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• Title:Evidence-based practices for educating students with emotional and behavioral disorders / Mitchell L. Yell, University of South Carolina, Nancy B. Meadows, Texas Christian University, Erik Drasgow, University of South Carolina, James G. Shriner, University of Illinois at Urbana/Champaign.
  
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• Author/Creator:Yell, Mitchell L., author.
  
• Published/Created:Boston : Pearson, [2013]
  

• Holdings

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  • Location:Temporarily shelved at EDUCATION LIBRARY stacksWhere is this?
    c.2  Temporarily shelved at EDUCATION LIBRARY reserve collection
    
  • Call Number: LC4802 .E95 2013
    
  • Number of Items:2
    
  • Status:Available
    

   
• Library of Congress Subjects:Problem children--Education--United States.
  Mentally ill children--Education--United States.
  Emotional problems of children--United States.
  Behavior disorders in children--United States.
  
• Edition:Second edition.
  
• Description:xxi, 442 pages ; 28 cm
  
• Notes:"Loose-leaf version"--Cover.
  Includes bibliographical references (leaves 389-419) and index.
  
• ISBN:9780132657990
  0132657996
  0133386007 (with access card)
  9780133386004 (with access card)
  
• Contents:Machine generated contents note: pt. 1 Foundations
  ch. 1 Introduction to Emotional and Behavioral Disorders / Mitchell L. Yell
  Definition of EBD
  Problems of Definition
  Alternative Definition
  Classification of Students with EBD
  Psychiatric Classification
  Dimensional Classification
  Prevalence of EBD
  Characteristics of Students with EBD
  Cognitive Characteristics
  Academic Deficits
  Language Deficits
  School Discipline Infractions
  Social Skill Deficits
  Problem Behavior
  History and Development of the Field
  Conceptual Models
  Psychodynamic
  Psychoeducational
  Ecological
  Humanistic
  Biophysical
  Behavioral
  Cognitive
  Causal and Risk Factors
  Internal Risk Factors
  External Risk Factors
  Interventions
  Positive Behavioral Support
  Academic Interventions
  Behavioral Interventions
  Social Skills Training
  Placement Options for Students with EBD
  Alternative Education Programs
  Juvenile Justice
  Mental Health
  Chapter Summary
  ch. 2 Legal Issues In Educating Students With Emotional and Behavioral Disorders / Mitchell L. Yell
  Individuals with Disabilities Education Act
  Purpose of Idea
  Major Principles of Idea
  Idea 2004 and Research-Based Practices
  Implications for Administrators and Teachers
  Summary of Idea
  Section 504 and the Americans with Disabilities Act
  Discrimination Under Section 504 and the ADA
  Identifying and Evaluating Students with Disabilities Under Section 504
  Free Appropriate Public Education
  Section 504 Plan
  Procedural Safeguards
  Postsecondary Education and Section 504
  Implications for Administrators and Teachers
  Summary of Section 504
  Disciplining Students with EBD
  Short-Term Disciplinary Removals
  Long-Term Disciplinary Removals
  Problem Behavior and the IEP
  Behavior Reduction Procedures
  Implications for Administrators and Teachers
  Summary of Disciplining Students with Disabilities
  Managing Student Records
  Family Educational Rights and Privacy Act
  Violations of FERPA
  FERPA and Idea
  Implications for Administrators and Teachers
  Summary of Managing Student Records
  Reporting Suspected Child Abuse and Neglect
  Legal Requirements to Report Suspected Child Abuse and Neglect
  Reporting Requirements
  Immunity from Lawsuits
  Liability for Failure to Report
  Legal Action
  Implications for Administrators and Teachers
  Summary of Reporting Suspected Child Abuse and Neglect
  Supervising Students with Disabilities
  Tort Laws
  Implications for Administrators and Teachers
  Summary of Teacher Liability for Student Injury and Misconduct
  Addressing Bullying of Students with Disabilities
  Disability-Based Bullying as a Violation of Section 504
  Bullying as a Violation of the Idea
  Implications for Administrators and Teachers
  Chapter Summary
  ch. 3 Assessment of Students With Emotional and Behavioral Disorders / Susan J. Carty
  Idea and Assessment
  Referral for Special Education
  Procedural Safeguards and Assessment
  Conducting the Assessment
  Reevaluating Students in Special Education
  Assessing Students in Special Education
