Instructional Practices for Students with Behavioral Disorders: Strategies for Reading, Writing, and Math
  • Instructional Practices for Students with Behavioral Disorders: Strategies for Reading, Writing, and Math
  • Instructional Practices for Students with Behavioral Disorders: Strategies for Reading, Writing, and Math

Instructional Practices for Students with Behavioral Disorders: Strategies for Reading, Writing, and Math

by J. Ron Nelson, Paul Mooney, Gregory J. Benner
     
 

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Presenting a broad range of instructional programs and practices that are proven effective for students with behavioral disorders, this is the first resource of its kind for K–3 teachers and special educators. Described are clear-cut strategies for promoting mastery and fluency in early reading, writing, and math, while tailoring instruction to each student's

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Overview

Presenting a broad range of instructional programs and practices that are proven effective for students with behavioral disorders, this is the first resource of its kind for K–3 teachers and special educators. Described are clear-cut strategies for promoting mastery and fluency in early reading, writing, and math, while tailoring instruction to each student's needs. Grounded in a three-tiered response-to-intervention framework that facilitates data-based assessment, decision making, and progress monitoring, the book includes helpful examples and reproducibles. A special chapter outlines instructional management procedures for enhancing student engagement and promoting positive behavior.

Editorial Reviews

From the Publisher

"Nelson et al. provide a practical, concise summary of research-validated practices that teachers can use to select curriculum materials and deliver instruction. The authors focus on the needs of students with behavioral disorders, but the principles in this book apply to all students. The major feature that distinguishes this book is the response-to-intervention (RTI) framework; the authors describe how RTI can improve schools and how it can be applied to specific reading, math, writing, and classroom management practices. The main ideas in this text are well defined with clear and descriptive examples, and teachers (or teachers in training) will find suggestions they can implement directly and immediately. This easy-to-read text will help to make schools more effective learning environments. It is an important and useful contribution to the field."--Robert H. Horner, PhD, Department of Special Education, University of Oregon

"During my five years of teaching special education, working with children with behavioral disorders has involved tremendous instructional challenges (and a few too many sleepless nights). This volume provides important knowledge about how to meet these students' academic needs, along with some effective techniques to add to my teaching tool kit. I'm confident that this book is helping me build my professional competence, and I would recommend it to practicing and preservice teachers alike."--Jessica Swaye, special education teacher, G. W. Carver Primary School, Ascension Parish school district, Gonzales, Louisiana

"This is an outstanding resource for school practitioners. It is one of the few books available on responding to the academic performance and instructional needs of students with behavior problems that disrupt their learning. Nelson and his colleagues have conducted some of the very best work in our field on this topic, and this research experience certainly informs the content of the book in a most beneficial fashion. I recommend this volume to all school personnel who work with this student population."--Hill M. Walker, PhD, Professor and Director, Center on Human Development, College of Education, University of Oregon

"As a teacher educator and researcher interested in teaching my students how to put research into practice, I found this book to be extremely well organized and practical. The book helps present and future teachers understand how educational theory relates directly to what we know about teaching students with behavioral disorders. This impressive collection of hands-on teaching techniques will be useful to teachers working in a variety of instructional settings. It is exciting to see a book that truly connects research and practice!"--Jill H. Allor, EdD, Department of Literacy, Language, and Learning, Southern Methodist University

Children's Literature - Paula McMillen
This entry in the "What Works for Special-Needs Learners" series is written by three practitioner-researchers in the field who have had front-line experience in special education in addition to their extensive research work. One of the seven "core principles" upon which they base their work is that "students with BD [behavioral disorders] can learn" (p.ix); this belief requires educators to look to the instructional systems to find the problems when learning fails, not the students. The initial chapter looks at the background characteristics, demographics, and risk factors pertinent to understanding students with BD in the school setting. The second chapter details the Response to Intervention (RTI) approach upon which they base their instructional recommendations. Continual assessment—progress monitoring—is the subject of the third chapter. A detailed review of instructional programs targeted to special-needs students follows. Chapters five through seven outline the relevant theories, research, and practical approaches for teaching basic skills, mastery, and fluency in reading, math and writing. The final chapter focuses on classroom management concepts, and practices shown to be effective for students with BD. Although the emphasis is on this particular group of special-needs children, especially in the primary years, teachers in training and current practitioners will find a wealth of up-to-date research and concrete examples for interventions that will help them teach students at all ages and across a variety of learning challenges. The authors have done an outstanding job of creating a well-organized and clearly written work that will be accessible to anyone working withspecial-needs students. Each chapter is consistently organized with an overview, specific content around concepts, research and practice, followed by a cogent conclusion. This is an essential work for academic libraries supporting teacher prep programs, and would also enhance any individual or school-based professional development collections. Reviewer: Paula McMillen, Ph.D.

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Product Details

ISBN-13:
9781593856724
Publisher:
Guilford Publications, Inc.
Publication date:
03/28/2008
Series:
What Works for Special-Needs Learners Series
Edition description:
New Edition
Pages:
189
Sales rank:
919,699
Product dimensions:
6.90(w) x 9.90(h) x 0.70(d)
Age Range:
5 - 8 Years

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