Collaborative consultation in the schools: effective practices for students with learning and behavior problems
Gespeichert in:
| Hauptverfasser: | , |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
Boston ; Munich [u.a.]
Pearson
2012
|
| Ausgabe: | 4. ed. |
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | XIII, 290 S. graph. Darst. |
| ISBN: | 9780132596770 |
Internformat
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Datensatz im Suchindex
| _version_ | 1804145578115858432 |
|---|---|
| adam_text | IMAGE 1
VIII
CHAPTER 1
CHAPTER 2
CHAPTER 3
CHAPTER 4
CHAPTER 5
CHAPTER 6
CHAPTER 7
CHAPTER 8
CHAPTER 9
INDEX 274
BRIEF CONTENTS
OVERVIEW OF SCHOOL-BASED CONSULTATION 1 CONSULTATION MODELS AND
PROFESSIONAL PRACTICES 25
PROBLEM-SOLVING CONSULTATION IN A RESPONSE-TOINTERVENTION SYSTEM 69
COMMUNICATION AND INTERPERSONAL SKILLS 99 ETHICS IN SCHOOL CONSULTATION
146 CONSULTING ABOUT STUDENTS WITH EMOTIONAL OR BEHAVIORAL PROBLEMS 161
CONSULTING ABOUT STUDENTS WITH ACADEMIC LEARNING
PROBLEMS 199 SYSTEMS-LEVELCONSULTATION: THE ORGANIZATION AS THE TARGET
OF CHANGE 227 CASESTUDIES IN CONSULTATION: BEHAVIOR AND ACADEMIC
PROBLEMS IN THE CLASSROOM 254
IMAGE 2
CONTENTS
CHAPTER 1 OVERVIEW OF SCHOOL-BASED CONSULTATION 1 OBJECTIVES 1
CONSULTATION AND COLLABORATION: DEFINITIONS, DISTINCTIONS, AND
CHARACTERISTICS 2
COLLABORATIVE CONSULTATION AS AN EXPANDED ROLE 3
DEFINING CHARACTERISTICS AND GOALS OF COLLABORATION CONSULTATION 7
THE TRIADIC NATURE OF CONSULTATION 8
THE ROLE OF PROCESS AND CONTENT EXPERTISE IN CONSULTATION 9
CONSULTATION AT DIFFERENT LEVELS OF PROBLEM SEVERITY 10
RECENT CHANGES IN EDUCATION AFFECTING SCHOOL CONSULTATION 11
RESPONSE TO INTERVENTION 15
WHY IS COLLABORATIVE CONSULTATION REPLACING EXPERT MODELS OF
CONSULTATION? 17 .
WHAT IS THE PRESENT STATUS OF COLLABORATIVE CONSULTATION IN THE SCHOOLS?
17
RESEARCH ON THE EFFECTIVENESS OF SCHOOL CONSULTATION 19 SUMMARY 21 *
REFERENCES 21
CHAPTER 2 CONSULTATION MODELS AND PROFESSIONAL PRACTICES 25 OBJECTIVES
25
A RATIONALE FOR A MODEL 25
TWO THEORETICAL TRADITIONS 26
BEHAVIORAL PARADIGM 26
MENTAL HEALTH PARADIGM 32
CONSULTATION MODELS 37
MODELS OF SCHOOL CONSULTATION 37
CONSULTATION CONFIGURATIONS AND SETTINGS 40
ROLES, SKILLS, AND ACTIVITIES OF SCHOOL-BASED CONSULTANTS 45
STUDENT STUDY TEAMS 49
THE IMPORTANCE OF STRUCTURE 56
CONSULTING WITH PARENTS AND FAMILIES 58 SUMMARY 63 * REFERENCES 63
IX
IMAGE 3
X CONTENTS
CHAPTER 3 PROBLEM-SOLVING CONSULTATION IN A RESPONSE- TOINTERVENTION
SYSTEM 69
OBJECTIVES 69 STEPS TO FOLLOW IN THE CONSULTATION PROCESS 70
ESTABLISH RAPPORT 71
PROBLEM IDENTIFICATION 72
PROBLEM ANALYSIS 74
INTERVENTION DEVELOPMENT AND IMPLEMENTATION 76
EVALUATE THE EFFECTIVENESS OF THE INTERVENTIONS AND RECYCLE IF NECESSARY
78
RESPONSE TO INTERVENTION 79
TIER 1: UNIVERSAL PREVENTION 79
