Students with mild exceptionalities: characteristics and Applications
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
Thousand Oaks, Calif.
SAGE
2014
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| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | XXIV, 567 S. Ill., graph. Darst. |
| ISBN: | 9781412974707 |
Internformat
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| 245 | 1 | 0 | |a Students with mild exceptionalities |b characteristics and Applications |c Sydney S. Zentall |
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Datensatz im Suchindex
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| adam_text | IMAGE 1
DETAILED CONTENTS
PREFACE XXI
25
SECTION I. INTRODUCTION TO MILD EXCEPTIONALITIES 1
1. FORMAL DEFINITIONS AND FEDERAL LAW 5
FEDERAL LAWS 5 IDEA 5
SEETION 504 7
DISABILITY CATEGORIES DEFINED AND DEBATED 9 EDUCATIONALLY DEFINED
EXCEPTIONALITIES (IDEA AND SEETION 504) 10 PSYCHOLOGICALLY DEFINED
(DSM-IV- TR) 11 DISABILITY CATEGORIES DEBATED 12 GROUP NORMS: SOCIETAL
DEFINITIONS 13
TRAITS 15
STATES 21
ALTERNATE ASSESSMENTS 0/ TRAITS 22 CHAPTER SUMMARY 22 CHAPTER QUESTIONS
23
2. INFORMAL ANALYSIS OF THE CHARACTERISTIC BEHAVIOR OF INDIVIDUAL
STUDENTS RESPONSES TO INTERVENTIONS 26 FUNCTIONAL ANALYSIS OF
ANTECEDENTS, BEHAVIOR,
CONSEQUENCES, AND PAYOFFS 30 ANTECEDENTS 31 PROCEDURES IN A FUNCTIONAL
ANALYSIS 32 CHAPTER SUMMARY 36 CHAPTER QUESTIONS 37 PROBLEM-BASED CASE
APPLICATIONS AND QUESTIONS (JASON) 39
SEETION 11. VERBAL AND NONVERBAL LEARNING DISABILITIES 45
VERBAL LEARNING DISABILITIES
3. DISORDERS OF SPOKEN LANGUAGE 49
FORMAL IDENTIFICATION 50
IMAGE 2
DEFINITIONS 50
ETIOLOGY 53 PREVALENCE, GENDER,AGE, AND CULTURAL FACTORS 54 INFORMAL
EDUCATOR IDENTIFICATION OF CHARACTERISTICS 54 BEHAVIORAL 54
SOCIAL-EMOTIONAL 54 COGNITIVE 55 COMMUNICATION 55 ACADEMIC 57 SUMMARY OF
STRENGTHS AND NEEDS 58 DISABILITY IN THE CLASSROOM 58
IMPLICATIONS FOR ACCOMMODATIONS IN GENERAL EDUCATION SETTINGS: TIER I 58
IMPLICATIONS FOR INTERVENTIONS IN SMALL-GROUP AND INDIVIDUAL SETTINGS:
TIERS 11 AND 111 58
LONG-TERM OUTCOMES 59 CHAPTER SUMMARY 60 CHAPTER QUESTIONS 61
PROBLEM-BASED CASE APPLICATIONS AND QUESTIONS (BART) 62
4. DISORDERS OF WRITTEN LANGUAGE 69
READING DISABILITIES OR DYSLEXIA 69 FORMAL IDENTIFICATION 70 DEFINITIONS
70 ETIOLOGY 72
PREVALENCE, GENDER,AGE, AND CULTURAL FACTORS 73 INFORMAL EDUCATOR
IDENTIFICATION OF CHARACTERISTICS 74 BEHAVIORAL 74 SOCIAL-EMOTIONAL 75
COGNITIVE 75 COMMUNICATION 77 MOTOR, PHYSICAL, AND SOMATIC 77 ACADEMIC
77 SUMMARY OF STRENGTHS AND NEEDS 78 DISABILITY IN THE CLASSROOM 79
IMPLICATIONS FOR ACCOMMODATIONS IN GENERAL EDUCATION SETTINGS: TIER I 79
IMPLICATIONS FOR INTERVENTIONS IN SMALL-GROUP AND INDIVIDUAL SETTINGS:
