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Teaching students with emotional and behavioral disabilities / Brittany L. Hott, PhD, Kathleen M. Randolph, EdD, BCBA-D, Lesli Raymond, MS.

By: Contributor(s): Material type: TextPublisher: San Diego, CA : Plural Publishing, Inc., [2022]Description: xxii, 397 pages : illustrations ; 26 cmContent type:
  • text
Media type:
  • unmediated
Carrier type:
  • volume
ISBN:
  • 9781635502251
Subject(s): DDC classification:
  • 371.93 HOT 23
LOC classification:
  • LC4165 .H68 2022
Contents:
Introduction Contributors Chapter 1. Teaching Students with Emotional and Behavioral Disabilities Introduction Social Maladjustment CoMorbidity/CoMorbid Disabilities Learning Disability Autism Spectrum Disorder (ASD) Attention Deficit Hyperactivity Disorder Intellectual Disability Communication Disorders Rationale for Inclusive Education Evidence-Based Practices Disproportionality Disproportionality versus Overrepresentation Determining Disproportionality Theories Behind Disproportionality Risk Factors Federal Laws Educational Placement Impact of EBD Recommendations to Address Disproportionality Culturally Responsive Teaching Implementation of RtI Practices Universal Screening Classroom Contexts Chapter Summary Discussion Questions Resources Evidence Based Practices Evidence-Based Practices Person-First Language Calculating Disproportionality Determining Social Maladjustment References Chapter 2. Educating Students with EBD within School-wide Systems of Support Introduction Differentiated Instruction Implementing Differentiated Instruction Universal Design for Learning Engagement Representation Action and Expression Implementing UDL Differentiated Instruction and Universal Design for Learning Response to Intervention Tier 1 - Core Instruction Tier 2 - Targeted Support Tier 3 - Intensive Intervention Child Study Positive Behavioral Interventions and Supports Tier 1 Tier 2 Tier 3 Chapter Summary Discussion Questions References Appendix 2-1. Self-Monitored Behavior Chart Appendix 2-2. UDL Planning Appendix 2-3. UDL Lesson Plan Appendix 2-4. Child Study Team Process Step 1 Appendix 2-5. Child Study Process Step 2 Appendix 2-6. Child Study Process Step 3 Appendix 2-7. Middle School Referral Form Appendix 2-8. Primary Referral Form Appendix 2-9. Intervention Plan and Documentation Appendix 2-10. Strategy and Intervention Record Appendix 2-11. PBIS Office Referral Minor Offense Appendix 2-12. PBIS Office Referral Major Offense Chapter 3. Service Delivery Introduction What Drives Services For Students With EBD? Free Appropriate Public Education Least Restrictive Environment Service Delivery Options Inclusion Co-Teaching Resource Room Center-Based Schools Specially Designed Instruction Classroom Management Related Services for Students with EBD Speech-Language Pathology Physical and Occupational Therapy Counseling Services Mental Health Services Related Legislation Family Involvement in the IEP and Service Delivery Process Barriers to Collaboration with Parents Communication with Parents Beyond the IEP Proportional Approaches to Service Delivery Case Study-Elementary Case Study-Secondary Chapter Summary Discussion Questions Resources References Appendix 3-1. Example of a Token Board for a Student with EBD in an Elementary Math Class Appendix 3-2. Check Sheet for a High School Student with EBD Appendix 3-3. Home-School Communication Log Appendix 3-4. Example Documentation for Parent Contact Chapter 4. Mathematics Strategies and Interventions Introduction Challenges in Teaching Math to Students with EBD Components of Effective Math Instruction for Students with EBD Direct, Explicit, and Systematic CRA Sequence Daily Review and Repeated Practice Scaffolded Support Verbal Responses Choral Responses Think-Pair-Share Non-Verbal Responses Written Responses Guided Notes Pair and Write and Peer Guided Pause Chalk Talk Action Responses Touching Pointing Hand Signals Case Study Math Interventions and Strategies for Students with EBD Basic Numeracy Interventions and Strategies Computation and Math Fact Fluency Interventions and Strategies Self-Mediated Interventions and Strategies Checklists Self-Evaluation/Self-Instruction Errorless Learning Worksheet Cover-Copy-Compare Taped Problems Folding-in Technique Peer-Mediated Interventions and Strategies Teacher-Mediated Interventions and Strategies Mnemonics Computer-Assisted Instruction Problem Solving Interventions and Strategies Using and Connecting Visual Representations Mnemonics Metacognitive Strategies Schema-Based Instruction QAR Strategy Enhanced Anchored Instruction Algebra and Geometry Interventions and Strategies Mnemonics Chapter Summary Discussion Questions Resources References Appendix 4-1. Roll a Number! Recording Sheet Appendix 4-2. Toss it Recording Sheet Appendix 4-3. Generic Goal Setting Worksheet Appendix 4-4. Blank Goal Monitoring Worksheet Appendix 4-5. Group, Change, Compare Appendix 4-6. Schematic Diagrams for Four Problem Types Chapter 5. Writing Interventions Introduction Self-Regulated Strategy Development (SRSD) Persuasive Writing POW+TREE Goal Setting and Self-Regulation Expository Writing Writing in Content Areas Journal Writing Learning Logs Narrative Writing Descriptive Writing Chapter Summary Discussion Questions Resources References Appendix 5-1. Positive Self Statement Sheet Appendix 5-2. POW+TREE Organizer Chapter 6. Reading Strategies and Interventions Introduction Challenges in Teaching Reading to Students with EBD Components of Effective Reading Instruction for Students with EBD Peer Mediated Interventions Reading Interventions and Strategies for Students with EBD Strategies and Interventions for Alphabetics Phonemic Awareness Phonological Awareness Phonological Awareness Training for Reading Stepping Stones to Literacy K- and First-Grade PALS Phonics Multi-Sensory Instruction Peer Assisted Learning Strategies Systematic Instruction in Phonological Awareness, Phonics, and Sight Words Strategies and Interventions for Fluency Repeated Reading Choice with Antecedent Instruction and Reward Corrective Reading Peer-Assisted Learning with Self-Graphing Great Leaps Helping Early Literacy with Practice Strategies Read Naturally Strategies and Interventions for Comprehension Vocabulary Text Comprehension Story Mapping TWA-WS Miscellaneous Strategies and Interventions Read 180 SELF Sonday