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Interventions for Children With or At-Risk for Emotional and Behavioral Disorders

by: Lane, Kathleen L.; Gresham, Frank M., Ph.D.; O'Shaughnessy, Tam E., Ph.D.

Interventions for Children With or At-Risk for Emotional and Behavioral Disorders

by: Lane, Kathleen L.; Gresham, Frank M., Ph.D.; O'Shaughnessy, Tam E., Ph.D.

ISBN 13:
9780205321827
ISBN 10:
0205321828
Edition: 1st
Format: Paperback
Copyright: 11/20/2001
Publisher: Pearson

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Summary

This material offers the reader a comprehensive, research-based text of practices on how to best educate and intervene with students who have or are at-risk for emotional and behavioral disorders. The material clearly illustrates the relationship between academic underachievement and problem behaviors. Designed to provide much needed information on how to instruct at-risk students in academic and social-behavioral domains. This book is intended for use in preparing general and special educators, school psychologists, and school counselors who will serve children with or at-risk for behavior disorders. The overarching objective is to provide research-based, best practices on how to identify, assess, educate, and intervene with these children in order to better meet their educational and social-behavioral needs. Educators, School Counselors and School Psychologist who serve at-risk students, or those suffering from behavioral disorders.

Preface

About the Authors

xvii

PART ONE Relationship between Academic Underachievement and Problem Behavior

(54)

Students With or At Risk for Learning and Emotional-Behavioral Difficulties: An Integrated System of Prevention and Intervention

(15)

Tam E. O'Shaughnessy

Kathleen L. Lane

Frank M. Gresham

Margaret E. Beebe-Frankenberger

Introduction

(4)

An Integrated System of Early Identification and Prevention/Intervention

(7)

Early Identification

(4)

Prevention and Intervention

(3)

Summary

(4)

Proactive Approaches for Identifying and Treating Children At Risk for Academic Failure

(15)

Edward J. Daly III

Gary J. Duhon

Joseph C. Witt

Introduction

(2)

A System of Early Identification and Prevention/Intervention for Academic Failure

(8)

Early Identification

(3)

Prevention and Intervention

(4)

Case Example Demonstrating the Use of Brief Analyses for Generating an Intervention

(3)

Summary

(2)

Proactive Approaches for Identifying Children At Risk for Sociobehavioral Problems

(22)

Herbert H. Severson

Hill M. Walker

Introduction

(2)

Early Identification

(3)

Specificity and Accuracy in Screening Instruments

(1)

Description of the SSBD

(3)

Research on the SSBD

(2)

Early Screening Project (ESP)

(1)

Psychometric Studies of the ESP

(1)

Longitudinal Follow-up on ESP Measures

(2)

Other Screening Systems

(2)

Conclusion

(5)

PART TWO Academic Behaviors and Instructional Issues

(120)

Curriculum Clarification, Lesson Design, and Delivery

(17)

Kenneth W. Howell

Bridget Kelley

Introduction

(1)

Curriculum Clarification

(6)

Table of Specifications

(3)

Evaluation

(2)

Design and Delivery of Instruction

(10)

Instructional Strategies

(2)

Effective Teaching

(6)

Ms. Sanchez

(2)

Innovations and Deep Unity: Siegfried Engelmann's Direct Instruction

(13)

Lana Edwards

Edward J. Kame'enui

Introduction

(1)

Siegfried Engelmann and Direct Instruction

(1)

What Is Direct Instruction?

(2)

Direct Instruction as direct instruction

(1)

Direct Instruction as Direct Instruction

(1)

Direct Instruction as Teacher-Directed Instruction

(1)

What Does Direct Instruction Look Like When Implemented in a Classroom?

(3)

Program Delivery

(1)

Program Organization

(1)

Program Design

(1)

What the Research Says about Direct Instruction

(3)

Project Follow Through

(2)

Post-Project Follow Through Research

(1)

Conclusion: Innovations and Deep Unity

(4)

Reading and Students with E/BD: What Do We Know and Recommend?

(17)

Candace S. Bos

Maggie Coleman

Sharon Vaughn

Introduction

(1)

What Do We Know about Reading and Students with E/BD?

(5)

Reading Levels of Students with E/BD

(1)

Comparisons of Students with E/BD and Students with LD

(1)

Relationships between Reading Problems and Externalizing Behavior Disorders

(2)

Conclusion

(1)

What Do We Know about Intervention Research for Students with E/BD?