TIER 2: SELECTIVE INTERVENTION 81
TIER 3: INDICATED INTERVENTIONS 88
ASSESSMENT OF THE STUDENT 90
PLANNING OR MODIFYING INTERVENTIONS 92
TREATMENT INTEGRITY 93 SUMMARY 96 * REFERENCES 96
CHAPTER 4 COMMUNICATION AND INTERPERSONAL SKILLS 99
OBJECTIVES 99
COMMUNICATION SKILLS 100
ATTENDING 100
ACTIVE (REFLECTIVE) LISTENING 101
BEING EMPATHETIC 102
BEING ASSERTIVE 103
QUESTIONING 104
THE INTERVIEW 107
TAKING NOTES, KEEPING TRACK 108
CONTROLLING THE CONSULTATIVE INTERACTION 109
POTENTIAL DIFFICULTIES IN COMMUNICATION 110
EVALUATING YOUR COMMUNICATION SKILLS 112
INTERPERSONAL SKILLS 114
DESIRABLE INTERPERSONAL CHARACTERISTICS AND SKILLS 114
POWER IN THE CONSULTATIVE RELATIONSHIP 117
REFERENT POWER 118
EXPERT POWER 119
INFORMATIONAL POWER 123
RECENT THINKING ABOUT POWER ISSUES IN CONSULTATION 125
IMAGE 4
RESISTANCE 125
TYPES OF RESISTANCE 127
CAUSES OF RESISTANCE 128
RESISTANCE BY PARENT-CONSULTEES 132
OVERCOMING RESISTANCE 133
CONSULTATION IN CULTURALLY AND LINGUISTICALLY DIVERSE SETTINGS 138
SUMMARY 142 * REFERENCES 143
CHAPTER 5 ETHICS IN SCHOOL CONSULTATION 146
OBJECTIVES 146 THE PURPOSE, SOUREES, AND IMPORTANCE OF ETHICAL PRACTICE
147
PRINCIPLES OF ETHICAL BEHAVIOR 147
CODES OF ETHICS AND STANDARDS FOR PROFESSIONAL PRACTICE 150
A PROBLEM-SOLVING MODEL FOR DEALING WITH ETHICALLSSUES 151
AN EXAMPLE 152
AREAS OF POTENTIAL ETHICAL CONFLICT 155
ETHICAL COMPETENCIES, CONFRONTATIONS, AND ADVOCACY 156 SUMMARY 158 *
REFERENCES 158
ADDITIONAL PRACTICE IN ETHICAL PROBLEM SOLVING 159
CHAPTER 6 CONSULTING ABOUT STUDENTS WITH EMOTIONAL OR BEHAVIORAL
PROBLEMS 161
OBJECTIVES 161 AN ORIENTATION TO THE NATURE OF EMOTIONAL OR BEHAVIORAL
PROBLEMS 162
GENERAL REASONS FOR BEHAVIOR PROBLEMS 163
ATTENTION FROM OTHERS 163
CHILD-REARING PRACTICES, HOME AND COMMUNITY INFLUENCES 163
CLASSROOM MANAGEMENT PRACTICES 164
LACK OF POSITIVE RELATIONSHIPS 166
MEDIA INFLUENCE 167
WANTING TO HAVE FUN, ALLEVIATE BOREDOM, OR DEAL WITH FRUSTRATION 168
MENTAL HEALTH DISORDERS 168
HEALTH AND SAFETY ISSUES 169
CATEGORICAL SYSTEMS FOR EBP 170
DSM-IV 170
INDIVIDUALS WITH DISABILITIES EDUCATION IMPROVEMENT ACT 171
CONTENTS XI
IMAGE 5
XII CONTENTS
IDEA VERSUS THE DSM-IV 173
IDEA MANDATES ON ASSESSMENT, INTERVENTION, AND DISCIPLINE OF STUDENTS
WITH EBP 174 FUNCTIONAL BEHAVIORAL ASSESSMENT AND ANALYSIS OF BEHAVIOR
174
FUNCTIONAL BEHAVIOR ASSESSMENT 175
REVIEW OF RECORD 176
INTERVIEWS 177 RATING SCALES 181 CLASSROOM OBSERVATIONS 182
FUNCTIONAL ANALYSIS OF BEHAVIOR 183 INTERVENTION EVALUATION 184
POSITIVE BEHAVIOR SUPPORT 187
UNIVERSAL PBS 187 TARGETED PBS 191
INTENSIVE PBS 194 SUMMARY 195 * REFERENCES 195
CHAPTER 7 CONSULTING ABOUT STUDENTS WITH ACADEMIC LEARNING PROBLEMS 199
OBJECTIVES 199
INTRODUCTION 199 IMPORTANT VARIABLES IN SCHOOL LEARNING 200
POOR SCHOOL ACHIEVEMENT: NINE REASONS AND SUGGESTED INTERVENTIONS 201 1.
