Research-based practices in special education:
Gespeichert in:
| Format: | Buch |
|---|---|
| Sprache: | English |
| Veröffentlicht: |
Boston ; Munich [u.a.]
Pearson
2012
|
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | Includes bibliographical references (pages 451-528) and indexes |
| Beschreibung: | xi, 560 p. Ill., graph. Darst. 29 cm |
| ISBN: | 9780137028764 0137028768 |
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| 264 | 1 | |a Boston ; Munich [u.a.] |b Pearson |c 2012 | |
| 300 | |a xi, 560 p. |b Ill., graph. Darst. |c 29 cm | ||
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| 500 | |a Includes bibliographical references (pages 451-528) and indexes | ||
| 650 | 4 | |a Erziehung | |
| 650 | 4 | |a Special education |x Research |z United States | |
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Datensatz im Suchindex
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| adam_text | IMAGE 1
CON TEN TS
INTRODUCTION TO RESEARCH- CONCLUSION AND DIRECTIONS FOR
BASED PRACTIEES IN SPECIAL FUTURE RESEARCH 31
EDUCATION 1
BRYAN G.COOKAND MELODYTANKERSLEY 3 USING COLLABORATIVE STRATEGIE
READING TO IMPROVE READING COMPREHENSION 33
PART 1 ALISON GOULD BOARDMAN, ELIZABETH SWANSON,
RESEARCH-BASED
JANETTE K.KLINGNER; AND SHARON VAUGHN
STRA TEGIES FOR
OVERVIEW OF READING COMPREHENSION 33 SUMMARY OF LITERATURE ON STRATEGY
IMPROVING OU TCOMES INSTRUCTION 34
IN ACADEMICS 9 TEACHING READING COMPREHENSION
STRATEGIES 35
1 STRATEGIES FOR IMPROVING COLLABORATIVE STRATEGIE READING 36
STUDENT OUTCOMES IN HOW TO TEACH CSR 39
EMERGENT READING: ADVANCES INTRODUCING CSR 41
IN THE FIELD OF EARLY LITERACY CONCLUSION 46
INSTRUCTION 11
JILL H.ALLOR AND STEPHANIEAL OTAIBA 4 VOCABULARY INSTRUCTION FOR
STUDENTS AT RISK FOR READING
THEORETICAL FRAMEWORK 12 DISABILITIES: PROMISING
PEER-ASSISTED LEARNING STRATEGIES (PALS) 13 APPROACHES FOR LEARNING
SOUND PARTNERS 16 WORDS FROM TEXTS 47
EARLY INTERVENTIONS IN READING 19 JOANNE F CARLISLE,CHRISTINE K.KENNEY,
DISCUSSION 21 ANDANITA VEREB CONCLUSION AND DIRECTIONS FORFUTURE
RESEARCH 23 APPROACHES FOR LEARNING WORDSDURING STORYBOOK READING 48 2
STRATEGIES FOR IMPROVING STRATEGIES FOR UNDERSTANDING AND STUDENTS
READING FLUENCY 24 LEARNING UNFAMILIAR WORDS BETH HARN AND DAVID J CHARD
WHILE READING 51 TECHNOLOGICAL AIDS FOR LEARNINGTHEORETICAL FRAMEWORK 24
VOCABULARY DURING READING 54 REPEATED READING 25 ANALYSIS OF RESEARCH
QUALITY 58 MULTIDIMENSIONAL APPROACH TO IMPROVING DISCUSSION AND
DIRECTIONS FOR FUTUREREADING FLUENCY: RAVE-O 29 RESEARCH 59 VII
IMAGE 2
VIII CONTENTS
5 INSTRUCTIONAL PRACTICES FOR 9 STRATEGIES FOR IMPROVING
IMPROVING STUDENT OUTCOMES STUDENT OUTCOMES
IN SOLVING ARITHMETIC IN CO-TAUGHT GENERAL
COMBINATIONS 61 EDUCATION CLASSROOMS 116
DIANE PEDROTTY BRYANT BRIAN R.BRYANT NAOMI ZIGMOND, KATHLEEN MAGIERA,
JACOH L.WILLIAMS, SUNA.KIM, RHEASIMMONS,AND VICTORIA VOLONINO
AND MIKYUNG SHIN
