and find new ways to support them. With practical ideas and relevant case studies, this book is one every teacher needs on their shelf. -- Emily Kircher-Morris, LPC, Author of Teaching Twice-Exceptional Learners in Today's Classroom and host of The Neurodiversity PodcastA critical book for teachers, paraprofessionals, principals, parents, therapists, and child psychiatrists alike. It's clear, concise, and evidence-based. Vitally important, the section on cultural competence underscores the complexity and beauty of every child's unique story and journey. -- Mark W. Wilson, MD, Child and Adult PsychiatristBowler's deft research summaries and relatable examples peel back the ODD mask, revealing determined, courageous students from often-unkind backgrounds. Her stories and strategies illustrate how curiosity and trust can nurture motivation and competence, supplanting those exhausting attempts to control behavior. Bowler delivers hope, plus generous, immediately useful resources. -- Dr. Camille Kolu, Ph.D., BCBA-D, Trauma-informed behavior analysis consultantTable of ContentsIntroductionPart I: Changing the way you see Oppositional Defiant DisorderChapter 1: Oppositional Defiant Disorder: the view from the outsideChapter 2: Struggles linked with Oppositional Defiant DisorderChapter 3: Cultural competence, misunderstandings and biasChapter 4: Managing Your Frustrations and ExpectationsPart II Changing the way the student sees youChapter 5: Control and AutonomyChapter 6 Leadership without coercionChapter 7: Building trust and connectionChapter 8: Responding to students in distressPART III Understanding your students' goals and needsChapter 9: Looking for the WHY of behaviourChapter 10: Common Classroom Struggles: Invisible DisabilitiesChapter 11: Skills that improve cooperation in the classroomChapter 12: Preparing to write an Individualized Behaviour PlanPART IV: Worksheets

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Book SynopsisThis highly visual social skills book uses computer metaphors and visual diagrams to help children on the autism spectrum to understand how their words and actions can affect other people. Easily identifiable computing and social networking metaphors are used to explain how memories are saved in the brain, like files in computer folders, and how, just as files can be shared and downloaded on the internet, people learn about you by sharing their positive and negative impressions with each other. The author explains why certain actions may be 'liked' or 'disliked' by others, and offers guidance on appropriate and inappropriate social behavior.This book also features photocopiable worksheets to reinforce the guidance and lessons offered in the book.

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Book SynopsisResponding to the need for educational stakeholders to be equipped to plan for constantly evolving developments in policy and practice for learners with learning and behavioral disabilities, this edited collection collates contributions from authors who predict what the next big things in the field will be, and offer recommendations on how to prepare for the future they envision. The chapters cover a broad range of topics that include developments related to students’ legal rights and services, how research is utilized by practitioners, using practice-based evidence to promote the use of evidence-base practices, open science, neuroscience and special education, professional development for teachers, adaptive tier-2 interventions, the field of emotional and behavioral disorders, reading and students with autism spectrum disorder, and innovations in early writing. Chronicling, too, the concerns and cautions that the authors have about what they see as the next big thing, this collection is a compelling resource for anyone looking to the future of the field, and thinking about how they can be at the front of developments in order to navigate change in a way that generates positive effects.Table of ContentsChapter 1. The next big thing in learning and behavioral disabilities:introduction to the volume Bryan G. Cook, Melody Tankersley, and Timothy J. Landrum Chapter 2. The Endrew F. decision and the future of IEPs and FAPE Jacquelyn Chovanes, Anne O. Papalia, David F. Bateman, and Mitchell Yell Chapter 3. Research utilization in special education Molly K. Buren, Austin