TIERS 11 AND 111 80
LONG- TERM OUTCOMES 81 COMPOSITION AND SPELLING DISABILITIES 82 FORMAL
IDENTIFICATION 84 DEFINITIONS 84
IMAGE 3
ETIOLOGY 86
PREVALENCE, GENDER, AND AGE FACTORS 87 INFORMAL EDUCATOR IDENTIFICATION
OF CHARACTERISTICS 87 BEHAVIORAL 87 SODA I-EMOTIONAL 87
COGNITIVE 87 COMMUNICATION 89 MOTOR, PHYSICAL, AND SOMATIC 89 ACADEMIC
89
SUMMARY OF STRENGTHS AND NEEDS 89 DISABILITY IN THE CLASSROOM 90
IMPLICATIONS FOR ACCOMMODATIONS IN GENERAL EDUCATION SETTINGS: TIER I 90
IMPLICATIONS FOR INTERVENTIONS IN SMALL-GROUP AND INDIVIDUAL SETTINGS:
TIERS II AND 111 91 LONG- TERM OUTCOMES 92 CHAPTER SUMMARY 93 CHAPTER
QUESTIONS 95 PROBLEM-BASED CASE APPLICATIONS AND QUESTIONS (DOUG) 97
NONVERBAL LEARNING DISABILITIES
5. MATH DISABILITIES AND NONVERBAL COMMUNICATION DISABILITIES 105 MATH
LEAMING DISABILITIES OR DYSCALCULIA 105 FORMAL IDENTIFICATION 106
DEFINITIONS 106
ETIOLOGY 108
PREVALENCE, GENDER, AGE, AND CULTURAL FACTORS 109 INFORMAL EDUCATOR
IDENTIFICATION OF CHARACTERISTICS 109 BEHAVIORAL 109 SODAL-EMOTIONAL 110
COGNITIVE 110 ACADEMIC 111 SUMMARY OF STRENGTHS AND NEEDS 113 DISABILITY
IN THE CLASSROOM 113
IMPLICATIONS FOR ACCOMMODATIONS IN GENERAL EDUCATION SETTINGS: TIER I
113 IMPLICATIONS FOR INTERVENTIONS IN SMALL-GROUP AND INDIVIDUAL
SETTINGS: TIERS II AND 111 115
LONG- TERM OUTCOMES 115 NONVERBAL LEAMING DISABILITIES 116 FORMAL
IDENTIFICATION 117 DEFINITIONS 117
IMAGE 4
ETIOLOGY 119
PREVALENCE, GENDER, AND AGE FACTORS 120 INFORMAL EDUCATOR IDENTIFICATION
OF CHARACTERISTICS 120 BEHAVIORAL 120 SOCIAL-EMOTIONAL 121
COGNITIVE 122 COMMUNICATION 123 MOTOR, PHYSICAL, AND SOMATIC 124
ACADEMIC 124 SUMMARY OF STRENGTHS AND NEEDS 126 DISABILITY IN THE
C1ASSROOM 126
IMPLICATIONS FOR ACCOMMODATIONS IN GENERAL EDUCATION SETTINGS: TIER I
126 IMPLICATIONS FOR INTERVENTIONS IN SMALL-GROUP AND INDIVIDUAL
SETTINGS: TIERS 11 AND III 127
LONG-TERM OUTCOMES 127 CHAPTER SUMMARY 128 CHAPTER QUESTIONS 129
PROB1EM-BASED CASE APP1ICATI0!1S
AND QUESTIONS (LANE AND ELLIOT) 131
SEETION 111. COGNITIVE EXCEPTIONALITIES
6. MILD INTELIEETUAI DISABILITIES FORMAL IDENTIFICATION 148 DEFINITIONS
148 ETIOLOGY 149
PREVALENCE, GENDER, AGE, AND CULTURAL FACTORS 150 INFORMAL EDUCATOR
IDENTIFICATION OF CHARACTERISTICS 151 BEHAVIORAL 151 SOCIAL-EMOTIONAL
152
COGNITIVE 153 COMMUNICATION 154 MOTOR, PHYSICAL, AND SOMATIC 154
ACADEMIC 155 SUMMARY OFSTRENGTHS AND NEEDS 157 DISABILITY IN THE
C1ASSROOM 157
IMPLICATIONS FOR ACCOMMODATIONS IN GENERAL EDUCATION SETTINGS: TIER I
157 IMPLICATIONS FOR INTERVENTIONS IN SMALL-GROUP AND INDIVIDUAL
SETTINGS: TIERS 11AND III 158
LONG- TERM OUTCOMES 159 CHAPTER SUMMARY 160
143
147
IMAGE 5
CHAPTER QUESTIONS 161
PROBLEM-BASED CASE APPLICATIONS AND QUESTIONS (REX) 163
173
191
179
