Classroom Behavior, Contexts, and Interventions

Overview

The focus of this volume is to identify and review issues and outcomes associated with behavioral concerns of students with learning and behavioral disabilities in the classroom.

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 ...

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Overview

The focus of this volume is to identify and review issues and outcomes associated with behavioral concerns of students with learning and behavioral disabilities in the classroom.

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.

This volume is intended to be of interest to clinicians, teachers, researchers, graduate students, and others who work with students with learning and behavioral disabilities.

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Product Details

Table of Contents

List of Contributors ix

Classroom Behavior, Context, and Interventions: The Search for Solutions to Complex Problems xiii

Targets of Self-Monitoring: Productivity, Accuracy, and Attention Andrew Bruce John Wills Lloyd Michael J. Kennedy 1

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 O'Leary 23

Cognitive-Behavioral Interventions to Prevent Aggression of Students with Emotional and Behavioral Disorders Stephen W. Smith Gregory G. Taylor Tia Barnes Ann P. Daunic 47

Attention Deficit Hyperactivity Disorder and Academics Robert Reid 71

Teacher Expectations for Student Performance: Lessons Learned and Implications for Research and Practice Kathleen Lynne Lane Erik W. Carter Eric Common Adam Jordan 95

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 131

Beyond Grade Retention and Social Promotion: Toward Supporting Students with Learning and Behavioral Disabilities Shane R. Jimerson Aaron Haddock Jacqueline A. Brown 167

Universal Systems for Preventing Behavior Problems Terrance M. Scott 191

Preventing and Responding to Bullying and Harassment in Schools: What we Know and What Can be Done Jeffrey Sprague Vicki Nishioka 217

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 247

Teachers' Causal Attributions for Student Problem Behavior: Implications for School-Based Behavioral Interventions and Research Andrew L. Wiley Melody Tankersley Andrea Simms 279

Treatment Integrity in Intervention Research: Models, Measures, and Future Directions Carl J. Liaupsin Jolenea B. Ferro John Umbreit 301

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