(3)

Instructional Practices for Students with E/BD

(5)

Phonological Awareness

(1)

Word Recognition

(2)

Fluency

(1)

Reading Comprehension

(2)

Cross-Age Tutoring

100

(1)

Conclusion

100

(4)

Teaching Writing to Students with Behavior Disorders: Metaphor and Medium

104

(21)

Gerald Tindal

Lindy Crawford

Introduction

104

(1)

Writing as a Metaphor and a Medium

105

(1)

Early Identification

106

(3)

Curriculum-Based Measurement in Writing

106

(2)

Novice Versus Expert Writers

108

(1)

Discourse Analysis

109

(1)

The Strategic Nature of the Writing Process and Metacognition

110

(9)

Planning and Using Gateway Activities

112

(2)

Writing

114

(2)

Revising

116

(1)

Evaluation

117

(2)

Summary

119

(6)

Mathematics: Screening, Assessment, and Intervention

125

(19)

George H. Noell

Kristin A. Gansle

Introduction

125

(1)

Screening

126

(6)

NCTM Standards

126

(1)

Curriculum

127

(1)

Selecting and Devising Screening Tools

127

(3)

Establishing Performance Standards

130

(1)

Interpreting Screening and Progress Monitoring Data

131

(1)

Assessment for Intervention Design

132

(8)

Measurement Error

132

(1)

Motivation

133

(1)

Component Skills Assessment

134

(2)

Evaluating Component Skills Assessment Data

136

(1)

Developing an Intervention Based on the Assessment Data

136

(2)

Two Examples

138

(2)

Follow-up on Intervention Implementation

140

(1)

Summary

140

(4)

Homework and Students with Emotional and Behavioral Disabilities

144

(15)

Edward J. Sabornie

Introduction

144

(1)

Homework Research

145

(5)

Research with Students

145

(1)

Homework Research with Parents and Teachers

146

(4)

Strategies to Improve Homework Problems

150

(7)

Homework and Technology

156

(1)

Summary

157

(2)

Designing Classroom Organization and Structure

159

(16)

Geoff Colvin

Introduction

159

(1)

Designing Classroom Space

160

(3)

Summary

162

(1)

Setting a Practical Schedule

163

(4)

Developing Schedules at the Elementary Level

164

(1)

Managing Block Schedules at the Secondary Level

165

(2)

Establishing Classroom Expectations

167

(5)

Understanding the Function of Teacher Expectations

168

(1)

Utilizing Best-Practice Procedures for Selecting Expectations

168

(1)

Systematically Teaching the Expectations

169

(1)

An Instructional Plan for Teaching Classroom Expectations for Elementary Teachers

170

(1)

Adaptations for Teaching Classroom Expectations for Secondary Teachers

171

(1)

Summary

171

(1)

Determining Classroom Procedures

172

(1)

Summary

173

(1)

Conclusion

173

(2)

PART THREE Managing Challenging Behaviors

175

(84)

Developmental Prevention of At-Risk Outcomes for Vulnerable Antisocial Children and Youth

177

(18)

Hill M. Walker

Herbert H. Severson

Introduction

177

(14)

The Current Landscape

178

(3)

Achieving Developmental Prevention through Early Intervention

181

(5)

Promising Programs and Practices

186

(1)

What the Research Evidence Indicates

187

(1)

School-Based Prevention of Antisocial Behavior Outcomes

188

(3)

Conclusion

191

(1)

Additional Recommended Resources

191

(4)

Proactive and Preventative Assessment, Intervention, Selection, and Progress Monitoring Practices for Students With or At Risk for ADHD

195

(15)

Ruth A. Ervin

Kevin M. Jones

Pamela M. Radford

Margarita Gingerich.

Introduction

195

(2)

School-Based Interventions for Students with ADHD

197

(2)

Current Practices

197

(2)

Problems with Existing Practices and Rationale for an Alternative Model

199

(1)

Proactive and Preventative Model for ADHD

200

(10)

Conceptual Framework for Matching Assessment to Intervention

200

(4)

Procedural Guidelines for Matching Assessment to Intervention

204

(6)

Children with Conduct and Hyperactivity-Impulsivity-Attention Problems: Identification, Assessment, and Intervention

210

(13)

Frank M. Gresham

Kathleen L. Lane

Katina M. Lambros

Introduction

210

(2)

Terminology and Behavioral Characteristics

212

(1)

Causal Pathways

213

(1)

Early Detection and Assessment

214

(5)

Teacher Nominations

216

(1)

Multi-Informant Ratings

216

(1)

Intensive Assessment

217

(1)

Resistance to Intervention

218

(1)

Conclusion

219

(4)

Internalizing Behavior Disorders

223

(19)

Richard J. Morris

Ketki Shah

Yvonne P. Morris

Introduction

223

(1)

Incidence and Prevalence Data

224

(1)

Assessment of Children's Internalizing Behavior Disorders

225

(2)

Treating Internalizing Behavior Disorders

227

(11)

Fears, Phobias, and Related Anxieties

227

(5)

Childhood Depression

232

(3)

Obsessive-Compulsive Disorder

235

(3)