H. Johnson, Daniel M. Maggin, Bhawandeep K. Bains, Megan R. Ledoux Galligan, and Lauren K. Couch Chapter 4. Merging practice-based evidence and evidence-based practices to close the research-to-practice gap Lydia A. Beahm and Bryan G. Cook Chapter 5. Open science and special education research Bryan G. Cook, Lydia A. Beahm, Anna Moriah Myers, Victoria J. VanUitert, and Sarah Emily Wilson Chapter 6. Neuroscience and special education: an attempt to break down walls between complementary (but divergent) disciplines Silvia Siu-Yin Clement-Lam, Airey Nga-Lui Lau, and Devin M. Kearns Chapter 7. Professional development: what we know and what we need to find out Victoria J. VanUitert, Michael J. Kennedy, and Lindsay M. Carlisle Chapter 8. Adaptive Tier 2 behavioral intervention: what we know and what remains unseen Stephen P. Kilgus and David A. Klingbeil Chapter 9. Core values, technologies, neuroscience, and law/policy: next big things for emotional and behavioral disorders James. M. Kauffman, Richard E. Mattison, and Michael Gregory Chapter 10. Reading development for individuals with ASD: current knowledge and a roadmap for next steps Emily J. Solari, Nancy S. McIntyre, Jaclyn M. Dynia, and Alyssa Henry Chapter 11. Innovations in early writing intervention: what teachers should know Erica S. Lembke, Kristen L. McMaster, Nicole McKevett, Jessica Simpson, and Seyma Birinci Chapter 12. Some concerns about the next big thing in special education: Persistency of Fads Heather J. Forbes, Jenee Vickers Johnson, and Jason C. Travers

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Book SynopsisIntensive, individualized interventions are certainly the hallmark promise of special education. In a multi-tiered system of supports (MTSS), tier 3 interventions are the most intensive and require individualized delivery to address the learning and behavioral needs of students who are most often identified for special education services. MTSS, such as Responsiveness to Intervention (RTI) and Positive Behavioral Interventions and Supports (PBIS), are comprised of universal assessment, progress monitoring, and databased decision-making as intervention is implemented with increasing intensity and individualization based on the needs of the learner. The chapters in this volume cover a broad range of topics that address issues surrounding the identification of students who need the most intensive intervention, intensive intervention features and delivery considerations, behavioral interventions, academic interventions, and preservice teacher preparation. The authors of the chapters are recognized as international experts on these topics and provide specific recommendations that are based on research evidence as well as discuss considerations for future enhancement of multi-tiered systems of supports and intensive interventions. This is a contemporary resource for teachers, administrators, and teacher-educators who are charged with delivering special education and/or supporting those who do.Table of ContentsChapter 1. Delivering Intensive, Individualized Interventions to Children and Youth with Learning and Behavioral Disabilities: Introduction to the Volume; Melody Tankersley, Bryan G. Cook, and Timothy J. Landrum Chapter 2. Identifying Students with Intensive Academic and Behavioral Needs; Shanna E. Hirsch, Melissa K. Driver, Michelle Hinzman-Ferris, and Allison Bruhn Chapter 3. When Standard Approaches Fail: Advances in the Conceptualization and Delivery of Intensive Interventions; Nathan A. Stevenson Chapter 4. Essential Features of Intensive, Individualized (Tier 3) Interventions; Kathleen Lynne Lane, Eric Allen Common, Mark Matthew Buckman, and Grant Allen Chapter 5. The Role of Function in Behavioral Intervention; John Umbreit and Jolenea B. Ferro Chapter 6. Treatment Integrity and Intensity: Critical Considerations for Delivering Individualized Interventions; Robin S. Codding, Melissa Collier-Meek, and Emily DeFouw Chapter 7. Conducting Systematic Reviews of the Literature: Guidance for Quality Appraisal; Kathleen Lynne Lane, Eric Alan Common, David James Royer, and Wendy Peia Oakes Chapter 8. An Examination of the Text Characteristics of an Early Reading Book Series: Implications for Providing Intensive Practice with Connected Text; Jill Allor, Devin Kearns, Miriam Ortiz, and Carlin Conner Chapter 9. Intensive Reading Interventions for Adolescents and the Challenges of Comorbid Reading and Behavioral Difficulties; Michael Solis and John W. McKenna Chapter 10. Intensive Intervention for Students with Mathematics Learning Difficulties; Minyi Shih Dennis Chapter 11. Developing Preservice Teacher Knowledge and Confidence of Functional Assessment-Based Interventions; Wendy Peia Oakes