System Chapter Summary Discussion Questions Resources References Appendix 6-1. Progression of Phonemic Awareness Tasks Appendix 6-2. A Story Map for Use with a Narrative Text Appendix 6-3. A Checklist for Students to Use When Implementing the TWA-WS Strategy Chapter 7. Study Skills Introduction Explicit Instruction Time On-Task Success Content Instructional Grouping Scaffolding Knowledge Teaching and Learning Routines Setting Goals Teaching Students How to Study Notecards Note Taking Study Groups Strategy Instruction Evidence-Based Practices Learning Styles - A Myth Case Study-Elementary Case Study-Secondary Chapter Summary Discussion Questions Resources References Chapter 8. Teacher-Directed Behavioral Interventions Introduction Data Collection Formal Assessments Antecedent-Behavior-Consequence Positive Behavioral Interventions and Supports Replacement Behaviors Environmental Arrangements Classroom Expectations Procedures and Routines Behavior Contracts Behavior Specific Praise Opportunities to Respond Negative Reinforcement Levels of Reinforcement Extinction Punishment Response Cost Time-Out Token Systems Group Contingencies Case Studies Case Study-Elementary Case Study- Secondary 1 Case Study-Secondary 2 Chapter Summary Discussion Questions Resources References Appendix 8-1. Example Parent and Teacher Questionnaire Appendix 8-2. Event Recording Sample Appendix 8-3. Example Partial Interval Recording Form Appendix 8-4. Behavioral Contract Chapter 9. Student-Directed Behavioral Interventions Introduction Self-Management Emotion Identification Elementary Charts Traffic Light Strategy Emotion Regulation Choice Board Hot Card Whoops! Card Pass Positive Self-Talk Self-Monitoring Tracking System Check-In, Check-Out Goal Setting Case Study-Elementary Case Study-Secondary Chapter Summary Discussion Questions Resources References Appendix 9-1. Self Monitoring for Intermediate Appendix 9-2. Self Monitoring Chart Middle and High School Appendix 9-3. Kindergarten Pre-Made Goal Menu Appendix 9-4. Intermediate Goal Setting Weekly Chart Chapter 10. Peer-Directed Behavioral Interventions Introduction Social Skills Advantages of Peer-Directed Behavioral Interventions Types of Peer-Directed Behavioral Interventions Peer Modeling Peer Initiation Training Video Modeling Peer Tutoring Peer Assisted Learning Strategies (PALS) Literacy Based Behavioral Intervention (LBBI) I've Picked a Peer-Directed Behavioral Intervention - Now What? Case Study Chapter Summary Discussion Questions References Appendix 10-1. Generic Data Sheet Appendix 10-2. Generic Fidelity Sheet Appendix 10-3. Social Validity for Elementary School Students Appendix 10-4. Social Validity for Middle and High School Students Chapter 11. Functional Behavior Assessment Introduction to Functional Behavior Assessment Case Study-Elementary Case Study-Secondary What Makes a Good FBA? The Functional Assessment Process Gathering Information Case Study - Elementary - Record Review Case Study - Secondary - Record Review Case Study - Elementary - Interview Case Study - Secondary - Interview Writing the FBA Observable and Measurable Objective Clear Concise Setting/Environmental Variables Case Study - Secondary - Environmental Variables & Setting Events Setting Antecedents Consequences Hypothesis of Behavioral Function Case Study - Elementary - Function Case Study - Secondary - Function Evaluate the FBA How to Read an FBA Chapter Summary Discussion Questions References Appendix 11-1. ICEL/RIOT Matrix Appendix 11-2. Record Review Template Appendix 11-3. Classroom Climate Survey Appendix 11-4. Checklist for Effective Instruction Appendix 11-5. Structured Interview Appendix 11-6. ABC Data Form Appendix 11-7. Frequency Data Collection Form Appendix 11-8. Duration Data Collection Form Appendix 11-9. Latency Data Collection Form Appendix 11-10. Intensity Data Collection Form Appendix 11-11. FBA Template Appendix 11-12. FBA Self Assessment Chapter 12. Behavior Intervention Planning Introduction Plan Development Social Validity Summarize the FBA Case Study - Elementary - FBA Summary Case Study - Secondary - FBA Summary Starting the BIP Process Example of Competing Behavior Pathway Completed for Xavier Acceptable Alternatives to the Problem Behavior Hypothesis Testing Intervention Planning Problem Behavior Reduction Strategies Differential Reinforcement DRO DRA & DRI DRL Case Study - Elementary - Differential Reinforcement Case Study - Secondary - Differential Reinforcement Introduction to Replacement Behavior Schedules of Reinforcement Case Study - Elementary - Replacement Behavior Plan Writing Goals Case Study - Elementary - Goals Plan Implementation Monitoring Progress Plan Evaluation Chapter Summary Discussion Questions References Appendix 12-1. BIP Template Appendix 12-2. Competing Behavior Pathway with Successive Approximations Appendix 12-3. BIP Action Plan Appendix 12-4. BIP Fidelity Checklist Chapter 13. Progress Monitoring: Assessment and Measurement Introduction Case Study Collecting Behavioral Data Direct Observation of Specific Behaviors Benefits Barriers Daily Behavior Report Cards Benefits Barriers Norm-Referenced Rating Scales and Permanent Products Benefits Barriers Examples of Behavioral Data Collection Systems Paper and Pencil DBRCs Electronic Academic Progress Standardized Tests: Norm-Referenced Tests and Computer Adaptive Testing Norm-Referenced Tests Computer Adapted Tests Curriculum-Based Measures Implementation Fidelity Observation of Implementation Fidelity Direct Assessment Indirect Assessment What Type of Data to Collect? Choosing Implementation Fidelity Measures Existing Measures Making Your Own Measures Graphing Progress Monitoring Data Manual Graphing Electronic Graphing Chapter Summary Discussion Questions References Appendix 13-1. CBM Tasks Appendix 13-2. Steps for Making Graphs by Hand Appendix 13-3. Steps for Making Graphs in Excel Index
Summary: "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"-- Provided by publisher.
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Cover image Item type Current library Home library Collection Shelving location Call number Materials specified Vol info URL Copy number Status Notes Date due Barcode Item holds Item hold queue priority Course reserves
Reference text books All India Institute of Speech and Hearing R-13/1 371.93 HOT (Browse shelf) Available 22853
Total holds: 0