Summary

238

(4)

Social Skills Assessment and Instruction for Students with Emotional and Behavioral Disorders

242

(17)

Frank M. Gresham

Introduction

242

(1)

Conceptualization of Social Competence

243

(3)

Taxonomy of Social Skills

244

(1)

Classification of Social Skills Deficits

244

(2)

Considerations in Social Skills Assessment

246

(4)

Functional Assessment Interviews

247

(1)

Naturalistic Observations of Social Behavior

247

(2)

Behavior Rating Scales

249

(1)

Social Skills Intervention Practices

250

(7)

Types of Social Skills Intervention

250

(1)

Objectives of Social Skills Instruction

251

(2)

Promoting Skill Acquisition

253

(1)

Enhancing Skill Performance

253

(1)

Removing or Eliminating Competing Problem Behaviors

254

(2)

Facilitating Generalization and Maintenance

256

(1)

Summary

257

(2)

PART FOUR Providing Services: An Integrated Approach

259

(58)

An Integrated Approach to Prevention and Management of Aggressive Behavior Problems in Preschool and Elementary Grade Students: School and Parents Collaboration

261

(18)

Carolyn Webster-Stratton

M. Jamila Reid

Introduction

261

(1)

Causes of Conduct Problems

262

(1)

Implications of Risk Factors for Preventive Intervention

263

(1)

The Earlier the Intervention, the Better

263

(1)

Target Multiple Risk Factors

263

(1)

Effective Intervention Strategies

264

(8)

Family-Focused Interventions

264

(2)

School-Based Prevention Strategies

266

(1)

Prevention Programs That Include Teacher Training

267

(1)

Key Features of Effective Parent Programs

268

(2)

Model Programs

270

(2)

Summary

272

(7)

Paraprofessionals as Members of the Team: Supporting Students with Behavioral Difficulties

279

(20)

Mary Beth Doyle

Introduction

279

(4)

Collision between Theory and Practice

280

(2)

Paraprofessionals as Facilitators of Social Support

282

(1)

Create a Sense of Connection

283

(8)

A Deliberate Sense of Welcome for the Paraprofessional

283

(1)

A Shared Vision with the Paraprofessional

284

(1)

An Attitude of Respect

285

(1)

Communication among Team Members

286

(2)

Daily Scheduling

288

(1)

Role Clarification

288

(3)

Specific Knowledge and Skills

291

(5)

General Approaches to Encouraging Positive Behavioral Supports

291

(1)

Specific Strategies

292

(2)

Working with Small Groups and Individual Students

294

(2)

Confidentiality

296

(1)

Conducting a Cycle of Supportive Supervision

296

(1)

Conclusion

296

(3)

Transition from School to Community: Navigating Rough Waters

299

(18)

Hewitt B. Clark

Marlo Troi Belkin

Letti D. Obradivich

Richard E. Casey

Robert Gagnon

Peter Caproni

Nichole Deschenes

The Challenge to Overcoming Poor Transition Outcomes

299

(1)

Transition to Independence Process (TIP) System

300

(3)

TIP System Guidelines

300

(3)

Applications of TIP Guidelines

303

(1)

School-to-Community Transition at Indian Ridge School

303

(5)

Students Served

303

(1)

School Facilities and Personnel Resource

304

(1)

Community Orientation Permeates Elementary, Middle, and Secondary Programs

304

(1)

Campus-Based Vocational Program

304

(1)

Middle and Secondary School Programs: Other Major Components

305

(3)

Developing Academic, Social, and Employability Skills for Students through the Lake County Learning Center

308

(4)

Students Served by the Learning Center

308

(1)

Learning Center Educational Enterprise Program

308

(1)

Performance Incentive System

309

(2)

Summary and Preliminary Findings

311

(1)

Steps to Success at a Public School Vocational Technical Institute

312

(2)

Students Served

312

(1)

Overview of Steps to Success

312

(2)

Student Outcomes and Program Direction

314

(1)

Summary

314

(3)

PART FIVE Future Directions

317

(10)

Identifying, Assessing, and Intervening with Children With or At Risk for Behavior Disorders: A Look to the Future

319

(8)

Kathleen L. Lane

Frank M. Gresham

Tam E. O'Shaughnessy

Introduction

319

(1)

Screening Procedures

320

(1)

Academic Underachievement and Externalizing Behavior

321

(2)

Curriculum and Instruction

323

(1)

Summary

324

(3)

Author Index

327

(2)

Subject Index

329

Amazon no longer offers textbook rentals. We do!

Interventions for Children With or At-Risk for Emotional and Behavioral Disorders

Interventions for Children With or At-Risk for Emotional and Behavioral Disorders

9780205321827

0205321828

Summary

Table of Contents

Supplemental Materials

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