Teaching students with emotional and behavioral disabilities / (Record no. 18343)
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| 000 -LEADER | |
|---|---|
| fixed length control field | 14518cam a2200373 i 4500 |
| 001 - CONTROL NUMBER | |
| control field | 21562835 |
| 003 - CONTROL NUMBER IDENTIFIER | |
| control field | OSt |
| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20211112103454.0 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION | |
| fixed length control field | 200612s2022 caua b 001 0 eng |
| 010 ## - LIBRARY OF CONGRESS CONTROL NUMBER | |
| LC control number | 2020027008 |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER | |
| International Standard Book Number | 9781635502251 |
| Qualifying information | (paperback) |
| 040 ## - CATALOGING SOURCE | |
| Original cataloging agency | DLC |
| Language of cataloging | eng |
| Transcribing agency | DLC |
| Description conventions | rda |
| Modifying agency | DLC |
| 042 ## - AUTHENTICATION CODE | |
| Authentication code | pcc |
| 050 00 - LIBRARY OF CONGRESS CALL NUMBER | |
| Classification number | LC4165 |
| Item number | .H68 2022 |
| 082 00 - DEWEY DECIMAL CLASSIFICATION NUMBER | |
| Classification number | 371.93 HOT |
| Edition number | 23 |
| 100 1# - MAIN ENTRY--PERSONAL NAME | |
| Personal name | Hott, Brittany L., |
| Relator term | author. |
| 245 10 - TITLE STATEMENT | |
| Title | Teaching students with emotional and behavioral disabilities / |
| Statement of responsibility, etc. | Brittany L. Hott, PhD, Kathleen M. Randolph, EdD, BCBA-D, Lesli Raymond, MS. |
| 264 #1 - PRODUCTION, PUBLICATION, DISTRIBUTION, MANUFACTURE, AND COPYRIGHT NOTICE | |
| Place of production, publication, distribution, manufacture | San Diego, CA : |
| Name of producer, publisher, distributor, manufacturer | Plural Publishing, Inc., |
| Date of production, publication, distribution, manufacture, or copyright notice | [2022] |
| 300 ## - PHYSICAL DESCRIPTION | |
| Extent | xxii, 397 pages : |
| Other physical details | illustrations ; |
| Dimensions | 26 cm |
| 336 ## - CONTENT TYPE | |
| Content type term | text |
| Content type code | txt |
| Source | rdacontent |
| 337 ## - MEDIA TYPE | |
| Media type term | unmediated |
| Media type code | n |
| Source | rdamedia |
| 338 ## - CARRIER TYPE | |
| Carrier type term | volume |
| Carrier type code | nc |
| Source | rdacarrier |
| 504 ## - BIBLIOGRAPHY, ETC. NOTE | |
| Bibliography, etc. note | Includes bibliographical references and index. |
| 505 ## - FORMATTED CONTENTS NOTE | |
| Formatted contents note | Introduction<br/>Contributors<br/><br/>Chapter 1. Teaching Students with Emotional and Behavioral Disabilities<br/>Introduction<br/><br/>Social Maladjustment<br/>CoMorbidity/CoMorbid Disabilities<br/>Learning Disability<br/>Autism Spectrum Disorder (ASD)<br/>Attention Deficit Hyperactivity Disorder<br/>Intellectual Disability<br/>Communication Disorders<br/><br/><br/>Rationale for Inclusive Education<br/>Evidence-Based Practices<br/>Disproportionality<br/>Disproportionality versus Overrepresentation<br/><br/>Determining Disproportionality<br/>Theories Behind Disproportionality<br/>Risk Factors<br/><br/>Federal Laws<br/><br/>Educational Placement<br/>Impact of EBD<br/><br/>Recommendations to Address Disproportionality<br/><br/>Culturally Responsive Teaching<br/>Implementation of RtI Practices<br/>Universal Screening<br/>Classroom Contexts<br/><br/>Chapter Summary<br/><br/>Discussion Questions<br/><br/>Resources<br/><br/>Evidence Based Practices Evidence-Based Practices<br/>Person-First Language<br/>Calculating Disproportionality<br/>Determining Social Maladjustment<br/><br/>References<br/><br/>Chapter 2. Educating Students with EBD