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Students with Learning Disabilities

ISBN: 9780131115392 | 0131115391
Edition: 6th
Format: Paperback
Publisher: Prentice Hall
Pub. Date: 1/1/2005

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SummaryTable of Contents
For courses in Learning Disabilities. The new edition of this popular text offers comprehensive coverage of all of the varying theories and practices in the field educational, medical, and psychological incorporating assessment, definition, characteristics, and strategies. A balanced treatment about the characteristics, definitions, causes, and controversies of learning disabilities, each researched-based topic is clearly designed to support both diagnosis and intervention. Throughout the text, best practices have been identified through thorough research and practical examples.
Part One Foundations of Learning Disabilities
1(92)
History, Definitions, and Characteristics
2(32)
Understanding Learni... MORE
4(7)
Foundation Period (1800--1960)
5(1)
Emergent Period (1961--1974)
6(2)
Solidification Period (1975--1987)
8(1)
Turbulent Period (1988-present)
9(1)
Legislation
9(1)
Service Delivery
10(1)
Definition
11(8)
Definitions of Learning Disability
11(4)
National Joint Committee on Learning Disabilities Definition
15(2)
Perspectives on Learning Disabilities Definitions
17(1)
Commentary on Learning Disabilities Definitions
18(1)
Characteristics of Learning Disabilities
19(9)
Specific Characteristics
20(3)
Heterogeneity of Learning Disabilities
23(2)
Prevalence of Learning Disabilities
25(2)
Gender Differences
27(1)
Learning Disabilities Across Cultures
27(1)
Perspective
28(6)
Medical Aspects
34(34)
Neurology and Learning Disabilities
36(8)
Central Nervous System Structure and Function
36(4)
Neurobiological Origins of Central Nervous System Dysfunction
40(4)
Etiological Perspectives
44(6)
Acquired Trauma
45(3)
Genetic/Hereditary Influences
48(1)
Environmental Influences
49(1)
Biochemical Abnormalities
50(1)
Attention Deficit Hyperactivity Disorder
50(6)
Current Definitions of Attention Deficit Hyperactivity Disorder
51(1)
Characteristic of Students with ADHD
51(2)
Etiology of ADHD
53(1)
IDEA and ADHD
54(1)
Prevalence and Assessment of ADHD
54(1)
Treatment for ADHD
55(1)
Pharmacological Treatment
56(1)
Guidelines
57(1)
Controversial Approaches to Treatment
57(2)
Medical Specialists
59(4)
Pediatric Neurologist
59(3)
Otologist and Audiologist
62(1)
Ophthalmologist and Optometrist
62(1)
Perspective
63(5)
The Family and Learning Disabilities
68(25)
Parental Adjustment
70(4)
Awareness and Recognition of a Problem
71(2)
Search for a Cause and a Cure
73(1)
Acceptance of the Child
73(1)
Role of the Family and the School
74(6)
Schools Helping Families
75(1)
Family's Role at Home
76(4)
The Parent-Teacher Partnership
80(5)
Establishing Cooperation
80(2)
Culturally Responsive Relationships
82(1)
Parent-Teacher Conferences
83(1)
Reporting Student Progress
84(1)
Parent Advocacy and Parent Rights
85(2)
Perspective
87(6)
Part Two Assessment and Services
93(260)
Assessment
94(38)
Purposes of Assessment
95(2)
Types of Assessment
97(6)
Formal Evaluation
97(1)
Tests of Intelligence
98(1)
Informal Evaluation
98(1)
Informal Assessment Measures
99(4)
Testing Guidelines
103(2)
Guidelines for Assessing Culturally Diverse Students
103(1)
Guidelines for Testing Accommodations
104(1)
The Law and Its Relationship to Assessment
105(2)
The Challenge of Assessment in Learning Disabilities
105(2)
The Assessment Process in Learning Disabilities
107(11)
Prereferral
107(1)
Referral
108(1)
Assessment for Identification
108(2)
Assessing Specific Components of a Learning Disability