CO-TEACHING MODELS AND PRACTICES 117
ARITHMETIC COMBINATIONS 62 CO-TEACHING RESEARCH 117
INSTRUCTIONAL PRACTICES FOR ARITHMETIC A KEY TO MORE SUCCESSFUL
COMBINATIONS 63 CO-TEACHING: THE COLLABORATION
SUMMARY AND DIRECTIONS FOR FUTURE PROCESS 120
RESEARCH 71 ANOTHER PERSPECTIVE ON CO-TEACHING:
CONCLUSION 72 RECONFIGURE THE DANCE 121
CONCLUSION AND DIRECTIONS
6 STRATEGIES FOR IMPROVING FOR FUTURE RESEARCH 124
STUDENT OUTCOMES IN MATHEMATICS REASONING 73
ASHA K.JITENDRA AND MARJORIE MONTAGUE P.AR.T2
SCHEMA- BASED INSTRUCTION 74 RESEARCH-BASED
COGNITIVE STRATEGY INSTRUCTION 79 STRAT:EGIES FOR CONCLUSION 85
IMPROVING OUT:COMES 7 STRATEGIES FOR IMPROVING IN BEHAVIOR 125
STUDENT OUTCOMES IN WRITTEN EXPRESSION 86 10 POSITIVE BEHAVIOR SUPPORT:
LINDA H. MASON, KAREN R.HARRIS, A FRAMEWORK FOR PREVENTING
AND STEVEGRAHAM AND RESPONDING TO LEARNING
AND BEHAVIOR PROBLEMS 127
EFFECTIVE PRACTICES FOR TEACHING KATHLEEN LYNNE LANE,HOLLY MARIAH
WRITING- TRANSCRIPTION SKILLS 87 MENZIES,WENDYP OAKES,AND JEMMA
EFFECTIVE INSTRUCTION FOR COMPOSITION ROHERTSON KALHERG SKILLS 90
CONCLUSION AND DIRECTIONS FOR PRIMARY PREVENTION: BUILDINGFUTURE
RESEARCH 97 A COMPREHENSIVE BASE PROGRAM 129 SECONDARY PREVENTION:
TARGETED SUPPORTS 8 IMPROVING ACADEMIC FOR STUDENTS WHO NEED MORE 135
OUTCOMES IN THE TERTIARY PREVENTION: INCREASED CONTENT AREAS 98
INTENSITY 139 B.KEITH BEN-HANANIA LENZ SUMMARY: STRENGTHS AND
CONSIDERATIONS 139 AND JANIS BULGREN STRATEGIES TO PREVENT 11 CHALLENGES
FOR ALL STUDENTS 98 PROBLEM BEHAVIOR 141 CHALLENGES FOR STUDENTS WITH
KRISTINE JOLIVETTE, ,PETERALTER, DISABILITIES 99 TERRANCE M. SCOTT,NIKKI
L.JOSEPHS, A FRAMEWORK OF APPROACHES FORRESPONDING TO THE CHALLENGE 99
AND NICOLE C. SWOSZOWSKI CONTENT AREA INTERVENTION APPROACHES 101
PRE-CORRECTION 141 DESCRIPTIONS OF EFFECTIVE PRACTICES: CHOICE MAKING
145 CONTENT ENHANCEMENT ROUTINES 103 SELF-MANAGEMENT 149 CONCLUSION 115
CONCLUSION 152
IMAGE 3
CONTENTS
IX
12 STUDENTS WITH DISABILITIES 16 RESEARCH-BASED PRACTICES FOR
AND ACADEMIC ENGAGEMENT: SODA! BEHAVIOR: SODA! SKILLS
CLASSROOM-BASED TRAINING, REPLACEMENT
INTERVENTIONS 153 BEHAVIOR TRAINING, AND
KEVIN S.SUTHERLAND AND STEPHEN A. WRIGHT POSITIVE PEER REPORTING 213
ACADERNIC ENGAGEMENT DEFINED 153
FRANKM. GRESHAM,USA UBSTER;
CLASSROOM CONTEXTS AND ACADERNIC
AND KERI MENESSES
ENGAGEMENT 154 RISK AND PROTECTIVE FACTORS IN SERIOUS
OPPORTUNITIES TO RESPOND 154 BEHAVIOR DISORDERS 214
GOOD BEHAVIOR GAME 158 CONCEPTUALIZATION OF SOCIAL COMPETENCE 214
PRAISE 160 CLASSIFICATION OF SOCIAL SKILLS DEFICITS 215
SUMMARY 162 SOCIAL SKILLS TRAINING 216
REPLACEMENT BEHAVIOR TRAINING 218
13 STRATEGIES TO IMPROVE POSITIVE PEER REPORTING 220
COMPLIANCE 165 CONCLUSIONS 222
CAROLANN DAVISAND ANNIE MCLAUGHLIN
COMPLIANCE TRAINING 166 PART 3
HIGH-PROBABILITY REQUESTS 170
RESEARCH-BASED CONCLUSION 177 APPROACHES FOR
14 STRATEGIES TO ADDRESS ASSESSMENT: 223