180
184
7. EXCEPTIONALITIES CO-OCCURRING WITH GIFTED AND TALENTED:
THE TWICE EXCEPTIONAL FORMAL IDENTIFICATION 174 DEFINITIONS 174 ETIOLOGY
178
PREVALENCE, GENDER, AGE, AND CULTURAL F ACTORS INFORMAL EDUCATOR
IDENTIFICATION OF CHARACTERISTICS BEHAVIORAL 180 SODAL-EMOTIONAL 181
COGNITIVE 182 COMMUNICATION 183 MOTOR, SENSORY, AND SOMATIC 183 ACADEMIC
183 SUMMARY OF STRENGTHS AND NEEDS DISABILITY IN THE CLASSROOM 185
IMPLICATIONS FOR ACCOMMODATIONF IN GENERAL EDUCATION SETTINGS: TIER I
185 IMPLICATIONS FOR INTERVENTIONS IN SMALL-GROUP AND INDIVIDUAL
SETTINGS: TIERS 11 AND 111 187 LONG- TERM OUTCOMES 187 CHAPTER SUMMARY
188 CHAPTER QUESTIONS 189 PROBLEM-BASED CASE APPLICATIONS AND QUESTIONS
(CHRIS)
8. TRAUMATIC BRAIN INJURIES FORMAL IDENTIFICATION 202 DEFINITIONS 202
ETIOLOGY 204
PREVALENCE, GENDER, AGE, AND CULTURAL FACTORS 205 INFORMAL EDUCATOR
IDENTIFICATION OF CHARACTERISTICS 205 BEHAVIORAL 206 SOCIAL-EMOTIONAL
206
COGNITIVE 208 COMMUNICATION 210 MOTOR, PHYSICAL, AND SOMATIC 210
ACADEMIC 210 SUMMARY OF STRENGTHS AND N EEDS 211 DISABILITY IN THE
CLASSROOM 211
IMPLICATIONS FOR ACCOMMODATIONS IN GENERAL EDUCATION SETTINGS: TIER I
211
201
IMAGE 6
IMPLICATIONS FOR INTERVENTIONS IN SMALL-GROUP AND
INDIVIDUAL SETTINGS: TIERS 11AND III 212 LONG- TERM OUTCOMES 213 CHAPTER
SUMMARY 213 CHAPTER QUESTIONS 215 PROBLEM-BASED CASE APPLICATIONS AND
QUESTIONS (ANDY) 217
SECTION IV. ATTENTIONAL DISORDERS 227
9. ATTENTION DEFICIT HYPERACTIVITY DISORDER: INATTENTIVE AND COMBINED
SUBTYPES FORMAL IDENTIFICATION 232 DEFINITIONS 232
ETIOLOGY 236
PREVALENCE, GENDER, AGE, AND CULTURAL FACTORS 237 INFORMAL EDUCATOR
IDENTIFICATION OF CHARACTERISTICS 238 BEHAVIORAL 238 SOCIAL-EMOTIONAL
238
COGNITIVE 239 COMMUNICATION 242 ACADEMIC 243 SUMMARY OF STRENGTHS AND
NEEDS 245 DISABILITY IN THE CLASSROOM 246
IMPLICATIONS FOR ACCOMMODATIONS IN GENERAL EDUCATION SETTINGS: TIER I
246 IMPLICATIONS FOR INTERVENTIONS IN SMALL-GROUP AND INDIVIDUAL
SETTINGS: TIERS II AND 111 248
LONG- TERM OUTCOMES 251 CHAPTER SUMMARY 251 CHAPTER QUESTIONS 253
PROBLEM-BASED CASE APPLICATIONS AND QUESTIONS (ZEB) 255
10. ATTENTION DEFICIT HYPERACTIVITY DISORDER:
HYPERACTIVE/LMPULSIVE SUBTYPE FORMAL IDENTIFICATION 263 DEFINITIONS 263
ETIOLOGY 267
PREVALENCE, GENDER, AGE, AND CULTURAL FACTORS 269 INFORMAL EDUCATOR
IDENTIFICATION OF CHARACTERISTICS 269 BEHAVIORAL 269 SOCIAL-EMOTIONAL
271
COGNITIVE 272
231
263
IMAGE 7
COMMUNICATION 272
MOTOR, PHYSICAL, AND SOMATIC 273 ACADEMIC 273 SUMMARY OF STRENGTHS AND
NEEDS 274 DISABILITY IN THE CLASSROOM 274
IMPLICATIONS FOR ACCOMMODATIONS IN GENERAL EDUCATION SETTINGS: TIER I
274 IMPLICATIONS FOR INTERVENTIONS IN SMALL-GROUP AND INDIVIDUAL
SETTINGS: TIERS 11 AND III 277