within School-wide Systems of Support<br/>Introduction<br/>Differentiated Instruction<br/>Implementing Differentiated Instruction<br/>Universal Design for Learning<br/><br/>Engagement<br/>Representation<br/>Action and Expression<br/><br/>Implementing UDL<br/>Differentiated Instruction and Universal Design for Learning<br/>Response to Intervention<br/><br/>Tier 1 - Core Instruction<br/>Tier 2 - Targeted Support<br/>Tier 3 - Intensive Intervention<br/><br/>Child Study<br/>Positive Behavioral Interventions and Supports<br/><br/>Tier 1<br/>Tier 2<br/>Tier 3<br/><br/>Chapter Summary<br/>Discussion Questions<br/>References<br/>Appendix 2-1. Self-Monitored Behavior Chart<br/>Appendix 2-2. UDL Planning<br/>Appendix 2-3. UDL Lesson Plan<br/>Appendix 2-4. Child Study Team Process Step 1<br/>Appendix 2-5. Child Study Process Step 2<br/>Appendix 2-6. Child Study Process Step 3<br/>Appendix 2-7. Middle School Referral Form<br/>Appendix 2-8. Primary Referral Form<br/>Appendix 2-9. Intervention Plan and Documentation<br/>Appendix 2-10. Strategy and Intervention Record<br/>Appendix 2-11. PBIS Office Referral Minor Offense<br/>Appendix 2-12. PBIS Office Referral Major Offense<br/><br/>Chapter 3. Service Delivery<br/>Introduction<br/>What Drives Services For Students With EBD?<br/>Free Appropriate Public Education<br/>Least Restrictive Environment<br/>Service Delivery Options<br/>Inclusion<br/><br/>Co-Teaching<br/>Resource Room<br/>Center-Based Schools<br/><br/>Specially Designed Instruction<br/>Classroom Management<br/>Related Services for Students with EBD<br/><br/>Speech-Language Pathology<br/>Physical and Occupational Therapy<br/>Counseling Services<br/>Mental Health Services<br/><br/>Related Legislation<br/>Family Involvement in the IEP and Service Delivery Process<br/><br/>Barriers to Collaboration with Parents<br/>Communication with Parents Beyond the IEP<br/><br/>Proportional Approaches to Service Delivery<br/>Case Study-Elementary<br/>Case Study-Secondary<br/>Chapter Summary<br/>Discussion Questions<br/>Resources<br/>References<br/>Appendix 3-1. Example of a Token Board for a Student with EBD in an Elementary Math Class<br/>Appendix 3-2. Check Sheet for a High School Student with EBD<br/>Appendix 3-3. Home-School Communication Log<br/>Appendix 3-4. Example Documentation for Parent Contact<br/><br/>Chapter 4. Mathematics Strategies and Interventions<br/>Introduction<br/>Challenges in Teaching Math to Students with EBD<br/>Components of Effective Math Instruction for Students with EBD<br/><br/>Direct, Explicit, and Systematic<br/>CRA Sequence<br/>Daily Review and Repeated Practice<br/>Scaffolded Support<br/>Verbal Responses<br/>Choral Responses<br/>Think-Pair-Share<br/>Non-Verbal Responses<br/>Written Responses<br/>Guided Notes<br/>Pair and Write and Peer Guided Pause<br/>Chalk Talk<br/>Action Responses<br/>Touching<br/>Pointing<br/>Hand Signals<br/>Case Study<br/><br/>Math Interventions and Strategies for Students with EBD<br/><br/>Basic Numeracy Interventions and Strategies<br/>Computation and Math Fact Fluency Interventions and Strategies<br/>Self-Mediated Interventions and Strategies<br/>Checklists<br/>Self-Evaluation/Self-Instruction<br/>Errorless Learning Worksheet<br/>Cover-Copy-Compare<br/>Taped Problems<br/>Folding-in Technique<br/>Peer-Mediated Interventions and Strategies<br/>Teacher-Mediated Interventions and Strategies<br/>Mnemonics<br/><br/>Computer-Assisted Instruction<br/><br/>Problem Solving Interventions and Strategies<br/>Using and Connecting Visual Representations<br/>Mnemonics<br/>Metacognitive Strategies<br/>Schema-Based Instruction<br/>QAR Strategy<br/>Enhanced Anchored Instruction<br/><br/>Algebra and Geometry Interventions and Strategies<br/>Mnemonics<br/>Chapter