110(3)
Practices in Determining Discrepancy
113(5)
Assessment for Instruction
118(9)
Assessment for What to Teach
118(2)
Assessment for How to Teach
120(2)
Individualized Educational Program
122(5)
Perspective
127(5)
Early Identification and Intervention
132(26)
Support for Early Childhood Education
133(2)
Legislative Support
135(2)
Early Identification
137(10)
Issues in Early Identification
137(3)
Prediction Research in Early Identification
140(3)
Perspectives and Guidelines from Prediction Studies
143(2)
Practices in Early Identification
145(2)
Providing Early Intervention Services
147(8)
Service Delivery Options
147(2)
Curriculum Models
149(2)
Effective Practices in Early Intervention
151(1)
Guidelines for Early Intervention
152(3)
Commercial Early Childhood Education Programs
155(1)
Perspective
155(3)
Adolescents and Adults with Learning Disabilities
158(50)
Demands Placed on Adolescents
160(4)
School Demands
161(3)
Characteristics of Adolescents with Learning Disabilities
164(4)
Academic Deficits
164(1)
Cognitive and Metacognitive Deficits
165(1)
Social Interaction Deficits
166(1)
Motivation Deficits
167(1)
Challenges in Secondary Programming
168(5)
Program Services
168(1)
Premises of Secondary Programs
169(1)
General Curriculum Alternatives
170(1)
Types of Intervention
171(2)
Secondary Programming Models
173(2)
Supportive and Alternative Curriculum Approaches
175(9)
Motivation
175(3)
Social Development
178(1)
Academic Remediation
178(1)
Learning Strategies
179(2)
Functional Living Skills
181(1)
Career-Related Instruction
182(1)
Transitions from Secondary Settings
183(1)
Instructional Procedures
184(9)
Acquisition and Generalization of Skills and Strategies
184(4)
Acquisition and Generalization of Secondary Content
188(4)
Collaboration with General Classroom Teachers
192(1)
Adults with Learning Disabilities
193(8)
Young Adults
194(2)
College Students with Learning Disabilities
196(3)
General Adulthood
199(2)
Perspective
201(7)
Educational Services
208(42)
Selection of Special Education Services
210(1)
Least Restrictive Environment and Mainstreaming
210(1)
Educational Service Provisions and Related Practices
210(12)
The General Education Class
213(5)
The Part- and Full-Time Special Class
218(1)
The Special School
219(1)
Reintegration of Students
220(2)
Movement from Mainstreaming to Inclusion
222(12)
The Regular Education Initiative
223(1)
The Inclusion Movement
224(1)
Rationale for Inclusion
225(1)
Rationale for Continuum of Alternative Placements
226(1)
Research on the Inclusion Versus Continuum of Alternative Placement Issue
227(5)
Perspective on the Movement from Mainstreaming to Inclusion
232(2)
Program Factors and Least Restrictive Environment
234(10)
Teachers Teaching Teachers
235(7)
The Learning Disabilities Teacher
242(1)
Students Teaching Students
243(1)
Limited Teacher-Engagement Instruction
244(1)
Perspective
244(6)
Learning and Teaching Theories
250(60)
The Behavioral Approach
252(1)
Direct Instruction
253(4)
Academic Focus
254(1)
Unit of Instruction
255(1)
Sequence of Academic Skills
256(1)
Data-Based Instruction
257(13)
Using Curriculum-Based Measurement to Establish Performance Standards
257(3)
Individually Referenced Data Systems
260(9)
Commentary on Data-Based Instruction
269(1)
Stages of Learning
270(4)
Acquisition Stage
272(1)
Proficiency Stage
272(1)
Maintenance Stage
272(1)
Generalization Stage
272(1)
Adaption Stage
273(1)
Commentary on Learning Stages
273(1)
Learning Principles
274(1)
Perspective on the Behavioral Approach
274(1)
The Cognitive Approach
275(2)
Specific Abilities Approach
277(1)
Developmental Approach
278(1)
