Strategies for Teaching Students with Learning and Behavior Problems

By: Sharon R. Vaughn; Candace S. Bos

• Publisher: Pearson

• Print ISBN: 9780134792019, 0134792017

  Print ISBN: 9780134792019, 0134792017

• eText ISBN: 9780134791937, 0134791932

  eText ISBN: 9780134791937, 0134791932

• Edition: 10th
• Copyright year: 2020
• Format: PDF

Available from $ 29.99 USD
SKU: 9780134791937R180

Title Page Copyright Page About the Author Preface Brief Contents Contents Special Features Part 1 Understanding and Planning Instruction for Students with Learning and Behavior Problems 1 Monitoring and Teaching for Understanding Students with Learning and Behavior Problems Factors in Determining the Severity of a Learning or Behavior Problem The Defining Features of Special Education Learning and Educational Environments for Students with Learning and Behavior Problems Including Students with Learning and Behavior Problems Identifying Students with Learning Disabilities Developing an Individualized Education Program Writing Effective IEP Goals Family Involvement Student Involvement and Self-Determination Key Elements of the Transition Planning Process Teaching Students with Learning and Behavior Problems The Learner The Teacher The Instructional Cycle Features of Effective Instruction Assessing Progress Progress Monitoring Tools for Monitoring Progress Designing Differentiated Instruction Summary 2 Approaches to Learning and Teaching Applied Behavior Analysis Manipulating Antecedents Increasing Desirable Behaviors Through Consequences Decreasing Undesirable Behaviors Through Consequences Stages of Learning Cognitive Strategy Instruction Common Features of Cognitive Strategy Instruction Teaching Implications of Cognitive Strategy Instruction Social Learning and Interactive Dialogue Scaffolded Instruction Executive Functioning, or Metacognition Executive Functioning: Implications for Instruction Summary 3 Response to Intervention and Multi-Tiered System of Supports Response to Intervention (RTI) and Multi-Tiered Systems of Supports (MTSS) Past and Present Challenges Initiatives Influencing RTI and MTSS Components of Response to Intervention and Multi-Tiered System of Supports Screening and Progress Monitoring Role of Screening in RTI or MTSS Using Screening to Make Educational Decisions Using Progress Monitoring to Assess the Student’s Response to Intervention Multi-Tiered Systems of Supports: Implementing Increasingly Intensive Intervention Tier 1: Classroom Instruction Tier 2: Intervention Tier 3: Intervention Implementing Interventions Role of Teachers Collaborating and Consulting Using Data to Identify Students with Disabilities Providing Interventions What RTI and MTSS Can and Cannot Do RTI or MTSS for Students Who Are Culturally and Linguistically Diverse Working with Families Using RTI and MTSS Models in Middle Schools and High Schools Summary 4 Managing Behavior and Promoting Social-Emotional Learning Classroom Management and Positive Behavioral Supports Classroom Management and Student Behavior Positive Behavioral Support Developing a Functional Behavioral Assessment Response to Intervention and Classroom Behavioral Support Social-Emotional Learning Problems Internalizing and Externalizing Behaviors Characteristics of Students with Social-Emotional Difficulties Social-Emotional Difficulties That Are Prevalent During Adolescence Social-Emotional Interventions Interpersonal Problem Solving Principles for Teaching Social-Emotional Skills Preparing the Instructional Environment Arranging the Environment Instructional Materials and Equipment Scheduling Instructional Activities Summary 5 Coteaching, Collaborating, and Differentiating Instruction: Working with Professionals and Familie Successful Inclusion and Coteaching Challenges to Special Education Teachers Understanding the Challenges of General Education Classrooms Consultation and Collaboration Collaboration within a Response to Intervention Framework Resources Needed for Collaboration Collaboration Issues and Dilemmas Coteaching How Coteaching Works Differentiating Instruction with Collaborative and Coteaching Approaches Working with Other Professionals Communication with General Education Teachers Collaboration with Paraprofessionals and Families Communication with Other Professionals Principles of Communication Developing Interviewing Skills Collaboration in an RTI Model Individuals with Disabilities Education Act and Family Involvement Summary Part 2 Instructing Students with Learning and Behavior Problems 6 Assessing and Teaching Oral Language Components of Language The Content of Language Instruction School-Age Language Development and Difficulties Guidelines for Teaching Language General Guidelines for Teaching Oral Language Teaching Language Development Through Content Teaching Form Teaching Use Planning Instruction for Students Who Are Culturally and Linguistically Diverse Diversity Second-Language Acquisition Working with Families to Extend Language Concepts