Includes bibliographical references and index.

Introduction
Contributors

Chapter 1. Teaching Students with Emotional and Behavioral Disabilities
Introduction

Social Maladjustment
CoMorbidity/CoMorbid Disabilities
Learning Disability
Autism Spectrum Disorder (ASD)
Attention Deficit Hyperactivity Disorder
Intellectual Disability
Communication Disorders


Rationale for Inclusive Education
Evidence-Based Practices
Disproportionality
Disproportionality versus Overrepresentation

Determining Disproportionality
Theories Behind Disproportionality
Risk Factors

Federal Laws

Educational Placement
Impact of EBD

Recommendations to Address Disproportionality

Culturally Responsive Teaching
Implementation of RtI Practices
Universal Screening
Classroom Contexts

Chapter Summary

Discussion Questions

Resources

Evidence Based Practices Evidence-Based Practices
Person-First Language
Calculating Disproportionality
Determining Social Maladjustment

References

Chapter 2. Educating Students with EBD within School-wide Systems of Support
Introduction
Differentiated Instruction
Implementing Differentiated Instruction
Universal Design for Learning

Engagement
Representation
Action and Expression

Implementing UDL
Differentiated Instruction and Universal Design for Learning
Response to Intervention

Tier 1 - Core Instruction
Tier 2 - Targeted Support
Tier 3 - Intensive Intervention