Summary<br/>Discussion Questions<br/>Resources<br/>References<br/>Appendix 4-1. Roll a Number! Recording Sheet<br/>Appendix 4-2. Toss it Recording Sheet<br/>Appendix 4-3. Generic Goal Setting Worksheet<br/>Appendix 4-4. Blank Goal Monitoring Worksheet<br/>Appendix 4-5. Group, Change, Compare<br/>Appendix 4-6. Schematic Diagrams for Four Problem Types<br/><br/>Chapter 5. Writing Interventions<br/>Introduction<br/>Self-Regulated Strategy Development (SRSD)<br/>Persuasive Writing<br/>POW+TREE<br/>Goal Setting and Self-Regulation<br/><br/>Expository Writing<br/>Writing in Content Areas<br/>Journal Writing<br/>Learning Logs<br/>Narrative Writing<br/>Descriptive Writing<br/>Chapter Summary<br/>Discussion Questions<br/>Resources<br/>References<br/>Appendix 5-1. Positive Self Statement Sheet<br/>Appendix 5-2. POW+TREE Organizer<br/><br/>Chapter 6. Reading Strategies and Interventions<br/>Introduction<br/>Challenges in Teaching Reading to Students with EBD<br/>Components of Effective Reading Instruction for Students with EBD<br/>Peer Mediated Interventions<br/>Reading Interventions and Strategies for Students with EBD<br/>Strategies and Interventions for Alphabetics<br/>Phonemic Awareness<br/>Phonological Awareness<br/>Phonological Awareness Training for Reading<br/>Stepping Stones to Literacy<br/>K- and First-Grade PALS<br/>Phonics<br/>Multi-Sensory Instruction<br/>Peer Assisted Learning Strategies<br/>Systematic Instruction in Phonological Awareness, Phonics, and Sight Words<br/>Strategies and Interventions for Fluency<br/>Repeated Reading<br/>Choice with Antecedent Instruction and Reward<br/>Corrective Reading<br/>Peer-Assisted Learning with Self-Graphing<br/>Great Leaps<br/>Helping Early Literacy with Practice Strategies<br/>Read Naturally<br/>Strategies and Interventions for Comprehension<br/>Vocabulary<br/>Text Comprehension<br/>Story Mapping<br/>TWA-WS<br/>Miscellaneous Strategies and Interventions<br/>Read 180<br/>SELF<br/>Sonday System<br/>Chapter Summary<br/>Discussion Questions<br/>Resources<br/>References<br/>Appendix 6-1. Progression of Phonemic Awareness Tasks<br/>Appendix 6-2. A Story Map for Use with a Narrative Text<br/>Appendix 6-3. A Checklist for Students to Use When Implementing the TWA-WS Strategy<br/><br/>Chapter 7. Study Skills<br/>Introduction<br/>Explicit Instruction<br/>Time On-Task<br/>Success<br/>Content<br/>Instructional Grouping<br/>Scaffolding<br/>Knowledge<br/>Teaching and Learning Routines<br/>Setting Goals<br/>Teaching Students How to Study<br/>Notecards<br/>Note Taking<br/>Study Groups<br/>Strategy Instruction<br/>Evidence-Based Practices<br/>Learning Styles - A Myth<br/>Case Study-Elementary<br/>Case Study-Secondary<br/>Chapter Summary<br/>Discussion Questions<br/>Resources<br/>References<br/><br/>Chapter 8. Teacher-Directed Behavioral Interventions<br/>Introduction<br/>Data Collection<br/>Formal Assessments<br/>Antecedent-Behavior-Consequence<br/>Positive Behavioral Interventions and Supports<br/>Replacement Behaviors<br/>Environmental Arrangements<br/>Classroom Expectations<br/>Procedures and Routines<br/>Behavior Contracts<br/>Behavior Specific Praise<br/>Opportunities to Respond<br/>Negative Reinforcement<br/>Levels of Reinforcement<br/>Extinction<br/>Punishment<br/>Response Cost<br/>Time-Out<br/>Token Systems<br/>Group Contingencies<br/>Case Studies<br/>Case Study-Elementary<br/>Case Study- Secondary 1<br/>Case Study-Secondary 2<br/>Chapter Summary<br/>Discussion Questions<br/>Resources<br/>References<br/>Appendix 8-1. Example Parent and Teacher Questionnaire<br/>Appendix 8-2. Event Recording Sample<br/>Appendix 8-3. Example Partial Interval Recording Form<br/>Appendix 8-4. Behavioral Contract<br/><br/>Chapter 