Strategies for Teaching Students with Learning and Behavior Problems (5TH)

Strategies for Teaching Students with Learning and Behavior Problems (5TH)

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  • 言語 ENG,ENG
  • 商品コード 9780205341955
  • DDC分類 371.9

Table of Contents

Preface                                            xi
The Teaching---Learning Process 1 (27)
What Are the Characteristics of Students 3 (1)
with Learning and Behavior Problems?
What Factors Should Be Considered When 4 (1)
Determining How Serious a Learning and
Behavior Problem Is?
What Learning and Educational Environments 5 (1)
Are Available for Students with Learning
and Behavior Problems?
Including Special Education Students 5 (2)
The Realities of Inclusion 6 (1)
Mainstreaming and Inclusion 7 (1)
Developing an Individualized Education 7 (6)
Program
Parent Involvement 9 (3)
Student Involvement 12 (1)
How Do Teachers Teach Students with 13 (5)
Learning and Behavior Problems?
The Learner 15 (1)
The Teacher 16 (2)
The Instructional Cycle 18 (1)
Features of Effective Instruction 18 (1)
Assessing Progress 18 (1)
Types of Evaluation Measures 19 (7)
Designing Instruction 24 (1)
Determining Goals of Instruction 24 (1)
Flexible Grouping 24 (1)
Adaptations 25 (1)
Scaffolding 25 (1)
Time Management 25 (1)
Websites 26 (1)
Invitation for Learning 27 (1)
Think and Apply 27 (1)
Approaches to Learning and Teaching 28 (40)
Operant Learning and Applied Behavior 29 (12)
Analysis
Manipulating Antecedents 31 (1)
Increasing Desirable Behaviors Through 31 (5)
Consequences
Decreasing Undesirable Behaviors Through 36 (4)
Consequences
Stages of Learning 40 (1)
Cognitive Strategy Instruction 41 (7)
Common Features of Cognitive Strategy 44 (3)
Instruction
Teaching Implications of Cognitive 47 (1)
Strategy Instruction
Sociocultural Theory of Cognitive 48 (7)
Development
Use of Resources 48 (1)
Social Nature of Learning and Interactive 49 (3)
Dialogue
Scaffolded Instruction 52 (1)
Instructional Implications 53 (2)
Information Processing and Schema Theories 55 (10)
Sensing 59 (1)
Attention 59 (1)
Perception 60 (1)
Short-Term or Working Memory 60 (1)
Long-Term Memory and Schemas 61 (1)
Executive Functioning or Metacognition 62 (3)
Teaching Implications of Information 65 (1)
Processing and Schema Theories
Summary 65 (1)
Websites 66 (1)
Think and Apply 67 (1)
Oral Language 68 (45)
Content of Language Instruction 70 (13)
Relationship of Oral and Written 71 (1)
Communication
Components of Language 72 (4)
School-Age Language Development and 76 (7)
Difficulties
Conclusion 83 (1)
Guidelines for Teaching Language 83 (13)
General Guidelines for Teaching Oral 83 (5)
Language
Teaching Content 88 (5)
Teaching Form 93 (2)
Teaching Use 95 (1)
Planning Instruction for Students Who Are 96 (6)
Culturally and Linguistically Diverse (CLD)
Second Language Acquisition 97 (4)
Strategies for Teaching Culturally and 101(1)
Linguistically Diverse Learners
Metalinguistics 102(2)
Instructional Activities 104(3)
Summary 107(1)
Websites 108(1)
Think and Apply 109(1)
