ABSTRACT
This book assembles into one volume summaries of school-based intervention research that relates to those who deal on a regular basis with the growing body of students having high-incidence learning disabilities and/or behavior disorders: special educators, school psychologists, and clinical child psychologists. Chapter authors begin with an overview of their topic followed by a brief section on historical perspectives before moving on to the main section – a critical discussion of empirically based intervention procedures. In those instances where evidence-based prescriptions can legitimately be made, authors discuss best practices and the conditions (e.g., classroom environment, teacher expertise) under which these practices are most effective. A final section deals with policy issues.
TABLE OF CONTENTS
part I|2 pages
Introduction
part II|2 pages
Students Having Behavioral Challenges
part III|2 pages
Students Having Learning Challenges
part IV|2 pages
Issues Related to Teaching Students Having Learning and Behavioral Challenges
part V|2 pages
Commentary on Teaching Students Having Learning and Behavioral Challenges