INTERNA!IZING BEHAVIOR PROBLEMS 178 17 RESPONSE TO INTERVENTION:
LEEKERN,ALEXANDRA HILT-PANAHON, SCHOOL-WIDE PREVENTION
AND ANUJA DIVATIA MUKHERJEE OF ACADEMIC DIFFICULTIES 225
OVERVIEW OF INTEMALIZING PROBLEMS 178 MATTHEW K.BURNS AND SARAH SCHOLIN
EFFECTIVE PRACTICES 180 TIER 1 226
TIER 2 226
15 STRATEGIES FOR DECREASING TIER 3 227
AGGRESSIVE, COERDVE CRITICAL ELEMENTS OF RESPONSE-TO-
BEHAVIOR: A CA!L FOR INTERVENTION EFFORTS 228
PREVENTIVE EFFORTS 192 EFFECTIVENESS OF SCHOOL- WIDE
KATHLEEN LYNNE LANE,HILL WALKER;MARY PREVENTION OF ACADERNIC
DIFFICULTIES 232
CRNOBORI, REGINA OLIVER;ALLISON BRUHN, CONCLUSION 234
AND WENDYP OAKES
18 DATA-BASED DEDSION MAKING
THE IMPORTANCE OF EARLY INTERVENTION 193 IN ACADEMICS USING PURPOSE 194
CURRICULUM-BASED FIRST STEP TO SUCCESS 194 MEASUREMENT 235 FUNCTIONAL
ASSESSMENT-BASED ERICA S.LEMBKE,DAVID HAMPTON, INTERVENTIONS
198DISCUSSION 203 AND ELISEHENDRICKER SUMMARY 204 WHAT DOES PROGRESS
MONITORING APPENDIX 15.1 SUMMARY OF STUDIES CONTRIBUTE TO MAKING
DATA-BASEDREVIEWED FOR PREVENTING AGGRESSION: DECISIONS? 235FIRST STEP
TO SUCCESS 205 WHAT DOES RESEARCH SAY ABOUT USING APPENDIX 15.2 SUMMARY
OF STUDIES CBM IN READING AND MATHEMATICS? 238REVIEWED FOR PREVENTING
AGGRESSION: RECOMMENDED PRACTICES FOR USINGFUNCTIONAL ASSESSMENT-BASED
CBM PROGRESS-MONITORING TOOLS 243INTERVENTIONS 207 SUMMARY 248
IMAGE 4
X CONTENTS
19 BEST: PRACT:ICES IN ASSESSMENT: 23 CURRICULUM-BASED
FOR ELIGIBILITY IDENT:IFICAT:ION 249 ASSESSMENT: 301
BERTTRAM CHIANG,SUZANNEL.RUSS, JOHN VENN
AND STACEYN.SKONING DEFINING CURRICULUM-BASED ASSESSMENT 301
HISTORICAL, LEGAL, AND ETHICAL CONTEXT CHARACTERISTICS OF
CURRICULUM-BASED
OF ELIGIBILITY DETERMINATION 249 ASSESSMENT 302
ASSESSMENT PROCEDURES FOR ELIGIBILITY RELIABILITY, VALIDITY, AND
FAIRNESS 303
DETERMINATION 251 REPRESENTATIVE CBA STRATEGIES
BEST PRACTICES IN ELIGIBILITY DETERMINATION AND PROCEDURES 303
FOR HIGH-INCIDENCE DISABILITIES 252 ISSUES IN CURRICULUM-BASED
ASSESSMENT 308
CONCLUSION 258 RECOMMENDATIONS FOR TEACHERS,
DECISION MAKERS, AND RESEARCHERS 309
20 PARENT: PART:ICIPAT:ION SUMMARY 310
IN ASSESSMENT: AND IN DEVELOPMENT: OF 24 ACCOMMODAT:IONS
INDIVIDUALIZED EDUCAT:ION FOR ASSESSMENT: 311
PROGRAMS 260 MARTHA L.THURLOW, SHERYL S.LAZARUS,AND
KATHARINE G. SHEPHERD,MICHAEL F GIANGRECO, LAURENE L.CHRISTENSEN AND
BRYAN G. COOK HISTORICAL, THEORETICAL, LEGAL, AND
PARENT INVOLVEMENT AND GENERAL POLICY CONTEXTS FOR ACCOMMODATIONS 311
EDUCATION 261 RESEARCH BASE FOR ASSESSMENT
HISTORICAL, LEGAL, AND THEORETICAL ACCOMMODATIONS 314
UNDERPINNINGS OF PARENT PARTICIPATION CONCLUSION 320
IN SPECIAL EDUCATIONAL PLANNING 261 APPENDIX 24.1 EXTENDED TIME: STUDY
OBSERVED LEVELS OF PARENTAL INVOLVEMENT DESCRIPTIONS 322
AND OBSERVED ROADBLOCKS 262 APPENDIX 24.2 READ- ALOUD/ORAL
EXAMPLES OF FAMILY-CENTERED PRACTICES 264 ADMINISTRATION STUDY
DESCRIPTIONS 324
CONCLUSION 271 APPENDIX 24.3 COMPUTERIZED TESTING
STUDY DESCRIPTIONS 326