LONG-TERM OUTCOMES 277 CHAPTER SUMMARY 278 CHAPTER QUESTIONS 279
PROBLEM-BASED CASE APPLICATIONS AND
QUESTIONS (LOHN) 281
SECTION V. SODAL DISORDERS
11. EXTERNALIZING BEHAVIORAL DISORDERS 293 OPPOSITIONAL DEFIANT DISORDER
296 FORMAL IDENTIFICATION 296 DEFINITIONS 296
ETIOLOGY 299 PREVALENCE, GENDER, AGE, AND CULTURAL FACTORS 300 INFORMAL
EDUCATOR IDENTIFICATION OF CHARACTERISTICS 301 BEHAVIORAL 301
SOCIAL-EMOTIONAL 301 COGNITIVE 302 ACADEMIC 302 DISABILITY IN THE
CLASSROOM 302
IMPLICATIONS FOR ACCOMMODATIONS IN GENERAL EDUCATION SETTINGS: TIER I
302 IMPLICATIONS FOR INTERVENTIONS IN SMALL-GROUP AND INDIVIDUAL
SETTINGS: TIERS II AND 111 303
LONG- TERM OUTCOMES 304 CONDUCT DISORDER 304 FORMAL IDENTIFICATION 305
DEFINITIONS 305
ETIOLOGY 308 PREVALENCE, GENDER, AGE, AND CULTURAL FACTORS 309 INFORMAL
EDUCATOR IDENTIFICATION OF CHARACTERISTICS 310 BEHAVIORAL 310
SOCIAL-EMOTIONAL 310 COGNITIVE 311
289
IMAGE 8
COMMUNICATION 311
ACADEMIC 311 DISABILITY IN THE CLASSROOM 312 IMPLICATIONS FOR
ACCOMMODATIONS IN GENERAL EDUCATION SETTINGS: TIER I 312
IMPLICATIONS FOR INTERVENTIONS IN SMALL-GROUP AND INDIVIDUAL SETTINGS:
TIERS II AND III 313 LONG- TERM OUTCOMES 313 PERSONALITY DISORDERS:
NARCISSISM 314 FORMAL IDENTIFICATION 315
DEFINITIONS 315 PREVALENCE, GENDER, AGE, AND CULTURAL FACTORS 316
INFORMAL EDUCATOR IDENTIFICATION OF CHARACTERISTICS 317 BEHAVIORAL 317
SOCIAL-EMOTIONAL 317 COGNITIVE AND COMMUNICATION 318 ACADEMIC 318
DISABILITY IN THE CLASSROOM 319
IMPLICATIONS FOR ACCOMMODATIONS IN GENERAL EDUCATION SETTINGS: TIER I
319 IMPLICATIONS FOR INTERVENTIONS IN SMALL-GROUP AND INDIVIDUAL
SETTINGS: TIERS II AND III 319
LONG-TERM OUTCOMES 320 CHAPTER SUMMARY 320 CHAPTER QUESTIONS 321
PROBLEM-BASED CASE APPLICATIONS AND QUESTIONS (LILY AND JACK) 324
12. INTERNALIZING EMOTIONAL DISORDERS GENERALIZED AND SPECIFIC ANXIETY
DISORDERS 336 FORMAL IDENTIFICATION 336 DEFINITIONS 336
ETIOLOGY 338
PREVALENCE, GENDER, AGE, AND CULTURAL FACTORS INFORMAL EDUCATOR
IDENTIFICATION OF CHARACTERISTICS BEHAVIORAL 340 SOCIAL-EMOTIONAL 340
COGNITIVE 341 COMMUNICATION 341 ACADEMIC 341 SCHOOL REFUSAL 342 FORMAL
IDENTIFICATION 342 DEFINITIONS 342 ETIOLOGY 343
PREVALENCE, GENDER, AGE, AND CULTURAL FACTORS
339
340
345
333
IMAGE 9
INFORMAL EDUCATOR IDENTIFICATION OF CHARACTERISTICS 345
BEHAVIORAL 345 SOCIAL-EMOTIONAL 345 COGNITIVE 346 MOTOR, PHYSICAL, AND
SOMATIC 346 ACADEMIC 346 SOCIAL PHOBIA 346 FORMAL IDENTIFICATION 347
DEFINITIONS 347 ETIOLOGY 349 PREVALENCE AND CULTURAL FACTORS 350
INFORMAL EDUCATOR IDENTIFICATION OF CHARACTERISTICS 350 BEHAVIORAL 350
SOCIAL-EMOTIONAL 351 COGNITIVE 351 COMMUNICATION AND SOMATIC 351
ACADEMIC 351 DISABILITY IN THE CLASSROOM 352
IMPLICATIONS FOR ACCOMMODATIONS IN GENERAL EDUCATION SETTINGS: TIER I
