Bøker i Advances in Learning and Behavioral Disabilities-serien

Research in learning and behavioral disabilities, employing a variety of methods and techniques, has provided information relevant to practitioners. This volume discusses, applies and evaluates different methodological approaches to learning and behavioral disorder research; and serves as a reference to educators, researchers, and others.

The chapters in this volume cover a broad range of topics that address issues surrounding the identification of students who need the most intensive intervention, intensive intervention features and delivery considerations, behavioral interventions, academic interventions, and preservice teacher preparation.

Responding to the need for educational stakeholders to plan for evolving developments in policy and practice for learners with learning and behavioral disabilities, the authors in this edited collection predict what the next big things in the field will be, and offer recommendations on how to prepare for that envisioned future.

This volume focuses on emerging research and issues related to emotional and behavioral disorders (EBD). Chapters include reports of original research and summaries of new and emerging research issues. Specific topics include bullying, technology-based self-monitoring, and issues around identifying evidence-based practice in EBD.

Teachers report being unprepared for the difficult behavior they encounter in classrooms, and administrators find themselves under increasing pressure to maintain safe and orderly schools. IDEA regulations have also resulted in ongoing confusion about how schools can and should discipline students with identified disabilities.

Intended to be of interest to clinicians, teachers, researchers, graduate students, and others who work with students with learning and behavioral disabilities, this book focuses on identify and review issues and outcomes associated with behavioral concerns of students with learning and behavioral disabilities.

Part of the series "Advances in Learning and Behavioural Disabilities", this title includes such topics as: study times in good and poor comprehenders; diagnostic spelling analysis; spatial learning and instruction of children with learning difficulties; and, ageing and prospective memory.

Includes chapters on curriculum based measurement and response to intervention, dynamic assessment and working memory, diagnostic accuracy and functional diagnosis, assessment of social behavior, assessment and intervention in reading and writing, and assessment and intervention in social and emotional competence and self-determination.

Among the most commonly reported characteristics of individuals with learning and behavioral disabilities are significant and persistent problems with literacy acquisition. This volume addresses important issues in the conceptualizing, assessing, and treating problems in literacy. It is of interest to clinicians, teachers, and researchers.

Advances in knowledge of effective strategies for the treatment of learning and behavioral disabilities are of little use without highly trained and effective personnel to implement these strategies. This volume discusses a wide range of important issues in the preparation of those personnel.

In this volume, recent advances in technological applications for individuals with learning and behavioural disabilities are described and discussed, in a collection that includes reviews of research, and original research reports.

This volume focuses on evidence-based practices (EBPs) , supported, sound research studies documenting their effectiveness with a target population. As such, EBPs have significant potential to improve the outcomes of learners with learning and behavioral disorders.

Includes research from North and South America, Europe, and the United Kingdom to provide a global overview of various learning and behavioral disorders. This volume discusses research pertaining to the following areas: working memory, reading disabilities, ADHD, hearing impairments, and motivational orientations.

Deals with a variety of topics, such as developmental language disorders and attention deficit hyperactivity disorder, and self-regulated strategy development.

Discusses such topics as learning disabilities and intelligence, mainstreaming an emotionally handicapped student in science, the success of social skills training with delinquent youth, and the social competence of individuals with learning disabilities.

Considers the role of cognition in learning and behavioral disorders, along with investigation of learning in diverse settings, including clinical, special class, and inclusive general education classrooms. This book is intended for those concerned with the issues of cognition and learning in a variety of instructional contexts.

Considers topics of relevance to secondary schools. Included in the volume are reviews of research on the efficacy of self-management techniques; the utility and efficacy of homework assignments; treatments for secondary students with autism; interventions on content-area learning, including English, science, math, and social studies; and more.

Addresses developments in areas relevant to the education of individuals with learning and behavioral disabilities. This work also includes a chapter on the research support for co-teaching as an educational intervention for promoting academic achievement and educational inclusion.

In the study of learning and behavioral disabilities, effective practice and public policy enacted to implement this practice are closely intertwined. This book contains topics that include educational equity, imputations of malice in social policy, and analytical discussions of Response to Intervention and No Child Left Behind legislation.

Presents a variety of topics relevant to disorders of learning and behavior, from a diverse international group of researchers. This title includes a chapter that presents a comprehensive discussion and analysis of working memory in readers with learning disabilities and its relation to deficits in executive processing.

The focus of this book series is to identify and review classroom issues and outcomes associated with behavioral concerns of students with learning and behavioral disabilities.

In this volume, several topics of relevance to the issue of identification and assessment of learning and behavioural disabilities are discussed by leading scholars, in reviews of recent relevant research, policy analyses, and new investigations with original data.