9. Student-Directed Behavioral Interventions<br/>Introduction<br/>Self-Management<br/>Emotion Identification<br/>Elementary<br/>Charts<br/>Traffic Light Strategy<br/>Emotion Regulation<br/>Choice Board<br/>Hot Card<br/>Whoops! Card<br/>Pass<br/>Positive Self-Talk<br/>Self-Monitoring<br/>Tracking System<br/>Check-In, Check-Out<br/>Goal Setting<br/>Case Study-Elementary<br/>Case Study-Secondary<br/>Chapter Summary<br/>Discussion Questions<br/>Resources<br/>References<br/>Appendix 9-1. Self Monitoring for Intermediate<br/>Appendix 9-2. Self Monitoring Chart Middle and High School<br/>Appendix 9-3. Kindergarten Pre-Made Goal Menu<br/>Appendix 9-4. Intermediate Goal Setting Weekly Chart<br/><br/>Chapter 10. Peer-Directed Behavioral Interventions<br/>Introduction<br/>Social Skills<br/>Advantages of Peer-Directed Behavioral Interventions<br/>Types of Peer-Directed Behavioral Interventions<br/>Peer Modeling<br/>Peer Initiation Training<br/>Video Modeling<br/>Peer Tutoring<br/>Peer Assisted Learning Strategies (PALS)<br/>Literacy Based Behavioral Intervention (LBBI)<br/>I've Picked a Peer-Directed Behavioral Intervention - Now What?<br/>Case Study<br/>Chapter Summary<br/>Discussion Questions<br/>References<br/>Appendix 10-1. Generic Data Sheet<br/>Appendix 10-2. Generic Fidelity Sheet<br/>Appendix 10-3. Social Validity for Elementary School Students<br/>Appendix 10-4. Social Validity for Middle and High School Students<br/><br/>Chapter 11. Functional Behavior Assessment<br/>Introduction to Functional Behavior Assessment<br/>Case Study-Elementary<br/>Case Study-Secondary<br/>What Makes a Good FBA?<br/>The Functional Assessment Process<br/>Gathering Information<br/>Case Study - Elementary - Record Review<br/>Case Study - Secondary - Record Review<br/>Case Study - Elementary - Interview<br/>Case Study - Secondary - Interview<br/>Writing the FBA<br/>Observable and Measurable<br/>Objective<br/>Clear<br/>Concise<br/>Setting/Environmental Variables<br/>Case Study - Secondary - Environmental Variables & Setting Events<br/>Setting<br/>Antecedents<br/>Consequences<br/>Hypothesis of Behavioral Function<br/>Case Study - Elementary - Function<br/>Case Study - Secondary - Function<br/>Evaluate the FBA<br/>How to Read an FBA<br/>Chapter Summary<br/>Discussion Questions<br/>References<br/>Appendix 11-1. ICEL/RIOT Matrix<br/>Appendix 11-2. Record Review Template<br/>Appendix 11-3. Classroom Climate Survey<br/>Appendix 11-4. Checklist for Effective Instruction<br/>Appendix 11-5. Structured Interview<br/>Appendix 11-6. ABC Data Form<br/>Appendix 11-7. Frequency Data Collection Form<br/>Appendix 11-8. Duration Data Collection Form<br/>Appendix 11-9. Latency Data Collection Form<br/>Appendix 11-10. Intensity Data Collection Form<br/>Appendix 11-11. FBA Template<br/>Appendix 11-12. FBA Self Assessment<br/><br/>Chapter 12. Behavior Intervention Planning<br/>Introduction<br/>Plan Development<br/>Social Validity<br/>Summarize the FBA<br/>Case Study - Elementary - FBA Summary<br/>Case Study - Secondary - FBA Summary<br/>Starting the BIP Process<br/>Example of Competing Behavior Pathway Completed for Xavier<br/>Acceptable Alternatives to the Problem Behavior<br/>Hypothesis Testing<br/>Intervention<br/>Planning<br/>Problem Behavior Reduction Strategies<br/>Differential Reinforcement<br/>DRO<br/>DRA & DRI<br/>DRL<br/>Case Study - Elementary - Differential Reinforcement<br/>Case Study - Secondary - Differential Reinforcement<br/>Introduction to Replacement Behavior<br/>Schedules of Reinforcement<br/>Case Study - Elementary - Replacement Behavior Plan<br/>Writing Goals<br/>Case Study - Elementary - Goals<br/>Plan Implementation<br/>Monitoring Progress<br/>Plan Evaluation<br/>Chapter Summary<br/>Discussion