352 IMPLICATIONS FOR INTERVENTIONS IN SMALL-GROUP AND INDIVIDUAL
SETTINGS: TIER 11 352
LONG-TERM OUTCOMES 354 OBSESSIVE-COMPULSIVE DISORDER 354 FORMAL
IDENTIFICATION 355 DEFINITIONS 355
ETIOLOGY 357
PREVALENCE, GENDER, AGE, AND CULTURAL FACTORS 358 INFORMAL EDUCATOR
IDENTIFICATION OF CHARACTERISTICS 358 BEHAVIORAL 358 SOCIAL-EMOTIONAL
359
COGNITIVE 359 COMMUNICATION AND SOMATIC 360 ACADEMIC 360 SUMMARY OF
STRENGTHS AND NEEDS 360 DISABILITY IN THE CLASSROOM 360 IMPLICATIONS FOR
ACCOMMODATIONS IN GENERAL
EDUCATION SETTINGS: TIER I 360 IMPLICATIONS FOR INTERVENTIONS IN
SMALL-GROUP AND INDIVIDUAL SETTINGS: TIERS II AND 111 361 LONG-TERM
OUTCOMES 362 DEPRESSIVE DISORDERS 362
FORMAL IDENTIFICATION 362 DEFINITIONS 362
IMAGE 10
ETIOLOGY 365
PREVALENCE, GENDER, AGE, AND CULTURAL FACTORS 366 INFORMAL EDUCATOR
IDENTIFICATION OF CHARACTERISTICS 367 BEHAVIORAL 367 SOCIAL-EMOTIONAL
367
COGNITIVE 368 COMMUNICATION AND SOMATIC 368 ACADEMIC 369 DISABILITY IN
THE CLASSROOM 369 IMPLICATIONS FOR ACCOMMODATIONS IN GENERAL
EDUCATION SETTINGS: TIER I 369 IMPLICATIONS FOR INTERVENTIONS IN
SMALL-GROUP AND INDIVIDUAL SETTINGS: TIERS II AND III 369 LONG-TERM
OUTCOMES 369 CHAPTER SUMMARY 370
CHAPTER QUESTIONS 372 PROBLEM-BASED CASE APPLICATIONS AND QUESTIONS
(PETE) 375
13. AUTISM SPECTRUM DISORDERS FORMAL IDENTIFICATION 388 DEFINITIONS 388
ETIOLOGY 392
PREVALENCE, GENDER, AND AGE FACTORS 392 INFORMAL EDUCATOR IDENTIFICATION
OF CHARACTERISTICS 393 BEHAVIORAL 393 SOCIAL-EMOTIONAL 393
COGNITIVE 394 COMMUNICATION 395 MOTOR, PHYSICAL, AND SOMATIC!SENSORY 395
ACADEMIC 396 SUMMARY OF STRENGTHS AND NEEDS 398 DISABILITY IN THE
CLASSROOM 398
IMPLICATIONS FOR ACCOMMODATIONS IN GENERAL EDUCATION SETTINGS: TIER I
398 IMPLICATIONS FOR INTERVENTIONS IN SMALL-GROUP AND INDIVIDUAL
SETTINGS: TIER II 399 LONG- TERM OUTCOMES 400 CHAPTER SUMMARY 401
CHAPTER QUESTIONS 402 PROBLEM-BASED CASE APPLICATIONS AND QUESTIONS
(GREG) 404
387
IMAGE 11
14. ABUSE AND ADDICTIONS
ABUSE 416
FORMAL IDENTIFICATION 416 DEFINITIONS 416 ETIOLOGY 417 PREVALENCE, AGE,
AND CULTURAL FACTORS 417 INFORMAL EDUCATOR IDENTIFICATION OF
CHARACTERISTICS 418
BEHAVIORAL 418 SOCIAL-EMOTIONAL 419 COGNITIVE 419 MOTOR, PHYSICAL, AND
SOMATIC 420 ACADEMIC 420 SUMMARY OF STRENGTHS AND NEEDS 420 DISABILITY
IN THE C1ASSROOM 420
IMPLICATIONS FOR ACCOMMODATIONS IN GENERAL EDUCATION SETTINGS: TIER I
420 IMPLICATIONS FOR INTERVENTIONS IN SMALL-GROUP AND INDIVIDUAL
SETTINGS: TIER 11 421 LONG- TERM OUTCOMES 421 ADDICTIONS 422
FORMAL IDENTIFICATION 424 DEFINITIONS 424 ETIOLOGY 426 PREVALENCE,
GENDER, AGE, AND CULTURAL FACTORS 428 INFORMAL EDUCATOR IDENTIFICATION
OF CHARACTERISTICS 429
BEHAVIORAL 429 SOCIAL-EMOTIONAL 429 COGNITIVE 430
MOTOR, PHYSICAL, AND SOMATIC 430 ACADEMIC 430 DISABILITY IN THE