Appendix 3.1 Selected Programs and Games 110(3)
for Teaching Language
Reading: Phonological Awareness, Alphabetic 113(56)
Principle, and Word Recognition
Reading and Reading Instruction 116(1)
Components of Reading Instruction 117(1)
Phonological Awareness, Letter---Sound 117(12)
Correspondence, and the Alphabetic Principle
Development of Phonological Awareness and 119(1)
the Alphabetic Principle
Teaching Phonological Awareness and the 120(2)
Alphabetic Principle
Teaching Letter---Sound Correspondences 122(5)
Guidelines for Teaching Letter---Sound 127(2)
Correspondence
Word Identification, Decoding, and Word 129(8)
Study
What Is a Sight Word? 130(1)
Decoding Strategies for Identifying Words 131(6)
Teaching Word Recognition, Decoding, and 137(23)
Word Study
Explicit Code Instruction 138(14)
Implicit Code Instruction 152(6)
Techniques for Building Sight Words 158(2)
Instructional Activities 160(2)
Summary 162(2)
Websites 164(1)
Think and Apply 165(1)
Appendix 4.1 Scope and Sequence for 166(2)
Teaching Phonics
Appendix 4.2 Common Rime/Spelling Patterns 168(1)
Reading: Fluency and Comprehension 169(59)
Teaching Fluency 170(12)
Measuring Fluency and Monitoring Student 171(2)
Progress
Reading Aloud and Previewing Books 173(1)
Repeated Reading 174(1)
Choral Repeated Reading 175(3)
Peer-Supported Reading 178(2)
Reading Performance 180(1)
Making Easy Books Acceptable and 181(1)
Difficult Books Accessible
Integrating Fluency Building into a 182(1)
Reading Program
Teaching Comprehension 182(41)
A Framework for Reading Comprehension 184(3)
Guidelines for Teaching Reading 187(3)
Comprehension
Previewing, Predicting, and Activating 190(6)
Prior Knowledge
Questioning Strategies 196(5)
Text Structure and Summarization 201(8)
Strategies
Using Multicomponent Cognitive Strategy 209(7)
Instruction to Teach Comprehension
Adapting Approaches to Teaching Reading 216(7)
in Inclusive Classrooms
Instructional Activities 223(2)
Summary 225(1)
Websites 226(1)
Think and Apply 226(2)
Written Expression 228(51)
Teaching the Writing Process 230(22)
The Writing Process for Students with 230(6)
Learning and Behavior Problems
Elements of the Writing Process 236(13)
Aspects of the Writing Process 249(3)
Using Computers to Facilitate Writing 252(1)
Teaching Spelling 252(12)
Spelling Instruction 256(8)
Teaching Handwriting 264(7)
Handwriting Problems 264(1)
Manuscript and Cursive Writing 265(1)
Reversals 265(1)
Components of Handwriting 266(5)
Instructional Activities 271(5)
Summary 276(1)
Websites 277(1)
Think and Apply 278(1)
Content Area Learning and Study Skills 279(53)
Teaching Content Area Information and 282(17)
Vocabulary
Process for Teaching Concepts and 282(1)
Vocabulary
Step One: Selecting Concepts and Related 282(1)
Vocabulary
Step Two: Evaluating Instructional 283(4)
Materials
Step Three: Assessing Students' Prior 287(2)
Knowledge
Step Four: Using Prelearning Activities 289(10)
Steps Five and Six: Reinforcing Concept 299(1)
Learning During and After Learning
Making Adaptations 299(8)
What Do Teachers and Students Think About 299(1)
Making Adaptations?
