The Effects Of Self Monitoring On The On Task Behavior And The Academic Productivity Of Elementary School Children With Serious Emotional Disturbances
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Author | : Lila Sabella Levendoski |
Publisher | : |
Total Pages | : 168 |
Release | : 1997 |
Genre | : |
ISBN | : |
Abstract: An A-B-A-B-C reversal design was used that included the five phases of: baseline; self-monitoring; return to baseline; return to self-monitoring; and fading. Two measures were taken in this study: a) percentage of on-task behavior during math seat work, and b) percentage of math problems completed by each student.
Author | : Karen Elaine Flotkoetter |
Publisher | : |
Total Pages | : 372 |
Release | : 2004 |
Genre | : |
ISBN | : |
Author | : Amy M. Briesch |
Publisher | : Guilford Publications |
Total Pages | : 321 |
Release | : 2016-06-01 |
Genre | : Psychology |
ISBN | : 1462525849 |
Grounded in state-of-the-art research, this practical guide comprehensively shows how to harness the potential of direct behavior rating (DBR) as a tool for assessment, intervention, and communication in schools. DBR can be used rapidly and efficiently in PreK-12 classrooms to support positive behavior and promote self-management. The authors and contributors provide concrete examples of ways to implement DBR strategies within multi-tiered systems of support (MTSS). The evidence base supporting each strategy is reviewed. More than 30 reproducible checklists and forms include step-by-step implementation blueprints, daily report cards, and more. Purchasers get access to a Web page where they can download and print the reproducible materials in a convenient 8 1/2" x 11" size.
Author | : Barbara Kelly Platt |
Publisher | : |
Total Pages | : 126 |
Release | : 1991 |
Genre | : |
ISBN | : |
Author | : Giulio E. Lancioni |
Publisher | : Springer Science & Business Media |
Total Pages | : 341 |
Release | : 2014-01-07 |
Genre | : Psychology |
ISBN | : 1489980296 |
The familiar image of the disabled tends to emphasize their limitations and reduced quality of life. However, many people with cognitive, motor, and other difficulties also have the capacity to enhance their social interactions, leisure pursuits and daily activities with the aid of assistive technology. Assistive devices from the simple to the sophisticated, have become essential to intervention programs for this population. And not surprisingly the numbers of devices available are growing steadily. Assistive Technologies for People with Diverse Abilities offers expert analysis of pertinent issues coupled with practical discussion of solutions for effective support. Its comprehensive literature review describes current and emerging devices and presents evidence-based guidelines for matching promising technologies to individuals. Program outcomes are assessed, as are their potential impact on the future of the field. In addition, chapters provide detailed descriptions of the personal and social needs of the widest range of individuals with congenital and acquired conditions, including: Acquired brain damage. Communication impairment. Attention and learning difficulties (with special focus on college students). Visual impairment and blindness. Autism spectrum disorders. Behavioral and occupational disorders. Alzheimer's disease. Severe, profound and multiple impairments. The scope and depth of coverage makes Assistive Technologies for People with Diverse Abilities an invaluable resource for researchers, professionals and graduate students in developmental psychology, rehabilitation medicine, educational technology, occupational therapy, speech pathology and clinical psychology.
Author | : Dennis E. Mithaug |
Publisher | : Charles C Thomas Publisher |
Total Pages | : 242 |
Release | : 2007 |
Genre | : Education |
ISBN | : 0398077231 |
This book describes a method of teaching that fosters autonomous learning in all students, including students with disabilities. The pedagogy is based on decades of research on strategy instruction as well as on a theory of learning that claims these four conditions promote self-determined learning in all learners: (1) opportunities to choose expectations for gaining something from a learning challenge, (2) strategies that regulate responses to meet those expectations, (3) comparisons between results and expectations that provoke additional adjustment in expectations and responses, and (4) persistent engagement and adjustment until results match expectations. The pedagogy of self-instruction described in this book anchors these conditions in everyday instruction so students can learn by adjusting to their own expectations. Chapter 1 compares this approach to the teacher-directed methods of direct instruction that require teachers to set expectations for students, control how students respond to them, evaluate the outcomes they produce, and then prescribe adjustments students must make to improve. Chapter 2 provides evidence that too much of special education instruction reflects this teacher-directed approach and as a consequence discourages students from learning how to learn on their own. Chapters 3-6 identify four ways to shift learning control from teachers to students and Chapters 7 and 8 identify the obstacles to achieving this instructional shift in special education. The appendices of the book provide a bibliography of research on self-instruction and direct instruction pedagogies and a validated self-assessment that can evaluate the directedness of your teaching.
Author | : Taryn M. Hudson |
Publisher | : |
Total Pages | : 174 |
Release | : 2009 |
Genre | : Behavior disorders in children |
ISBN | : |
Author | : Edward S. Shapiro |
Publisher | : Guilford Press |
Total Pages | : 466 |
Release | : 2010-11-01 |
Genre | : Psychology |
ISBN | : 1606239600 |
This popular practitioner guide and text presents an effective, problem-solving-based approach to evaluating and remediating academic skills problems. Leading authority Edward S. Shapiro provides practical strategies for working with students across all grade levels who are struggling with reading, spelling, written language, or math. Step-by-step guidelines are detailed for assessing students' learning and their instructional environment, using the data to design instructional modifications, and monitoring student progress. The research base for the approach is accessibly summarized. The companion workbook, available separately, contains practice exercises and reproducible forms. New to this edition: incorporates the latest advances in evidence-based assessment and instruction shows how the author's approach fits perfectly into a Response-to-Intervention (RTI) model chapter and extended case example focusing on RTI 30 of the figures, tables, and forms are new or revised. This book will be invaluable to school psychologists, K-12 school administrators, special educators, and classroom teachers; graduate students and researchers in these fields. Together with the companion Workbook, it will serve as a text in graduate-level courses dealing with academic assessment and intervention.
Author | : Robert Bruce Rutherford |
Publisher | : Guilford Press |
Total Pages | : 642 |
Release | : 2007-01-10 |
Genre | : Education |
ISBN | : 1593854714 |
Brinig together leading reserachers, this book integrates current knowledge on emotional and behavioral disorders in the school setting. Reviewed are a range of evidence-based approaches to identifying, assessing, and intervening with this difficult-to-teach population. School practitioners and educators gain essential tools for developing and evaluating programs to improve student behvior, boost self-control and social skills, and maximize academic achievement. Findings on early intervention and prevention are presented, and inplications for policy discussed. Broad in coverage, the volume also empasizes the importance of interdisciplinary collaboration in service provision and delineates best-practice guidelines for research.
Author | : Brian P. Burgess |
Publisher | : |
Total Pages | : 136 |
Release | : 1997 |
Genre | : |
ISBN | : |