INEFFECTIVE OR INSUFFICIENT INSTRUCTION 202
2. MOTIVATION 206 3. LOWER-THAN-AVERAGE INTELLECTUAL OR LANGUAGE
DEVELOPMENT 209 4. HEALTH AND SENSORY FACTORS 210
5. DIFFICULTY CONCENTRATING ON ACADEMIC TASKS 211
6. EMOTIONAL AND BEHAVIORAL DISORDERS 212
7. DEFICIENCIES IN STUDY SKILLS AND LEARNING STRATEGIES 213
8. LEARNING DISABILITIES OR DISORDERS 214 9. CULTURAL, SOCIOECONOMIC,
AND LINGUISTIC DIFFERENCES 215 SORTING THROUGH REASONS FOR POOR
ACHIEVEMENT 218
DATA-BASED CONSULTATION 219 CONSULTATION ABOUT ACADEMIC PROBLEMS: ABRIEF
EXAMPLE 222
IMAGE 6
THIRD GRADE: POOR READING 222
SUMMARY 223 * REFERENCES 224
CHAPTER 8 SYSTEMS-LEVEL CONSULTATION: THE ORGANIZATION AS THE TARGET OF
CHANGE 227
OBJECTIVES 227 WHY SYSTEMS-LEVEL CONSULTATION? 228 MACROSYSTEMIC
INFLUENCES ON SCHOOLLNNOVATION 229
STATEWIDE TECHNICAL ASSISTANCE 229 HIGH-POVERTY, HIGH-PERFORMING SCHOOLS
231
VALUE-ADDED MODELS OF EVALUATING TEACHER PERFORMANCE 233 MICROSYSTEMIC
INFLUENCES ON SCHOOLLNNOVATION 234
SCHOOL CHARACTERISTICS 234
LEADERSHIP CHARACTERISTICS 236 WHO INITIATES SYSTEMS CHANGE? WHERE DOES
IT COME FROM? 237
IMPLEMENTATION TEAMS 238 PROFESSIONAL DEVELOPMENT ACTIVITIES OF
CONSULTANTS 238 PROFESSIONAL DEVELOPMENT TO PROMOTE AND SUSTAIN
AN RTL SERVICE DELIVERY MODEL 240
SYSTEMS CHANGE PHASES:THE RTL EXAMPLE 241 DETERMINING A NEED AND
CREATING READINESS 241 DETERMINING A LONG-TERM VISION AND DESIRED
ALTERNATIVE PRACTICES 243
INSTALLATION AND INITIAL IMPLEMENTATION 244
INSTITUTIONALIZATION 245 ONGOING EVOLUTION 246
INITIATING SYSTEMS CHANGE: INCLUSION CASE EXAMPLE 247 SUMMARY 251 *
REFERENCES 251
CHAPTER 9 CASE STUDIES IN CONSULTATION: BEHAVIOR AND ACADEMIC PROBLEMS
IN THE CLASSROOM 254
OBJECTIVES 254
ORIENTATION TO THE CASES 254 CASE 1: DEFIANCE 255
CASE 2: ACADEMIC FAILURE 263 RESOURCES 272 * REFERENCES 273
INDEX 274
CONTENTS XIII
|
| any_adam_object | 1 |
| author | Kampwirth, Thomas J. Powers, Kristin M. |
| author_facet | Kampwirth, Thomas J. Powers, Kristin M. |
| author_role | aut aut |
| author_sort | Kampwirth, Thomas J. |
| author_variant | t j k tj tjk k m p km kmp |
| building | Verbundindex |
| bvnumber | BV037305017 |
| classification_rvk | DT 7300 |
| ctrlnum | (OCoLC)712644641 (DE-599)BVBBV037305017 |
| dewey-full | 371.9 |
| dewey-hundreds | 300 - Social sciences |
| dewey-ones | 371 - Schools and their activities; special education |
| dewey-raw | 371.9 |
| dewey-search | 371.9 |
| dewey-sort | 3371.9 |
| dewey-tens | 370 - Education |
| discipline | Pädagogik |
| edition | 4. ed. |
| format | Book |
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| id | DE-604.BV037305017 |
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| indexdate | 2024-07-09T23:21:40Z |
| institution | BVB |
| isbn | 9780132596770 |
| language | English |
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| physical | XIII, 290 S. graph. Darst. |
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| publisher | Pearson |
| record_format | marc |
