Advances in learning and behavioral disabilities. Vol. 25, Classroom behavior, contexts, and interventions [electronic resource]
| 000 | 00000cam u2200205 a 4500 | |
| 001 | 000045967983 | |
| 005 | 20190124155355 | |
| 006 | m d | |
| 007 | cr | |
| 008 | 190116s2012 enka ob 000 0 eng d | |
| 020 | ▼a 9781780529738 (electronic bk.) | |
| 040 | ▼a UtOrBLW ▼c UtOrBLW ▼d 211009 | |
| 050 | 4 | ▼a LB3013 |
| 082 | 0 4 | ▼a 618.9289 ▼2 23 |
| 084 | ▼a 618.9289 ▼2 DDCK | |
| 090 | ▼a 618.9289 | |
| 245 | 0 0 | ▼a Advances in learning and behavioral disabilities. ▼n Vol. 25, ▼p Classroom behavior, contexts, and interventions ▼h [electronic resource] / ▼c edited by Bryan G. Cook, Melody Tankersley, Timothy J. Landrum. |
| 260 | ▼a Bingley, U.K. : ▼b Emerald, ▼c c2012. | |
| 300 | ▼a 1 online resource (xix, 322 p.) : ▼b ill. | |
| 490 | 1 | ▼a Advances in learning and behavioral disabilities, ▼x 0735-004X ; ▼v v. 25 |
| 500 | ▼a Title from e-Book title page. | |
| 504 | ▼a Includes bibliographical references. | |
| 505 | 0 | ▼a Classroom behavior, context, and interventions : the search for solutions to complex problems / Melody Tankersley, Timothy J. Landrum, Bryan G. Cook -- Targets of self-monitoring : productivity, accuracy, and attention / Andrew Bruce, John Wills Lloyd, Michael J. Kennedy -- Issues related to identifying and implementing evidence-based social skills interventions for students with high-incidence disabilities / Frank M. Gresham, Natalie Robichaux, Haley York, Kristen OLeary -- Cognitive-behavioral interventions to prevent aggression of students with emotional and behavioral disorders / Stephen W. Smith, Gregory G. Taylor, Tia Barnes, Ann P. Daunic -- Attention deficit hyperactivity disorder and academics / Robert Reid -- Teacher expectations for student performance : lessons learned and implications for research and practice / Kathleen Lynne Lane, Erik W. Carter, Eric Common, Adam Jordan -- Adolescent development for students with learning disabilities and behavioral disorders : the promise of social emotional learning / Allison B. Dymnicki, Kimberly T. Kendziora, David M. Osher -- Beyond grade retention and social promotion : toward supporting students with learning and behavioral disabilities / Shane R. Jimerson, Aaron Haddock, Jacqueline A. Brown -- Universal systems for preventing behavior problems / Terrance M. Scott -- Preventing and responding to bullying and harassment in schools : what we know and what can be done / Jeffrey Sprague, Vicki Nishioka -- Preparing teachers to effectively deliver reading instruction and behavioral supports in response to intervention frameworks / Mary T. Brownell, Alexandra Lauterbach, Amber Benedict, Jenna Kimerling, Elizabeth Bettini, Kristin Murphy -- Teachers' causal attributions for student problem behavior : implications for school-based behavioral interventions and research / Andrew L. Wiley, Melody Tankersley, Andrea Simms -- Treatment integrity in intervention research : models, measures, and future directions / Carl J. Liaupsin, Jolenea B. Ferro, John Umbreit. |
