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 Preface Part One: Introduction 1. Introduction and Historical Perspectives Richard J. Morris and Nancy Mather 2. Why the Need for Evidence-Based Interventions? Jeffrey P. Braden and Elisa Steele Shernoff Part Two: Students Having Behavioral Challenges 3. Attention-Deficit Hyperactivity Disorder George J. DuPaul, Laura Rutherford, and Shelley Hosterman 4. Disruptive Behavior Carl Liaupsin and Terrance M. Scott 5. Childhood Fears and Related Anxieties Gretchen Schoenfield and Richard J. Morris 6. Depression and Related Difficulties Dawn H. S. Reinemann and Sarah Schnoebelen Part Three: Students Having Learning Challenges 7. Oral Language Problems Kathleen Fahey 8. Teaching Younger Readers with Reading Difficulties Nancy Mather and Annmarie Urso 9. Teaching Older Readers with Reading Difficulties Jade Wexler, Meaghan S. Edmonds, and Sharon Vaughn 10. Written Language During Early and Middle Childhood Virginia Berninger 11. Mathematics Instruction Marjorie Montague and Delinda van Garderen 12. Cognitive Processing Difficulties Milt Dehn 13. Strategies for Classroom Instruction Pat Gildroy and Don Deshler 14. Accommodation of Instructional Testing Situations Noel Gregg and Jennifer H. Lindstrom Part Four: Issues Related to Teaching Students Having Learning and Behavioral Challenges 15. Issues Unique to English Language Learners Sam Ortiz 16. Serving Gifted Students with Learning and Behavioral Challenges Steven I. Pfeiffer and Samara Blei 17.Service Delivery Models James M. Kauffman, Devery R. Mock, Melody Tankersley, and Timothy J. Landrum Part Five: Commentary on Teaching Students Having Learning and Behavioral Challenges 18. Perspective and Commentary: The Power of Mindsets, Creating Classrooms that Nurture Resilience Robert B. Brooks and Sam Goldstein About the Author: Richard J. Morris is the Meyerson Distinguished Professor of Disability and Rehabilitation and chair of the Department of Special Education, Rehabilitation, and School Psychology at the University of Arizona. He has authored or edited 11 books and more than 100 journal articles and book chapters in the areas of special education and rehabilitation, child psychotherapy and child behavior disorders, and behavior modification. Nancy Mather is Professor of Special Education and School Psychology at the University of Arizona. She specializes in the areas of assessment, reading, writing, and learning disabilities. She is a co-author of The Woodcock-Johnson III achievement test and has co-authored two books on interpretation and application of the WJ III. She has recently co-authored two books: one on intervention and management strategies for classroom teachers and another that deals with report writing.
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