| spelling | Kampwirth, Thomas J. Verfasser aut Collaborative consultation in the schools effective practices for students with learning and behavior problems Thomas J. Kampwirth ; Kristin M. Powers 4. ed. Boston ; Munich [u.a.] Pearson 2012 XIII, 290 S. graph. Darst. txt rdacontent n rdamedia nc rdacarrier Verhaltensstörung (DE-588)4062872-3 gnd rswk-swf Integrativer Unterricht (DE-588)4138728-4 gnd rswk-swf Schüler (DE-588)4053369-4 gnd rswk-swf Lernbehinderung (DE-588)4123636-1 gnd rswk-swf Didaktik (DE-588)4070463-4 gnd rswk-swf Beratung (DE-588)4005565-6 gnd rswk-swf USA (DE-588)4078704-7 gnd rswk-swf Schüler (DE-588)4053369-4 s Verhaltensstörung (DE-588)4062872-3 s Didaktik (DE-588)4070463-4 s DE-604 USA (DE-588)4078704-7 g Lernbehinderung (DE-588)4123636-1 s Integrativer Unterricht (DE-588)4138728-4 s 1\p DE-604 Beratung (DE-588)4005565-6 s 2\p DE-604 3\p DE-604 Powers, Kristin M. Verfasser aut V:DE-604 application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=022459597&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis 1\p cgwrk 20201028 DE-101 https://d-nb.info/provenance/plan#cgwrk 2\p cgwrk 20201028 DE-101 https://d-nb.info/provenance/plan#cgwrk 3\p cgwrk 20201028 DE-101 https://d-nb.info/provenance/plan#cgwrk |
| spellingShingle | Kampwirth, Thomas J. Powers, Kristin M. Collaborative consultation in the schools effective practices for students with learning and behavior problems Verhaltensstörung (DE-588)4062872-3 gnd Integrativer Unterricht (DE-588)4138728-4 gnd Schüler (DE-588)4053369-4 gnd Lernbehinderung (DE-588)4123636-1 gnd Didaktik (DE-588)4070463-4 gnd Beratung (DE-588)4005565-6 gnd |
| subject_GND | (DE-588)4062872-3 (DE-588)4138728-4 (DE-588)4053369-4 (DE-588)4123636-1 (DE-588)4070463-4 (DE-588)4005565-6 (DE-588)4078704-7 |
| title | Collaborative consultation in the schools effective practices for students with learning and behavior problems |
| title_auth | Collaborative consultation in the schools effective practices for students with learning and behavior problems |
| title_exact_search | Collaborative consultation in the schools effective practices for students with learning and behavior problems |
| title_full | Collaborative consultation in the schools effective practices for students with learning and behavior problems Thomas J. Kampwirth ; Kristin M. Powers |
| title_fullStr | Collaborative consultation in the schools effective practices for students with learning and behavior problems Thomas J. Kampwirth ; Kristin M. Powers |
| title_full_unstemmed | Collaborative consultation in the schools effective practices for students with learning and behavior problems Thomas J. Kampwirth ; Kristin M. Powers |
| title_short | Collaborative consultation in the schools |
| title_sort | collaborative consultation in the schools effective practices for students with learning and behavior problems |
| title_sub | effective practices for students with learning and behavior problems |
| topic | Verhaltensstörung (DE-588)4062872-3 gnd Integrativer Unterricht (DE-588)4138728-4 gnd Schüler (DE-588)4053369-4 gnd Lernbehinderung (DE-588)4123636-1 gnd Didaktik (DE-588)4070463-4 gnd Beratung (DE-588)4005565-6 gnd |
| topic_facet | Verhaltensstörung Integrativer Unterricht Schüler Lernbehinderung Didaktik Beratung USA |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=022459597&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
| work_keys_str_mv | AT kampwirththomasj collaborativeconsultationintheschoolseffectivepracticesforstudentswithlearningandbehaviorproblems AT powerskristinm collaborativeconsultationintheschoolseffectivepracticesforstudentswithlearningandbehaviorproblems |