  Achievement Tests
  Assessment Accommodations
  Assessment and Intervention
  Basics of Curriculum-Based Assessment
  Curriculum-Based Measurement
  Organizing Data
  Performance Assessment
  Data Sources for Behavioral Assessment
  Rating Scales
  Observational Procedures
  Self-Report Measures
  Interview Techniques
  Situational Measures
  Defining Behavior
  Concept of Multiple Gating
  Assessing the Instructional Environment
  Error Analysis
  Accountability in Special Education
  Chapter Summary
  ch. 4 Applied Behavior Analysis / James Halle
  History
  Characteristics of ABA
  Principles of Behavior
  Principles That Increase Behavior
  Principles That Decrease Behavior
  Summary
  Applying the Principles of Behavior
  Defining and Describing Behavior
  Identifying the Target Behavior
  Defining the Target Behavior
  Writing Behavioral Objectives
  Assessing Behavior
  Recording Systems
  Recording Method
  Recording Instruments
  Recording Schedule
  Graphing Data and Making Instructional Decisions
  Graphing Data
  Analyzing Graphed Data
  Making Instructional Decisions
  Using Positive Reinforcement to Change Behavior
  Differential Reinforcement Strategies
  Specific Differential Reinforcement Procedures and Their Applications
  Differential Reinforcement and Punishment
  Programming for Generalization
  Antecedent Strategies
  Behavior Strategies
  Consequent Strategies
  Promoting Generalization
  Chapter Summary
  ch. 5 Functional Behavioral Assessments, Behavior Intervention Plans, and the Collection of Data On Student Progress / Mitchell L. Yell
  Bases of Functional Behavioral Assessments and Behavior Intervention Plans
  Conceptual Basis
  Philosophical Basis
  Legal Basis
  Summary
  Functional Behavioral Assessment
  Conducting the Functional Behavioral Assessment
  Indirect Methods
  Direct Observation Methods
  Experimental Methods
  Positive Behavior Support and Behavior Intervention Plans
  Characteristics of Behavior Intervention Plans
  Using the Competing Behavior Model to Build Positive Behavior Intervention Plans
  Setting Event Strategies
  Antecedent Strategies
  Teaching Strategies
  Consequence Strategies
  Implementation Fidelity
  Data Collection
  Crisis Management
  Chapter Summary
  ch. 6 Cognitive Behavioral Interventions / Nancy B. Meadows
  Cognitive Behavioral Interventions
  Effectiveness of Cognitive Behavioral Interventions
  Procedures of Cognitive Behavioral Intervention
  Self-Management-Based Interventions
  Verbal Mediation-Based Interventions
  Implementing Cognitive Behavioral Interventions
  Assessment
  Program Planning and Implementation
  Generalization of Cognitive Behavioral Interventions
  Chapter Summary
  ch. 7 Social Skills Instruction / Nancy B. Meadows
  Formal Social Skills Instruction
  Social Skills Assessments
  Assumptions of Social Skills Instruction
  Structured Learning Approach
  Teaching of Presocial Skills
  Social Skills Strategy Instruction
  Published Social Skills Curricula
  How to Choose and Implement a Social Skills Curriculum
  Informal Social Skills Instruction
  Social Competence and Social Skills
  Social Competence and Students with EBD
  Classroom Management: Encouraging Prosocial Behavior
  Use of a Social Task Model
  Cooperative Learning and Social Skills
  Chapter Summary
  ch. 8 Developing Educationally Meaningful and Legally Sound Individualized Education Programs / James Shriner
  Legal Requirements
  Procedural Requirements
  Substantive Requirements
  Problems in IEP Development
  IEP Planning Process
  Referral land Assessment
  IEP Team Participants
  IEP Document
  Special Considerations in IEP Development
  Placement Decisions
  Implementing the IEP
  Reviewing and Revising the IEP
  Developing Educationally Meaningful and Legally Sound IEPs
  Completing the IEP
  Chapter Summary
  Part II Classroom and Behavior Management
  ch. 9 Classroom and Behavior Management I: Preventing Problem Behavior in the Classroom / Mitchell L. Yell
  Classroom Management Problem
  Prevention and Classroom Management
  Research of Jacob Kounin
  Curriculum of Control
  Proactive Versus Reactive Classroom Management
  Primary Components of a Proactive Classroom Management System
  Teacher Behaviors and Attitudes
  Teacher Authority and Credibility
  Classroom Structure
  Effective Teaching
  Developing and Implementing a Proactive Classroom Management System