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Book SynopsisIt is challenging to understand the complexity and multiple causes of school violence. Given the apparent rise in many forms of violence in schools, and the dire consequences to those impacted by violence, it is vital to better support children and youth in both preventing violence and responding appropriately. Issues Around Violence in Schools explores a number of topics related to violence that occurs in schools or with school-aged children and youth. Authors address the nature and extent of violence in schools – including mass shootings but also other forms of violence – and the relationships and intersections among mental health, special education, and school violence in general. They consider positive approaches to mental health, behavior, and overall climate in schools, analysing both disciplinary practices and interventions and supports and their relationship to school violence. Key insights are presented regarding bullying, positive approaches to behavioral and social/emotional concerns, and the promise of threat assessment for mitigating violence and connecting students to needed supports. This volume provides an overview of key areas of promise for improved research and practice, such that schools are better positioned to mitigate violence, and to respond in positive, supportive ways to those who may be impacted by violence.Table of ContentsChapter 1. Issues Around Violence in Schools: Considerations and Introduction to The Volume; Timothy J. Landrum, Lauren W. Collins, And Bryan G. Cook Chapter 2. Bullying and Youth with Disabilities: Understanding The Complexity of Involvement; Katherine A. Graves, Lindsey Mirielli,And Chad A. Rose Chapter 3. The Duality of Online Socialization: Examining The Juxtaposition between Cyberbullying and Online Friendships; Chad A. Rose, Madison H. Imler, And Jessica Cowley Chapter 4. Bullying of Students with Disabilities: An Update of Litigation Trends; Diane M. Holben and Perry A. Zirkel Chapter 5. Bio-Psycho-Social-Cultural: Four Domains of Factors Contributing to School Shootings; Peter Langman Chapter 6. Behavioral Threat Assessment in Schools; Dewey Cornell Chapter 7. Zero Tolerance for Zero Tolerance: Implications and Alternatives for Students with Disabilities; Lauren W. Collins, Timothy J. Landrum, And Chris A. Sweigart Chapter 8. Whole School, Whole Community, Whole Child: Sustainable and Comprehensive Change with Foundational Social and Emotional Supports; Gregory J. Benner, Sean Slade, Lisa Strycker, And Erica O. Lee Chapter 9. Prepare School Crisis Prevention and Intervention; Amanda B. Nickerson, Stephen E. Brock, And Katherine V. Margiotta Chapter 10. A Collaborative Approach to School Safety: Merging Student Voice with School Personnel’s Use of Restorative Practices for Effective Prevention; Claudia G. Vincent, Hill Walker, Dorothy Espelage, And Brion Marquez Chapter 11. Trauma-Informed Care to Prevent and Mitigate Effects of School Violence; Jessica B. Koslouski, Kristabel Stark, And Sandra M. Chafouleas

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Book SynopsisThis innovative approach to managing Forest School, with a focus on children with additional or complex needs, helps children to explore, increase their confidence, take measured risks, improve their self-esteem and become more resilient.Offering a behavioural toolbox and techniques you can put in place immediately within your own practice, this hands-on guide supports positive behaviour with a full range of learners. The book provides you with the tips, suggestions and philosophy to utilise outdoor skills and activities that children can benefit from, regardless of many additional needs they may have.Trade ReviewWarm and engaging in tone, this book is encouraging, thorough and practical, it inspires curiosity and brims with easily applied advice and activities that will add to a Forest School Leader's tool-box, inform the content and conduct