C1ASSROOM 431 IMPLICATIONS FOR ACCOMMODATIONS IN GENERAL
EDUCATION SETTINGS: TIER I 431 IMPLICATIONS FOR INTERVENTIONS IN
SMALL-GROUP AND INDIVIDUAL SETTINGS: TIERS 11 AND 111 431 LONG-TERM
OUTCOMES 431 CHAPTER SUMMARY 432 CHAPTER QUESTIONS 433
PROB1EM-BASED CASE APP1ICATIONS AND QUESTIONS (A.B.) 435
415
IMAGE 12
SECTION VI. MOTOR DISORDERS
15. MOTOR DISABILITIES DEVELOPMENTAL COORDINATION DISORDER AND DYSPRAXIA
445 FORMAL IDENTIFICATION 445 DEFINITIONS 445
ETIOLOGY 447
PREVALENCE AND AGE FACTORS 447 INFORMAL EDUCATOR IDENTIFICATION OF
CHARACTERISTICS 448 BEHAVIORAL AND COMMUNICATION 448 SOCIAL-EMOTIONAL
449
MOTOR, PHYSICAL, AND SOMATIC 449 COGNITIVE AND ACADEMIC 449 DISABILITY
IN THE CLASSROOM 450 IMPLICATIONS FOR ACCOMMODATIONS IN GENERAL
EDUCATION SETTINGS: TIER I 450 IMPLICATIONS FOR INTERVENTIONS IN
SMALL-GROUP AND INDIVIDUAL SETTINGS: TIERS 11 AND III 450 LONG- TERM
OUTCOMES 450 HANDWRITING DISABILITIES (DYSGRAPHIA) 450
FORMAL IDENTIFICATION 451 DEFINITIONS 451 ETIOLOGY 452
PREVALENCE AND AGE FACTORS 452 INFORMAL EDUCATOR IDENTIFICATION OF
CHARACTERISTICS 453 BEHAVIORAL 453 SOCIAL-EMOTIONAL 453
PERCEPTUAL/MOTOR, PHYSICAL, AND SOMATIC 453 COGNITIVE AND ACADEMIC 454
SUMMARY OF STRENGTHS AND NEEDS 456 DISABILITY IN THE CLASSROOM 456
IMPLICATIONS FOR ACCOMMODATIONS IN GENERAL EDUCATION SETTINGS: TIER I
456 IMPLICATIONS FOR INTERVENTIONS IN SMALL-GROUP AND INDIVIDUAL
SETTINGS: TIERS II AND 111 457
LONG-TERM OUTCOMES 458 TOURETTE S SYNDROME 458 FORMAL IDENTIFICATION 459
DEFINITIONS 459
ETIOLOGY 461
PREVALENCE, GENDER, AGE, AND CULTURAL FACTORS 462
441
445
IMAGE 13
INFORMAL EDUCATOR IDENTIFICATION OF CHARACTERISTICS 462
BEHAVIORAL 462 SOCIAL-EMOTIONAL 463 COGNITIVE 463 COMMUNICATION:
VERBAL/VOCAL 464 MOTOR, PHYSICAL, AND SOMATIC 464
ACADEMIC 464 SUMMARY OF STRENGTHS AND NEEDS 465 DISABILITY IN THE
CLASSROOM 465 IMPLICATIONS FOR ACCOMMODATIONS IN GENERAL
EDUCATION SETTINGS: TIER I 465 IMPLICATIONS FOR INTERVENTIONS IN
SMALL-GROUP AND INDIVIDUAL SETTINGS: TIER III 466 LONG- TERM OUTCOMES
466 CHAPTER SUMMARY 466 CHAPTER QUESTIONS 468
PROBLEM-BASED CASE APPLICATIONS AND QUESTIONS (STEVE AND SETH) 471
APPENDIX I. COUNCIL FOR EXCEPTIONAL CHILDREN (CEC) STANDARDS FOR CORE
COMPETENCIES REPRESENTED IN THIS TEXT 481
APPENDIX 11.DATA FOR CASE STUDY 11.1: LILY 487
GLOSSARY 501
REFERENCES 519
INDEX 553
ABOUT THE AUTHOR 567
|
| any_adam_object | 1 |
| author | Zentall, Sydney S. |
| author_facet | Zentall, Sydney S. |
| author_role | aut |
| author_sort | Zentall, Sydney S. |
| author_variant | s s z ss ssz |
| building | Verbundindex |
| bvnumber | BV040641371 |
| classification_rvk | DT 7302 |
| ctrlnum | (OCoLC)844024698 (DE-599)BVBBV040641371 |
| discipline | Pädagogik |