21 INDIVIDUALIZED EDUCAT:ION PROGRAMS: LEGAL REQUIREMENT:S AND PALL..T
4-
RESEARCH FINDINGS 273
CHRISTINE A. CHRISTLE AND MITCHELL L.YELL RESEARCH-BASED
LEGAL REQUIREMENTS 274
STRATEGIES FOR
DEVELOPING EDUCATIONALLY MEANINGFUL IMPROVING OUTCOMES
AND LEGALLY SOUND IEPS 275 FOR TARGETED GROUPS
RESEARCH ON IEP COMPLIANCE ISSUES 278 OFLEARNERS 329
22 USING ASSESSMENT:S T:O 25 RESEARCH-BASED PRACT:ICES
DET:ERMINE PLACEMENT: IN IN EARLY CHILDHOOD SPECIAL
T:HE LEAST: REST:RICT:IVE EDUCAT:ION 331
ENVIRONMENT: FOR ST:UDENT:S MARY JO NOONAN AND PATRICIA SHEEHEY WIT:H
DISABILIT:IES 287 FREDERICKJ BRIGHAM AND JEAN B.CROCKETT REVIEW OF
RESEARCH-BASED PRACTICES 332 SUMMARY 341
CONTEXTUAL BASES FOR MAKING INSTRUCTIONAL PLACEMENT DECISIONS 288 26
TEACHING ST:UDENT:S WIT:H
TOOLS IN THE WORKSHOP 291 HIGH-INCIDENCE DISABILIT:IES 342
USING ASSESSMENTS IN MAKING PLACEMENT THOMAS E.SCRUGGSAND MARGO A.
MASTROPIERI DECISIONS 297 CONCLUSION 299 MNEMONIC STRATEGIES 343
IMAGE 5
CONTENTS XI
DIFFERENTIATED CURRICULUM ENHANCEMENTS SUMMARY 349 352
FUNCTIONAL APPROACH TO PROBLEM BEHAVIORS SUMMARY 402
408
31 EFFECTIVE PRACTICES FOR PROMOTING LITERACY WITH INDIVIDUALS WHO HAVE
PHYSICAL DISABILITIES 409
MARI BETH COLEMAN AND KATHRYN WOLFFHELLER
CHARACTERISTICS OF INDIVIDUALS WITH PHYSICAL DISABILITIES THAT IMPEDE
LITERACY ACQUISITION 409
THE NONVERBAL READING APPROACH 411
ASSISTIVE TECHNOLOGY TO PROMOTE WRITING 416
SUMMARY 422
428
423
436
437
431 435
439 442 448 449 450 450
438
32 TEACHING STUDENTS WHO HAVE SENSORY DISABILITIES 423
DEBORAH CHEN,RACHELFRIEDMAN NARR; AND DIANE P WORMSLEY
VISUAL PHONICS WITH DEAF AND HARDOF-HEARING STUDENTS EARLY
IDENTIFICATION OF BRAILLE AS THE PRIMARY READING MEDIUM FOR
STUDENTS WITH VISUAL IMPAIRMENTS TANGIBLE SYMBOLS WITH STUDENTS WHO ARE
DEAF-BLIND CONCLUSION APPENDIX 32.1 AVAILABLE STUDIES
ON BRAILLE READING APPENDIX 32.2 AVAILABLE STUDIES ON TANGIBLE SYMBOLS
33 TEACHING FOR TRANSITION TO ADULTHOOD DAVID W TEST,KELLY R.KELLEY, AND
DAWN A.ROWE
SELF-DETERMINATION COMMUNITY-BASED INSTRUCTION INSTRUCTIONAL APPROACHES
ANALYSIS OF THE RESEARCH BASE
RECOMMENDATIONS FOR PRACTICE CONCLUSION
27 TEACHING INDIVIDUALS WITH SEVERE INTELLECTUAL DISABILITY: EFFECTIVE
INSTRUCTIONAL PRACTICES 353
SUSANR.COPELANDAND KAY OSBORN
GENERAL LEARNING CHARACTERISTICS OF PERSONS WITH SEVERE INTELLECTUAL
DISABILITY 354 PROMPTING 354
TASK ANALYSIS 359
SELF-MANAGEMENT 362
CONCLUSION 366
28 EFFECTIVE READING INTERVENTIONS FOR ENGLISH LANGUAGE LEARNERS WHO ARE
STRUGGLING READERS OR IDENTIFIED WITH LEARNING
DISABILITIES 367
KATHLEEN A. KING THORIUS,ALFREDO JARTILES, AND AMANDA L.SULLIVAN
SETTING THE CONTEXT 367
REVIEW METHODS 369
RESEARCH-BASED LITERACY INTERVENTIONS FOR ELLS 370
GOOD, RESEARCH-BASED PRACTICES FOR SUPPORTING LITERACY DEVELOPMENT OF
ELLS WHO ARE STRUGGLING READERS OR IDENTIFIED WITH LD 374
CONCLUSION AND THE ROAD AHEAD: TOWARD CULTURALLY RESPONSIVE LITERACY