of their everyday practice and help no end when dealing with students whose behavior is challenging. -- Chris Holland, author of I Love My World - the playful, hands-on Nature connection guide book and the Storytelling for Outdoor Learning year courseIn this terrific guidebook, David Rylance offers excellent advice to support learning, behavior, and well-being, combined with the power of nature to create an environment where all kids can thrive. -- Richard Louv, author of Our Wild Calling and Last Child in the WoodsTable of Contents1: Introduction to this Book; 2: A Brief Introduction to Forest School; 3: How Forest School can Support all Children Displaying Challenging Behaviour; 4: Managing Your Own Behaviour; 5: Developing Your Behaviour Toolbox for Forest School; 6: Techniques you can use tomorrow in your forest school!; 7: Supporting SEND Behaviour in Your Forest School; 8: Opportunities and Activities to Support Behaviour Change; 9: Team Building Games; add-ons to your Forest School; 10: Conclusion

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Book SynopsisChildren with strong social-emotional skills are better able to cope with everyday challenges and benefit academically, professionally, and socially. But the benefits that can be derived from these skills can only be seen if children are given the opportunity to develop them.This accessible guide helps teach children to participate in social-emotional learning. Offering fun group activities including social skill-based improv games, participant written plays, and basic plays that can be transformed using the creative minds of children themselves. To increase participant comfort levels with these activities, the book allows for a graduated exposure of techniques, starting with improv trust building and joint focus games, and progressing to improvisation and writing sketches.Featuring additional downloadable content, including worksheets and lesson plans for classroom use, this is the perfect companion for educators and therapists.Trade ReviewThis is a fabulous resource for all teachers and therapist to help children develop social skills and confidence while having fun. Shawn and Eleni have created a comprehensive guide to using Applied Improv based on their experience in Improvisational Theatre Games, Emotional learning and clinical practice. The games and exercises are clearly defined with excellent graphics to aid the teacher. I love this book and will be using it in my classes and therapy. I hope this becomes a resource in every library. It is a jewel! -- Margot Escott LCSW, Psychotherapist & Improv Teacher, Owner and founder of Improv for WellnessSafe, equitable methods of social emotional healing and learning through dramatic play for young neuro diverse and typical populations are in this book! Novel, transformative Social Theatre methods--intentional embodied approaches for community building and repair of trauma and developmental challenges are offered step by step. Useful handouts founded on the authors' research and clinical practices are a thoughtful book bonus. -- Dr. Mimi Savage, registered drama therapist, Associate Professor CIIS Counseling Psychology and Expressive Arts.Yes! Finally, an incredibly easy to use resource that provides clinicians, teachers, and parents with a fast, effective and engaging way to teach essential social emotional skills. Whether teaching a course or addressing specific needs, Amador and Liossis remove the daunting challenge of helping students who struggle and those who don't with these accessible, supportive, and fun activities. -- Mary DeMichele Creator and author of One Rule Improv® and Improv 'n Ink®.Table of ContentsPrefaceAcknowledgementsChapter One: History of Social Theatre®, Research, and MethodologyHistory of Social TheatreOther Applications of Social TheatreResearch and MethodologyHow Can Social Theatre be Applied?Social Emotional Learning and Parts of ImprovBuilding Skill Based Activities from ScratchMeaning of Humor in Social TheatreGroup Humor versus. 