  Step 1 Develop Classroom Procedures and Teach Them to Students
  Step 2 Develop Classroom Rules and Teach Them to Students
  Step 3 Monitor and Acknowledge Correct Performance of Expected Behaviors
  Step 4 Develop Clear and Consistent Procedures for Discouraging Problem Behavior
  Step 5 Collect Data on the Classroom Management System
  Chapter Summary
  ch. 10 Classroom and Behavior Management II: Responding to Problem Behavior / Mitchell L. Yell
  Nature of Problem Behavior
  Ineffective Responding to Problem Behavior
  Ignoring
  Nattering
  Yelling and Threatening
  Issuing Commands When a Student Is Agitated
  Engaging in Escalating Interactions with Students
  Principles to Follow in Responding to Problem Behavior
  Principle #1 Emphasize Preventive Measures
  Principle #2 Modify the Learning Environment
  Principle #3 Use Pre-correction Strategies
  Principle #4 Respond Privately Rather than Publicly If Possible
  Principle #5 Respond Consistently and Fairly
  Principle #6 Use Alpha Commands
  Principle #7 Maintain a Student's Dignity When Responding
  Principle #8 Maintain a Calm Attitude and Demeanor
  Principle #9 Develop a Game Plan for Responding to Student Problem Behavior
  Principle #10 Provide Contingent Reinforcement for Appropriate Behavior
  Responding to Problem Behavior
  Responding to Minor Problem Behaviors
  Responding to Noncompliance
  Responding to Severe Misbehavior
  Developing Crisis Management Plans
  Algorithm for Responding to Problem Behavior
  Chapter Summary
  ch. 11 Classroom and Behavior Management III: Intervening with Problem Behavior / Mitchell L. Yell
  Contents note continued: Considerations When Intervening to Address Student Problem Behavior
  Behavior Enhancement Principles
  Identifying Reinforcers
  Types of Reinforcers
  Behavior Enhancement Interventions
  Token Economies
  Level Systems
  Behavioral Contracting
  Group-Oriented Contingencies
  Behavior Reduction Procedures
  Implementation Guidelines
  Behavior Reduction Interventions
  Response Cost
  Time-Out
  Overcorrection
  Administrative and Legal Guidelines When Using Behavior Reduction Interventions
  Chapter Summary
  pt. III Teaching Students with EBD
  ch. 12 Teaching Students with EBD I: Effective Teaching / Michael E. Rozalski
  Do Teachers of Students with EBD Use Effective Instructional Strategies?
  Principles of Effective Instruction
  Principle #1 Maximize Academic Engaged Time
  Principle #2 Ensure High Rates of Correct Academic Responding
  Principle #3 Maximize the Amount of Content Covered
  Principle #4 Match Assignments to Student Ability
  Principle #5 Teach Academic Content Explicitly
  Principle #6 Scaffold Student Instruction
  Principle #7 Use Direct Instruction
  Principle #8 Monitor Student Progress
  Maintaining Effectiveness
  Keep Up with Peer-Reviewed Research
  Self-Evaluate
  Chapter Summary
  ch. 13 Teaching Students with EBD II: Evidence-Based Instructional Procedures / Mitchell L. Yell
  Teaching Reading
  Components of Effective Reading Instruction
  Teaching Procedures
  Summary
  Teaching Writing
  Models for Teaching Written Expression
  Teaching Procedures
  Summary
  Teaching Mathematics
  Teaching Mathematics to Students with EBD
  Designing an Effective Math Lesson
  Considering New Instructional Practices in Mathematics
  Summary
  Teaching Study Skills
  Listening Skills
  Test-Taking Skills
  Reference and Research Skills
  Thinking Skills
  Memory Skills
  Note-Taking Skills
  Summary
  Chapter Summary
  ch. 14 Teaching Students with EBD III: Planning Instruction and Collecting Data to Monitor Student Performance / David C. Rogers
  Nature of Instructional Planning
  Planning What to Teach
  Using IEP Goals to Guide Instruction
  Using Assessment to Guide Instruction
  Using State Standards to Guide Instruction
  States and the Common Core Standards
  Planning How to Teach
  Using the Systematic Teaching and Recording Tactic
  Developing Long-Range Plans
  Writing Daily Lesson Plans
  Monitoring Student Progress
  What Is Progress Monitoring?
  Characteristics of Progress Monitoring Measures
  Progress Monitoring Measures for Reading
  Progress Monitoring for Written Expression
  Progress Monitoring for Math Computation
  Implementing Progress Monitoring
  Distributed and Intermittent Progress Monitoring for Assessing Reading
  Modifying Instruction Using Start
  Chapter Summary.