| format | Book |
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| geographic | USA (DE-588)4078704-7 gnd |
| geographic_facet | USA |
| id | DE-604.BV040641371 |
| illustrated | Illustrated |
| indexdate | 2024-07-10T00:28:06Z |
| institution | BVB |
| isbn | 9781412974707 |
| language | English |
| oai_aleph_id | oai:aleph.bib-bvb.de:BVB01-025468435 |
| oclc_num | 844024698 |
| open_access_boolean | |
| owner | DE-29 |
| owner_facet | DE-29 |
| physical | XXIV, 567 S. Ill., graph. Darst. |
| publishDate | 2014 |
| publishDateSearch | 2014 |
| publishDateSort | 2014 |
| publisher | SAGE |
| record_format | marc |
| spelling | Zentall, Sydney S. Verfasser aut Students with mild exceptionalities characteristics and Applications Sydney S. Zentall Thousand Oaks, Calif. SAGE 2014 XXIV, 567 S. Ill., graph. Darst. txt rdacontent n rdamedia nc rdacarrier Verhaltensstörung (DE-588)4062872-3 gnd rswk-swf Didaktik (DE-588)4070463-4 gnd rswk-swf Schüler (DE-588)4053369-4 gnd rswk-swf USA (DE-588)4078704-7 gnd rswk-swf USA (DE-588)4078704-7 g Schüler (DE-588)4053369-4 s Verhaltensstörung (DE-588)4062872-3 s Didaktik (DE-588)4070463-4 s DE-604 Digitalisierung UB Erlangen application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=025468435&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Zentall, Sydney S. Students with mild exceptionalities characteristics and Applications Verhaltensstörung (DE-588)4062872-3 gnd Didaktik (DE-588)4070463-4 gnd Schüler (DE-588)4053369-4 gnd |
| subject_GND | (DE-588)4062872-3 (DE-588)4070463-4 (DE-588)4053369-4 (DE-588)4078704-7 |
| title | Students with mild exceptionalities characteristics and Applications |
| title_auth | Students with mild exceptionalities characteristics and Applications |
| title_exact_search | Students with mild exceptionalities characteristics and Applications |
| title_full | Students with mild exceptionalities characteristics and Applications Sydney S. Zentall |
| title_fullStr | Students with mild exceptionalities characteristics and Applications Sydney S. Zentall |
| title_full_unstemmed | Students with mild exceptionalities characteristics and Applications Sydney S. Zentall |
| title_short | Students with mild exceptionalities |
| title_sort | students with mild exceptionalities characteristics and applications |
| title_sub | characteristics and Applications |
| topic | Verhaltensstörung (DE-588)4062872-3 gnd Didaktik (DE-588)4070463-4 gnd Schüler (DE-588)4053369-4 gnd |
| topic_facet | Verhaltensstörung Didaktik Schüler USA |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=025468435&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
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