'Stand Up Comedy'Rules of Improv in Application to Social Theatre ActivitiesChapter Two: Establishing Group Flow with Boundaries and RulesHelpful activities to keep Group Flow/structureRule SettingSocial Theatre Group RulesActivity: Using Hands in Group Communication "Silly Hands" Activity: Non-Verbal Body Language in Group Communication "Hot Sauce"Activity: Sharing Group Attention (Who's in the Spotlight?) "Attention Monster"Activity: Sharing and Supporting Group Attention. "SpotlightChapter Three: Strengthening Eye Contact and Deepening Social RelationshipsIntroductionActivity: Building Connections through Eye Contact "Circle Name Game with leveled challenges"Activity: Connecting with Eye ContactActivity: Strengthening Eye Contact"Joint Attention Circle"Activity: Practicing Joint Attention "Passing the Ball"Activity: Strengthening Joint Attention "Mirroring the Mirror"Chapter Four: Reading Social CuesIntroductionActivity: Discovering Details "What Changes" Activity: Recognizing Others Wants "You Wanted to See This?"Activity: Group Problem Solving Using "The Huddle" Activity: Building Listening Skills "Where did that come from?"Role Play: Mutual Eye Gaze and Recognizing BoredomActivity: What to do About Boredom and CuesChapter Five: Recognizing and Expressing FeelingsIntroductionActivity: Recognizing and Expressing Feelings "The Chase"Activity: Connecting Eyes and Emotions"Eye Pass Emo Pass"Activity: Tone Matching and Feelings Puppet "Voice Message"Activity: Matching Feelings and Empathy [Version A, B, C, and D] Version A - "Reading Others Emotions"Version B - "Reading Others Vocal Tones and Body/Facial Expressions"Version C - "Matching Empathy to Feelings"Version D - "Matching Empathy to Feelings - Exploring Anger"Chapter Six: Conversation StrategiesIntroductionActivity: "Presents" in ConversationPLAY: "Your Presence is a Present!"Activity: Building Conversation Skills "WTMI" (Way To Much Information) Activity: Transition Word AssociationActivity: "When I'm Stuck, Make Topic Bigger!" [Version A and Version B] Version A - BiggerVersion B - Narrow Activity: Social Wonder/World Wonder [Version A and Version B]Version A - ActivityVersion B - Role PlayChapter Seven: ????EXPANDING FlexibilityIntroductionActivity: "I'm Stuffed!" A Role Play about Flexible Thinking and BoxesPlay: "I'm Stuffed"Activity: Flexible Imaginations with One Word StorytellingActivity: Morphing Clay Activity: Acting with Props with Different PurposeActivity: Flexible Imaginations with "Yes, Lets!!!!" Chapter Eight: Defining Relationship RolesIntroductionLevel of Relationships and BehaviorProcessing: What Are Relationships and Why are they Important?Activity: Improvising a Relationship.Activity: Defining RelationshipsRelationship Roles and Response WorksheetPLAY - "Interesting Shoes and Relationship Response"Chapter Nine: Perspective TakingIntroductionActivity: Perspective Taking "Switching Perspectives"Activity: Perspective Taking "Testing Perspectives"Activity: Perspective Taking "Step Into My Mind"Activity: Perspective Taking "Step into My Body"Activity: Refer to Chapter ? for Mirror the Mirror (add in)?????Chapter Ten: ??Developing the Inner Monolog, Coping Skills, and MindfulnessIntroductionActivity: Developing Inner Monologue "The Shield" Activity: Finding our Inner MonologuePlaysActivity: Play about Negative Thinking: "Dr. Evil's Remote Control"Mindfulness ActivitiesActivity: Group Mindfulness with "ZIP-ZAP-ZOP" Activity: Being In The MomentActivity: MetronomeActivity: Bubble PopActivity: Invisible Shield

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Book SynopsisWhat does supervision mean in a school setting?How can supervision benefit staff and student wellbeing?How can I best run supervision sessions?Supervision is an effective way to support staff in navigating the complex experiences of simultaneously teaching and safeguarding children, but much of the existing literature on supervision can't easily be applied to school settings.Bringing together theory and practice, this practical how-to guide includes chapters on why supervision is so important for staff and student wellbeing, what qualities make for an ideal supervisor, how to adapt supervision for in-person and online settings, as well as criteria for an optimum supervision environment and suggested material to include in supervision sessions.Trade ReviewBreaks down the myths and barriers of utilising supervision practice in schools - essential reading for anyone looking to embed whole school approaches to mental health in their setting. -- Ian MacDonald, Trainer at the Charlie Waller Trust and Associate Lecturer at The Open University

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