| 520 | ▼a The focus of this volume is to identify and review issues and outcomes associated with behavioral concerns of students with learning and behavioral disabilities. Students must navigate a number of environmental conditions, task demands, and social interactions with peers and adults throughout the school day. To be successful, they must employ a variety of learning and self-regulatory strategies, as well as meet teachers expectations in the classroom. Students with learning and behavioral disabilities are more likely to fail in navigating the school day than nondisabled peers. Their failure is often associated with difficulties in some aspect of behavior. In this volume, internationally prominent scholars address contemporary topics such as grade retention, bullying and Harassment, response-to-intervention and universal systems in relation to how students with learning and behavioral disabilities are affected by them. Additionally, the scholars describe and discuss future directions for treatments such as social skills instruction, cognitive-behavioral prevention, social emotional learning programs, and self-monitoring. The volume is intended to be of interest to clinicians, teachers, researchers, graduate students, and others who work with students with learning and behavioral disabilities. | |
| 530 | ▼a Issued also as a book. | |
| 538 | ▼a Mode of access: World Wide Web. | |
| 650 | 0 | ▼a Classroom management. |
| 650 | 0 | ▼a Behavior disorders in children. |
| 700 | 1 | ▼a Cook, Bryan G. |
| 700 | 1 | ▼a Tankersley, Melody. |
| 700 | 1 | ▼a Landrum, Timothy J. |
| 830 | 0 | ▼a Advances in learning and behavioral disabilities ; ▼v v. 25. |
| 856 | 4 0 | ▼u https://oca.korea.ac.kr/link.n2s?url=http://www.emeraldinsight.com/0735-004X/25 |
| 945 | ▼a KLPA | |
| 991 | ▼a E-Book(소장) |
Holdings Information
| No. | Location | Call Number | Accession No. | Availability | Due Date | Make a Reservation | Service |
|---|---|---|---|---|---|---|---|
| No. 1 | Location Main Library/e-Book Collection/ | Call Number CR 618.9289 | Accession No. E14009355 | Availability Loan can not(reference room) | Due Date | Make a Reservation | Service |
Contents information
Table of Contents
FRONT COVER -- CLASSROOM BEHAVIOR, CONTEXTS, AND INTERVENTIONS -- COPYRIGHT PAGE -- CONTENTS -- LIST OF CONTRIBUTORS -- CLASSROOM BEHAVIOR, CONTEXT, AND INTERVENTIONS: THE SEARCH FOR SOLUTIONS TO COMPLEX PROBLEMS -- BEHAVIOR -- CONTEXT -- INTERVENTION -- THIS VOLUME -- REFERENCES -- TARGETS OF SELF-MONITORING: PRODUCTIVITY, ACCURACY, AND ATTENTION -- SELF-MONITORING AS A COMPONENT OF OR A COMPLETE TREATMENT -- COMPARISONS OF TARGETS FOR SELF-MONITORING -- METHODS -- RESULTS AND DISCUSSION -- REFERENCES -- ISSUES RELATED TO IDENTIFYING AND IMPLEMENTING EVIDENCE-BASED SOCIAL SKILLS INTERVENTIONS FOR STUDENTS WITH HIGH-INCIDENCE DISABILITIES -- CONCEPTUALIZATION OF SOCIAL COMPETENCE -- EFFICACY OF SOCIAL SKILLS INTERVENTIONS -- METHODOLOGICAL AND CONCEPTUAL ISSUES IN SST -- SOCIAL SKILLS INSTRUCTION: SSIS-INTERVENTION GUIDE -- CONCLUSION -- ACKNOWLEDGMENT -- REFERENCES -- COGNITIVE-BEHAVIORAL INTERVENTIONS TO PREVENT AGGRESSION OF STUDENTS WITH EMOTIONAL AND BEHAVIORAL DISORDERS -- AGGRESSION -- COGNITIVE-BEHAVIORAL INTERVENTIONS -- RESEARCH AND