INTERVENTIONS FOR ELLS WHO ARE STRUGGLING READERS
OR IDENTIFIED WITH LD 376
APPENDIX 28.1 SUMMARY INFORMATION ON INTERVENTIONS REVIEWED 379
29 TEACHING STUDENTS WITH LANGUAGE DISORDERS 384
LAURA M.JUSTICE,SANDRA GIL/AM, ANDANITA MCGINTY
REVIEW OF EFFECTIVE PRACTICES 386
CONCLUSION 395
30 TEACHING STUDENTS WITH AUTISM SPECTRUM DISORDERS 396
ROSEIOVANNONE
PEER-MEDIATED INTERVENTIONS TO ENHANCE SOCIAL SKILLS 397
REFERENCES
NAME INDEX
SUBJECT INDEX
451
529
545
|
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| indexdate | 2024-07-10T00:25:03Z |
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| publisher | Pearson |
| record_format | marc |
| spelling | Research-based practices in special education [ed. by] Bryan G. Cook ; Melody Tankersley Boston ; Munich [u.a.] Pearson 2012 xi, 560 p. Ill., graph. Darst. 29 cm txt rdacontent n rdamedia nc rdacarrier Includes bibliographical references (pages 451-528) and indexes Erziehung Special education Research United States People with disabilities Education Research Sonderpädagogik (DE-588)4077513-6 gnd rswk-swf USA USA (DE-588)4078704-7 gnd rswk-swf (DE-588)4143413-4 Aufsatzsammlung gnd-content USA (DE-588)4078704-7 g Sonderpädagogik (DE-588)4077513-6 s DE-604 Cook, Bryan G. Sonstige oth Tankersley, Melody Sonstige oth V:DE-604 application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=025345518&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Research-based practices in special education Erziehung Special education Research United States People with disabilities Education Research Sonderpädagogik (DE-588)4077513-6 gnd |
| subject_GND | (DE-588)4077513-6 (DE-588)4078704-7 (DE-588)4143413-4 |
| title | Research-based practices in special education |
| title_auth | Research-based practices in special education |
| title_exact_search | Research-based practices in special education |
| title_full | Research-based practices in special education [ed. by] Bryan G. Cook ; Melody Tankersley |
| title_fullStr | Research-based practices in special education [ed. by] Bryan G. Cook ; Melody Tankersley |
| title_full_unstemmed | Research-based practices in special education [ed. by] Bryan G. Cook ; Melody Tankersley |
| title_short | Research-based practices in special education |
| title_sort | research based practices in special education |
| topic | Erziehung Special education Research United States People with disabilities Education Research Sonderpädagogik (DE-588)4077513-6 gnd |
| topic_facet | Erziehung Special education Research United States People with disabilities Education Research Sonderpädagogik USA Aufsatzsammlung |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=025345518&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
| work_keys_str_mv | AT cookbryang researchbasedpracticesinspecialeducation AT tankersleymelody researchbasedpracticesinspecialeducation |