Questions<br/>References<br/>Appendix 12-1. BIP Template<br/>Appendix 12-2. Competing Behavior Pathway with Successive Approximations<br/>Appendix 12-3. BIP Action Plan<br/>Appendix 12-4. BIP Fidelity Checklist<br/><br/>Chapter 13. Progress Monitoring: Assessment and Measurement<br/>Introduction<br/>Case Study<br/>Collecting Behavioral Data<br/>Direct Observation of Specific Behaviors<br/>Benefits<br/>Barriers<br/>Daily Behavior Report Cards<br/>Benefits<br/>Barriers<br/>Norm-Referenced Rating Scales and Permanent Products<br/>Benefits<br/>Barriers<br/>Examples of Behavioral Data Collection Systems<br/>Paper and Pencil<br/>DBRCs<br/>Electronic<br/>Academic Progress<br/>Standardized Tests: Norm-Referenced Tests and Computer Adaptive Testing<br/>Norm-Referenced Tests<br/>Computer Adapted Tests<br/>Curriculum-Based Measures<br/>Implementation Fidelity<br/>Observation of Implementation Fidelity<br/>Direct Assessment<br/>Indirect Assessment<br/>What Type of Data to Collect?<br/>Choosing Implementation Fidelity Measures<br/>Existing Measures<br/>Making Your Own Measures<br/>Graphing Progress Monitoring Data<br/>Manual Graphing<br/>Electronic Graphing<br/>Chapter Summary<br/>Discussion Questions<br/>References<br/>Appendix 13-1. CBM Tasks<br/>Appendix 13-2. Steps for Making Graphs by Hand<br/>Appendix 13-3. Steps for Making Graphs in Excel<br/><br/>Index |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc. | "Teaching Students with Emotional and Behavioral Disorders provides a comprehensive resource for preservice and in-service educators to teach and support academic, social, and behavioral development. The text focuses on implementation of evidence-based interventions, strategies, and practices. Dedicated chapters address quality service delivery models including individual, classroom, and school-wide supports. In addition, academic intervention chapters concentrate on reading, mathematics, writing, and study skills. Finally, the book includes step-by-step directions for conducting Functional Behavior Assessments (FBA), developing Behavior Intervention Plans (BIP), and monitoring student progress. The book will serve as a valuable reference for educators supporting students with challenging behaviors"-- |
| Assigning source | Provided by publisher. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name entry element | Mentally ill children |
| General subdivision | Education. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name entry element | Problem children |
| General subdivision | Education. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name entry element | Behavior modification. |
| 700 1# - ADDED ENTRY--PERSONAL NAME | |
| Personal name | Randolph, Kathleen M., |
| Relator term | author. |
| 700 1# - ADDED ENTRY--PERSONAL NAME | |
| Personal name | Raymond, Lesli, |
| Relator term | author. |
| 906 ## - LOCAL DATA ELEMENT F, LDF (RLIN) | |
| a | 7 |
| b | cbc |
| c | orignew |
| d | 1 |
| e | ecip |
| f | 20 |
| g | y-gencatlg |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) | |
| Source of classification or shelving scheme | Dewey Decimal Classification |
| Koha item type | Reference text books |
| Withdrawn status | Lost status | Source of classification or shelving scheme | Damaged status | Not for loan | Collection code | Home library | Current library | Date acquired | Total Checkouts | Full call number | Barcode | Date last seen | Price effective from | Koha item type |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Dewey Decimal Classification | R-13/1 | All India Institute of Speech and Hearing | All India Institute of Speech and Hearing | 12/11/2021 | 371.93 HOT | 22853 | 12/11/2021 | 12/11/2021 | Reference text books |