Adapting Textbooks 300(2)
Developing Listener-Friendly Lectures 302(2)
Adapting Class Assignments and Homework 304(1)
Constructing and Adapting Tests 305(2)
Study Skills and Learning Strategies 307(19)
Personal Development Skills 308(5)
Process Skills 313(5)
Expression Skills 318(8)
Instructional Activities 326(3)
Summary 329(1)
Websites 329(1)
Think and Apply 330(2)
Mathematics 332(49)
Factors Influencing Math Ability 334(1)
Teaching Perspectives 335(5)
Curriculum-Based Measurement 340(2)
Prenumber Skills 342(2)
One-to-One Correspondence 342(2)
Classification 344(1)
Seriation 344(1)
Numeration and Place Value 344(6)
Readiness for Numeration: Seventeen 345(4)
Concepts
Teaching Place Value 349(1)
Computation: Addition, Subtraction, 350(8)
Multiplication, Division
Understanding the Operation 350(1)
Knowing Basic Math Facts 351(3)
Math Computation Errors 354(2)
Language of Math Computation 356(1)
Use of Calculators 356(2)
Fractions 358(1)
Measurement 358(2)
Time 359(1)
Money 360(1)
Problem Solving 360(5)
Factors Affecting Successful Verbal 361(1)
Problem Solving
Methods of Teaching Story Problem Solving 362(3)
Approaches to Increasing Math Performance 365(2)
Cognitive Approaches 365(1)
Behavioral Approaches 366(1)
Focus on Real-World Mathematics 367(3)
Functional Math 367(3)
Curriculum and Materials 370(1)
Project Math 370(1)
DISTAR Arithmetic 371(1)
Additional Sources of Curriculum and 371(1)
Materials
Instructional Activities 371(7)
Summary 378(1)
Websites 379(1)
Think and Apply 380(1)
Socialization and Classroom Management 381(50)
Social Competence and Social Difficulties 383(16)
Definitions of Social Competence 383(2)
Perceptions of Students with Social 385(2)
Difficulties
Characteristics of Students with Social 387(8)
Difficulties
Social Difficulties Prevalent During 395(4)
Adolescence
Intervention Strategies 399(25)
Interpersonal Problem Solving 400(4)
Behavior Therapy 404(10)
Mutual Interest Discovery 414(1)
Principles for Teaching Social Skills 415(2)
Classroom Management 417(2)
Classroom Management and Student Behavior 419(3)
Positive Behavioral Support 422(2)
Instructional Activities 424(5)
Summary 429(1)
Websites 429(1)
Think and Apply 430(1)
Transition Planning and Life 431(27)
Skills/Transition Education
Fundamental Issues Related to Transition 432(4)
Types of Transitions 433(1)
Key Elements of Successful Transitions 433(2)
Federal Mandate 435(1)
Overriding Themes of Transition 435(1)
Life Skills or Transition Education 436(6)
Life Skill Domains 436(2)
Relationship of Real-Life Topics to 438(1)
Academic or Social Skills Development
Program Options 438(4)
Transition Planning Process 442(9)
Key Elements of the Transition Process 442(2)
Assessing Transition Needs 444(1)
Developing Transition Goals 445(4)
Curricular Implications 449(1)
Recommendations 450(1)
Summary 451(1)
Websites 452(1)
Think and Apply 453(1)
Appendix 10.1 Individual Transition Plan 454(4)
Coordinating Instruction, Collaborating, and 458(41)
Coteaching
Getting Started 460(17)
Arranging the Environment 460(5)
Instructional Materials and Equipment 465(5)
Scheduling 470(7)
Challenges to Successful Inclusion and 477(4)
Coteaching
Challenges to General Education Teachers 477(1)
Challenges to Special Education Teachers 478(1)
What Special Education Students Can 479(1)
Expect in General Education Classrooms
Students' Perceptions of Teachers' 480(1)
Adaptations
Consultation and Collaboration 481(6)
How to Collaborate 481(1)
Procedures for Collaboration 482(1)
Resources Needed for Collaboration 482(1)
School Collaboration 482(2)
Collaboration: Issues and Dilemmas 484(1)
Teacher Assistance Teams 485(2)
Coteaching 487(7)
Summary 494(1)
Websites 494(1)
Think and Apply 495(1)
Appendix 11.1 Materials Evaluation Form 496(2)
Appendix 11.2 Student Materials Evaluation 498(1)
Form
Communicating with Parents and Professionals 499(27)
Communication Skills 501(6)
Principles of Communication 502(4)
Developing Interviewing Skills 506(1)
Three Forms of Communication between 507(1)
Teachers and Parents
Working with Parents 507(11)
Family Adjustment 507(1)
Family-Centered Practice 508(1)
Wrap-Around Services 509(2)
Parents as Tutors 511(1)
Parents as Service Providers 512(1)
Parent Involvement with Schools 512(2)
Individual with Disabilities Education 514(2)
Act (IDEA) and Parent Involvement
What Are the Criteria for Establishing an 516(2)
IFSP?
Working with Professionals 518(5)
Communication with General Education 518(3)
Teachers
Working with Paraprofessionals 521(1)
Working with Administrators 521(1)
School-Based Teacher Assistance Teams 522(1)
Summary 523(1)
Websites 524(1)
Think and Apply 524(2)
Appendix Educational Materials and Software 526(5)
Publishers
References 531(36)
Index 567