IMPLEMENTATION ISSUES -- FUTURE OF RESEARCH TO SCHOOL-BASED PRACTICE -- REFERENCES -- ATTENTION DEFICIT HYPERACTIVITY DISORDER AND ACADEMICS -- THEORETICAL EXPLANATIONS -- ACADEMIC STATUS -- ACADEMIC TRAJECTORY -- CAUSAL FACTORS -- IMPROVING ACADEMIC PERFORMANCE -- FUTURE DIRECTIONS -- REFERENCES -- TEACHER EXPECTATIONS FOR STUDENT PERFORMANCE: LESSONS LEARNED AND IMPLICATIONS FOR RESEARCH AND PRACTICE -- PURPOSE: A STARTING POINT -- LESSONS LEARNED -- CONSIDERATIONS -- IMPLICATIONS FOR RESEARCH AND PRACTICE -- SUMMARY -- REFERENCES -- ADOLESCENT DEVELOPMENT FOR STUDENTS WITH LEARNING DISABILITIES AND BEHAVIORAL DISORDERS: THE PROMISE OF SOCIAL EMOTIONAL LEARNING -- DEFINING ADOLESCENCE AS A PERIOD OF DEVELOPMENT -- SOCIAL DEVELOPMENT -- EMOTIONAL DEVELOPMENT -- BEHAVIORAL DEVELOPMENT -- WHAT IS SOCIAL AND EMOTIONAL LEARNING? -- DISTINCTION BETWEEN SEL INTERVENTIONS AND OTHER INTERVENTIONS -- DESCRIPTION OF THE META-ANALYSES EVALUATING SOCIAL AND EMOTIONAL LEARNING PROGRAMS -- IDENTIFICATION OF SEL PROGRAMS SERVING ADOLESCENTS PRESENTING EARLY SIGNS OF PROBLEMS -- OVERVIEW OF SEL PROGRAMS SERVING ADOLESCENTS PRESENTING EARLY SIGNS OF PROBLEMS -- PROCEDURES USED TO CALCULATE EFFECT SIZES -- FINDINGS OF SEL SERVING ADOLESCENTS PRESENTING EARLY SIGNS OF PROBLEMS -- DESCRIPTION OF THE PROGRAMS ASSOCIATED WITH THE STRONGEST EFFECTS -- DESCRIPTION OF PROVEN SEL UNIVERSAL PROGRAMS -- AREAS FOR FUTURE RESEARCH -- NOTES -- REFERENCES -- BEYOND GRADE RETENTION AND SOCIAL PROMOTION: TOWARD SUPPORTING STUDENTS WITH LEARNING AND BEHAVIORAL DISABILITIES -- RESEARCH EXAMINING THE EFFECTIVENESS OF GRADE RETENTION -- CRITIQUES OF GRADE RETENTION RESEARCH -- SUMMARY AND RECOMMENDATIONS -- REFERENCES -- UNIVERSAL SYSTEMS FOR PREVENTING BEHAVIOR PROBLEMS -- MULTITIERED SYSTEMS -- UNIVERSAL SYSTEMS: KEY FEATURES -- SUMMARY -- REFERENCES -- PREVENTING AND RESPONDING TO BULLYING AND HARASSMENT IN SCHOOLS: WHAT WE KNOW AND WHAT CAN BE DONE -- BACKGROUND ON BULLYING -- RECOMMENDATIONS AND CONCLUSIONS -- REFERENCES -- PREPARING TEACHERS TO EFFECTIVELY DELIVER READING INSTRUCTION AND BEHAVIORAL SUPPORTS IN RESPONSE TO INTERVENTION FRAMEWORKS -- WHAT DEFINES TEACHER EXPERTISE FOR STUDENTS WITH CHALLENGING BEHAVIORAL AND LEARNING NEEDS? -- WHAT DEFINES TEACHER EXPERTISE FOR PROVIDING SUCCESSFUL CORE AND TIERED READING INSTRUCTION? -- WHAT DEFINES EXPERTISE IN COLLABORATION AMONG GENERAL AND SPECIAL EDUCATION TEACHERS? -- DESIGNING A TEACHER EDUCATION SYSTEM TO DEVELOP EFFECTIVE TEACHERS -- RECOMMENDATIONS FOR THE FUTURE -- REFERENCES -- TEACHERS’ CAUSAL ATTRIBUTIONS FOR STUDENT PROBLEM BEHAVIOR: IMPLICATIONS FOR SCHOOL-BASED BEHAVIORAL INTERVENTIONS AND RESEARCH -- ATTRIBUTION THEORY -- PARENTS’ AND TEACHERS’ CAUSAL ATTRIBUTIONS FOR PROBLEM BEHAVIOR -- PARENTING INTERVENTIONS TARGETING CAUSAL ATTRIBUTIONS -- TEACHERS’ CAUSAL ATTRIBUTIONS AND SCHOOL-BASED BEHAVIORAL INTERVENTIONS AND SUPPORTS: A FEW IDEAS FOR FUTURE RESEARCH -- CONCLUSION -- REFERENCES -- TREATMENT INTEGRITY IN INTERVENTION RESEARCH: MODELS, MEASURES, AND FUTURE DIRECTIONS -- CONCEPTUALIZATIONS OF TI -- METHODS OF MEASURING TI -- PERSISTENT ISSUES IN TI -- FUTURE RESEARCH -- REFERENCES -- .