Information-Processing Approach
279(12)
Components of Information-Processing Models
280(8)
Information-Processing Theory and Learning Disabilities
288(2)
Implications for Use of Information-Processing Theory
290(1)
Teaching Methods for Cognitive Disabilities
291(10)
Translation of Information-Processing Theory into Practice
292(1)
Instructional Paradigms
293(4)
Integration of Paradigms
297(4)
Perspective
301(9)
Teaching Practices
310(43)
Planning Activities
314(25)
Develop Empowering Beliefs About Teaching
315(2)
Consider Instructional Variables Related to Student Learning
317(6)
Consider the Curriculum
323(3)
Consider Instructional Arrangements
326(11)
Consider Learner Variables
337(2)
Interactive Teaching Activities
339(5)
Focus on Teaching Competencies
339(5)
Follow a Lesson Planning Format
344(1)
Postinstructional Activities
344(2)
Reflect About Teaching and Collaborating with Others
346(1)
Perspective
346(7)
Part Three Specific Learning Disorders
353(238)
Oral Communication: Speech and Language
354(32)
Definition and Prevalence
356(2)
Theories of Language Acquisition
358(1)
Approaches to Language Disorders
358(3)
Etiological-Categorical Approach
359(1)
Descriptive-Developmental Approach
360(1)
Components of Language
361(6)
Form: Phonology
362(2)
Form: Morphology
364(1)
Form: Syntax
364(1)
Content: Semantics
365(1)
Use: Pragmatics
366(1)
Language Difficulties Across Age Groups
367(3)
Preschool and Kindergarten Students
367(1)
Elementary Students
368(1)
Secondary Students
369(1)
Bilingual and Culturally Diverse Students
370(2)
Assessment of Language Skills
372(3)
Formal Language Assessment
373(1)
Informal Language Assessment
374(1)
Language Service Delivery Models
375(2)
Pullout Model
375(1)
Classroom-Based Model
376(1)
Strategies-Based Model
376(1)
Language Teaching Strategies
377(5)
Strategies for Increasing Language Comprehension and Production for Children with Learning Disabilities
378(2)
Imitation and Modeling Strategies
380(2)
Commercial Language Programs
382(1)
Perspective
382(4)
Reading
386(46)
Dyslexia
389(1)
Causes of Dyslexia
389(2)
Phonological Deficit
389(1)
Naming-Speed Deficit
390(1)
Orthographic Deficit
390(1)
Organization of Reading Skills
391(3)
Development of Reading Skills
394(4)
Stage 0: Prereading
395(1)
Stage 1: Initial Reading or Decoding
395(1)
Stage 2: Confirmation, Fluency, and Ungluing from Print
396(1)
Stage 3: Reading for Learning the New
396(1)
Stage 4: Multiple Viewpoints
397(1)
Stage 5: Construction and Reconstruction
397(1)
Assessment of Reading Skills
398(8)
Standardized Tests
398(1)
Criterion-Referenced Tests
399(1)
Informal Assessment
399(7)
Consensus Documents on Reading Research
406(3)
Phonemic Awareness
407(1)
Phonics
407(1)
Fluency
408(1)
Vocabulary Instruction
408(1)
Comprehension
408(1)
Teaching Reading Skills
409(1)
Developmental Reading Approaches
410(6)
Basal Reading Approach
410(2)
Phonics Approach
412(1)
Whole Language Approach
412(4)
Remedial Reading Programs and Methods
416(5)
Reading Mastery and the Corrective Reading Program
416(1)
Phonological Awareness Training
417(2)
Multisensory Reading Method
419(1)
Neurological Impress Method
420(1)
Teaching Strategies in Reading
421(3)
Keyword Method
421(1)
Reciprocal Teaching
422(1)
Mapping Strategies
423(1)
Reading and Study Skills for Adolescents
424(3)
Reading Rate
424(1)
Study Skills
425(1)
Learning Strategies
426(1)
Commercial Reading Programs
427(1)
Perspective
427(5)
Written Communication: Handwriting, Spelling, and Written Expression
432(48)
Handwriting Problems
434(1)
Assessment of Handwriting Skills
435(3)
Informal Assessment Techniques
436(2)
Teaching Handwriting Skills
438(7)