Response to Intervention: Working with the Speech-Language Teacher Assessment and Intervention Instructional Activities Summary 7 Assessing and Teaching Reading: Phonological Awareness, Phonics, and Word Recognition Reading Instruction Phonological Awareness, Letter–Sound Correspondence, and Phonics Development of Phonological Awareness and Phonics Teaching Phonological Awareness and Phonics Response to Intervention and Progress Monitoring: Phonological Awareness and Phonics Teaching Letter–Sound Correspondences Guidelines for Teaching Letter–Sound Correspondences Family Participation in Beginning Reading Word Identification, Decoding, and Word Study What Is a Sight Word? Decoding Strategies for Identifying Words Phonic Analysis Onset-Rime Synthetic and Analytic Phonics Structural Analysis Syllabication Automatic Word Recognition Syntax and Semantics Teaching Phonics, Word Recognition, and Word Study Explicit Code (Such as Phonics) Instruction Implicit Code Instruction Techniques for Building Sight Words Instructional Activities Summary 8 Assessing and Teaching Reading: Fluency and Comprehension Common Core State Standards: Fluency and Comprehension Assessing Fluency and Monitoring Student Progress Monitoring Student Progress in Fluency Using Oral Reading Fluency Scores to Establish Fluency Goals Response to Intervention (RTI) and Fluency Teaching Fluency Reading Aloud and Previewing Books Choral Repeated Reading Using Book Reading with Comprehension Cards to Support Summer Reading Peer-Supported Reading Scaffolded Sustained Silent Reading Readers’ Theater: Reading Performance Integrating Fluency Building into a Reading Program Helping Families Improve Their Children’s Reading Fluency Assessing Comprehension and Monitoring Progress in Reading Comprehension Reading Comprehension and Response to Intervention Teaching Comprehension A Framework for Reading Comprehension Guidelines for Teaching Reading Comprehension Previewing, Predicting, and Developing Prior Knowledge Questioning Strategies Text Structure and Summarization Strategies Using Multicomponent Cognitive Strategy Instruction to Teach Comprehension Special Considerations for Adolescent Readers Instructional Activities Summary 9 Assessing and Teaching Writing and Spelling Assessing and Teaching the Writing Process The Writing Process for Students with Learning and Behavior Problems Monitoring Student Progress Scoring Progress-Monitoring Assessments Elements of Writing: Planning, Composing, Revising, Editing, and Publishing Using Technology to Facilitate Writing Response to Intervention and Writing Improving the Writing of Older Students Teaching Writing in the Content Areas Assessing and Teaching Spelling Error Analysis Traditional Spelling Instruction Phonics Rules for Spelling Principles for Teaching Spelling to Students with Learning Difficulties Spelling Approaches Instructional Practices in Spelling Teaching Handwriting and Keyboarding Handwriting Problems Reversals Components of Handwriting Instructional Activities Summary 10 Assessing and Teaching Content-Area Learning and Vocabulary Teaching Content-Area Information and Vocabulary Types of Vocabulary and Vocabulary Instruction Teaching Vocabulary Through Specific Word Instruction Teaching Vocabulary Through Word-Learning Strategies Teaching Content-Area Reading Promoting Comprehension Through Text Reading Content Enhancement Practices Selecting the Big Idea of Content Learning Selecting Concepts and Related Vocabulary Evaluating Texts Assessing Students’ Background Knowledge Using Prelearning Activities Reinforcing Concept Learning During and After Learning Making Adaptations Textbook Adaptations and Study Guides Adapting Class Assignments and Homework Constructing and Adapting Tests Study Skills and Learning Strategies Personal Development Skills Process Skills Expression Skills: Remembering and Demonstrating Learning Instructional Activities Summary 11 Assessing and Teaching Mathematics Factors Influencing Math Success Teaching Considerations Considerations for Students Who Are Culturally and Linguistically Diverse: Enhancing Skills in Mathe Assessing and Progress Monitoring Mathematics Performance Assessing Number Sense How Effective Are Test Accommodations in Mathematics for Students with Disabilities? Response to Intervention and Math Prenumber Skills One-to-One Correspondence Classification Seriation Algebraic Principles Math Concepts and Computation Numeration and Place Value Addition, Subtraction, Multiplication, and Division Fractions Measurement Problem Solving Factors Affecting Successful Verbal Problem Solving Methods of Teaching Story Problem Solving Improving Math Performance Cognitive Approaches Behavioral Approaches Focus on Real-World Mathematics Curricula and Materials Instructional Activities Summary References Name Index A B C D E F G H I J K L M N O P R S T U V W Y Z Subject Index A B C D E F G H I J K L M N O P Q R S T U V W Z

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