Systematic Screenings of Behavior to Support Instruction (Hardcover)
Idioma: inglés
Editorial: Guilford Publications, New York, 2012
- Tapa dura
- Nuevo
Librería: AussieBookSeller, Truganina, VIC, AustraliaAussieBookSeller
Vendedor de IberLibro desde 22 de junio de 2007
Condición: Nuevo
EUR 93,06
Cantidad disponible: 1 disponible
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Hardcover. Straightforward, practical, and user friendly, this unique guide addresses an essential component of decision making in schools. The authors show how systematic screenings of behavior -- used in conjunction with academic data -- can enhance teachers' ability to teach and support all students within a response-to-intervention framework. Chapters review reliable, valid screening measures for all grade levels, discuss their strengths and weaknesses, and explain how to administer, score, and interpret them. Practitioners get helpful guidance for evaluating their school's needs and resources and making sound choices about which tools to adopt. Straightforward, practical, and user friendly, this unique guide addresses an essential component of decision making in schools. The authors show how systematic screenings of behavior& Shipping may be from our Sydney, NSW warehouse or from our UK or US warehouse, depending on stock availability.
N° de ref. del artículo 9781462503421
- Título
- Systematic Screenings of Behavior to Support Instruction (Hardcover)
- Autor
- Kathleen Lynne Lane
- Editorial
- Guilford Publications, New York
- Año de publicación
- 2012
- Estado
- new
- Encuadernación
- Hardcover
- Idioma
- inglés
- ISBN 10
- 146250342X
- ISBN 13
- 9781462503421
Straightforward, practical, and user friendly, this unique guide addresses an essential component of decision making in schools. The authors show how systematic screenings of behavior―used in conjunction with academic data―can enhance teachers' ability to teach and support all students within a response-to-intervention framework. Chapters review reliable, valid screening measures for all grade levels, discuss their strengths and weaknesses, and explain how to administer, score, and interpret them. Practitioners get helpful guidance for evaluating their school's needs and resources and making sound choices about which tools to adopt.
“Sinopsis” puede pertenecer a otra edición de este título.
Acerca del autor
Kathleen Lynne Lane, PhD, is Professor in the Department of Special Education at the University of Kansas. A former classroom teacher of general and special education students, she conducts research on school-based interventions (academic and behavioral) with students at risk for emotional and behavioral disorders. She has designed, implemented, and evaluated multilevel prevention models in elementary, middle, and high school settings. Dr. Lane is coeditor of Remedial and Special Education, an associate editor of Journal of Positive Behavior Interventions and Education and Treatment of Children, and serves on several editorial boards. She has published several books and more than 100 refereed journal articles.
Holly Mariah Menzies, PhD, is Associate Professor in the Charter College of Education at California State University, Los Angeles, and the program coordinator in mild–moderate disabilities in the Division of Special Education and Counseling. She worked as both a general educator and special educator for over 10 years. Dr. Menzies has provided staff development in the areas of assessment, language arts, and schoolwide positive behavior support. Her scholarly interests focus on inclusive education and school-based interventions. She serves on the editorial board of Learning Disabilities Research and Practice and is an associate editor of Remedial and Special Education.
Wendy Peia Oakes, PhD, is Associate Professor in the Mary Lou Fulton Teachers College at Arizona State University. Dr. Oakes worked as a special educator for 13 years. Her work focuses on practices that improve educational access and outcomes for young children with and at risk for emotional and behavioral disorders, including the use of comprehensive, integrated, three-tiered (Ci3T) models of prevention. She serves as an associate editor of Behavioral Disorders and Remedial and Special Education, and as coeditor of an annual special issue of Education and Treatment of Children. Dr. Oakes is coauthor (with Kathleen Lynne Lane and associates) of the books Developing a Schoolwide Framework to Prevent and Manage Learning and Behavior Problems, Second Edition; Supporting Behavior for School Success: A Step-by-Step Guide to Key Strategies; and Systematic Screenings of Behavior to Support Instruction: From Preschool to High School.
Jemma Robertson Kalberg, MEd, BCBA, was most recently a consultant at the Seneca Center in San Leandro, California. She has conducted research on supporting students who are at risk for and identified with emotional and behavioral disorders, and has been involved in designing, implementing, and evaluating schoolwide positive behavior support plans with academic, behavioral, and social components. In the context of schoolwide positive behavioral support, Ms. Kalberg has focused her efforts on using schoolwide screeners to identify students who were nonresponsive to the primary prevention model.
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