Readiness Skills
439(2)
Manuscript Writing
441(2)
Transitional Writing
443(1)
Cursive Writing
444(1)
Commercial Handwriting Programs and Software
445(1)
Development of Spelling Skills
446(1)
Assessment of Spelling Skills
447(4)
Standardized and Criterion-Referenced Tests
448(1)
Informal Assessment Techniques
448(3)
Teaching Spelling Skills
451(7)
Rule-Based Instruction
452(1)
Multisensory Approach
453(2)
Test-Study-Test Technique
455(1)
Fixed and Flow Word Lists
456(1)
Additional Considerations
457(1)
Commercial Spelling Programs
458(1)
Written Expression Skills
459(1)
Assessment of Written Expression Skills
459(7)
Standardized and Criterion-Referenced Tests
460(1)
Informal Assessment Techniques
460(6)
Teaching Written Expression Skills
466(8)
Commercial Written Expression Programs
474(1)
Computer Software Programs in Written Expression
474(1)
Perspective
474(6)
Mathematics
480(58)
Development of Math Skills
484(3)
Readiness for Number Instruction
485(1)
Readiness for More Advanced Mathematics
486(1)
Math Disabilities
487(6)
Specific Learning Disabilities in Math
487(5)
Perspectives on Math Disabilities
492(1)
Assessment of Math Skills
493(17)
Examining Math Errors
494(3)
Determining Level of Understanding
497(1)
Determining Mastery Learning
498(1)
Formal Math Assessment with Standardized Tests
499(1)
Formal Math Assessment with Criterion-Referenced Tests
499(1)
Informal Math Assessment
500(10)
Research on Effective Math Instruction
510(12)
Selecting Appropriate Mathematics Content
510(2)
Teaching the Acquisition of Math
512(6)
Teaching Mastery
518(1)
Teaching Problem Solving
519(1)
Teaching Generalization
520(1)
Promoting a Positive Attitude Toward Math
521(1)
Specific Math Interventions and Activities
522(9)
Concrete-Semiconcrete-Abstract Activities
522(3)
Selected Low-Stress Algorithms
525(2)
Problem-Solving Interventions
527(3)
Calculators
530(1)
Commercial Math Programs
531(1)
Perspective
531(7)
Social and Emotional Behavior
538(53)
Social Development
540(5)
Social Skills
540(2)
Social Acceptance
542(2)
Social Competence
544(1)
Emotional Development
545(4)
Self-Concept
545(1)
Motivation
546(1)
Anxiety
547(1)
Loneliness
547(1)
Depression and Suicide
547(1)
Temperament and Resiliency
548(1)
Behavior Development
549(4)
Adaptive Behavior
549(1)
Disruptive Behavior
550(1)
Hyperactivity
550(1)
Inattention and Distractibility
551(1)
Impulsivity
552(1)
Substance Abuse
552(1)
Etiology of Social and Emotional Behavior Problems
553(2)
Primary Cause
553(1)
Secondary Cause
554(1)
Social Learning Theory
554(1)
Causes and Treatments
554(1)
Assessment of Social and Emotional Behavior
555(9)
Commercial Observer-Rater Instruments
555(1)
Commercial Measures of Adaptive Behavior
556(1)
Self-Report Instruments
556(2)
Sociometric Techniques
558(3)
Naturalistion Observations
561(3)
Perspective on Assessment
564(1)
General Techniques for Promoting Social, Emotional, and Behavior Development
564(12)
Teach for Success
564(1)
Focus on Promoting Proactivity
565(2)
Promote Cooperation
567(1)
Teach Self-Management
568(1)
Model Target Behaviors and Attributes
569(1)
Focus on Motivation Through Behavior Modification
570(6)
Specific Techniques for Promoting Social Development
576(2)
Social Skills Training
577(1)
Specific Techniques for Promoting Emotional Development
578(4)
Bibliotherapy
578(1)
Attribution Retraining
579(1)
Life-Space Interviewing
580(1)
Techniques for Improving Mood States
581(1)
Techniques for Promoting Behavior Development
582(1)
Commercial Programs for Social and Emotional Behavior
582(1)
Perspective
583(8)
Name Index591(10)
Subject Index601

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