Child Study
Positive Behavioral Interventions and Supports

Tier 1
Tier 2
Tier 3

Chapter Summary
Discussion Questions
References
Appendix 2-1. Self-Monitored Behavior Chart
Appendix 2-2. UDL Planning
Appendix 2-3. UDL Lesson Plan
Appendix 2-4. Child Study Team Process Step 1
Appendix 2-5. Child Study Process Step 2
Appendix 2-6. Child Study Process Step 3
Appendix 2-7. Middle School Referral Form
Appendix 2-8. Primary Referral Form
Appendix 2-9. Intervention Plan and Documentation
Appendix 2-10. Strategy and Intervention Record
Appendix 2-11. PBIS Office Referral Minor Offense
Appendix 2-12. PBIS Office Referral Major Offense

Chapter 3. Service Delivery
Introduction
What Drives Services For Students With EBD?
Free Appropriate Public Education
Least Restrictive Environment
Service Delivery Options
Inclusion

Co-Teaching
Resource Room
Center-Based Schools

Specially Designed Instruction
Classroom Management
Related Services for Students with EBD

Speech-Language Pathology
Physical and Occupational Therapy
Counseling Services
Mental Health Services

Related Legislation
Family Involvement in the IEP and Service Delivery Process

Barriers to Collaboration with Parents
Communication with Parents Beyond the IEP

Proportional Approaches to Service Delivery
Case Study-Elementary
Case Study-Secondary
Chapter Summary
Discussion Questions
Resources
References
Appendix 3-1. Example of a Token Board for a Student with EBD in an Elementary Math Class
Appendix 3-2. Check Sheet for a High School Student with EBD
Appendix 3-3. Home-School Communication Log
Appendix 3-4. Example Documentation for Parent Contact

Chapter 4. Mathematics Strategies and Interventions
Introduction
Challenges in Teaching Math to Students with EBD
Components of Effective Math Instruction for Students with EBD

Direct, Explicit, and Systematic
CRA Sequence
Daily Review and Repeated Practice
Scaffolded Support
Verbal Responses
Choral Responses
Think-Pair-Share
Non-Verbal Responses
Written Responses
Guided Notes
Pair and Write and Peer Guided Pause
Chalk Talk
Action Responses
Touching
Pointing
Hand Signals
Case Study

Math Interventions and Strategies for Students with EBD

Basic Numeracy Interventions and Strategies
Computation and Math Fact Fluency Interventions and Strategies
Self-Mediated Interventions and Strategies
Checklists
Self-Evaluation/Self-Instruction
Errorless Learning Worksheet
Cover-Copy-Compare
Taped Problems
Folding-in Technique
Peer-Mediated Interventions and Strategies
Teacher-Mediated Interventions and Strategies
Mnemonics

Computer-Assisted Instruction

Problem Solving Interventions and Strategies
Using and Connecting Visual Representations
Mnemonics
Metacognitive Strategies
Schema-Based Instruction
QAR Strategy
Enhanced Anchored Instruction

Algebra and Geometry Interventions and Strategies
Mnemonics
Chapter Summary
Discussion Questions
Resources
References
Appendix 4-1. Roll a Number! Recording Sheet
Appendix 4-2. Toss it Recording Sheet
Appendix 4-3. Generic Goal Setting Worksheet
Appendix 4-4. Blank Goal Monitoring Worksheet
Appendix 4-5. Group, Change, Compare
Appendix 4-6. Schematic Diagrams for Four Problem Types

Chapter 5. Writing Interventions
Introduction
Self-Regulated Strategy Development (SRSD)
Persuasive Writing
POW+TREE
Goal Setting and Self-Regulation

Expository Writing
Writing in Content Areas
Journal Writing
Learning Logs
Narrative Writing
Descriptive Writing
Chapter Summary
Discussion Questions
Resources
References
Appendix 5-1. Positive Self Statement Sheet
Appendix 5-2. POW+TREE Organizer

Chapter 6. Reading Strategies and Interventions
Introduction
Challenges in Teaching Reading to Students with EBD
Components of Effective Reading Instruction for Students with EBD
Peer Mediated Interventions
Reading Interventions and Strategies for Students with EBD
Strategies and Interventions for Alphabetics
Phonemic Awareness
Phonological Awareness
Phonological Awareness Training for Reading
Stepping Stones to Literacy
K- and First-Grade PALS
Phonics
Multi-Sensory Instruction
Peer Assisted Learning Strategies
Systematic Instruction in Phonological Awareness, Phonics, and Sight Words
Strategies and Interventions for Fluency
Repeated Reading
Choice with Antecedent Instruction and Reward
Corrective Reading
Peer-Assisted Learning with Self-Graphing
Great Leaps
Helping Early Literacy with Practice Strategies
Read Naturally
Strategies and Interventions for Comprehension
Vocabulary
Text Comprehension
Story Mapping
TWA-WS
Miscellaneous Strategies and Interventions
Read 180
SELF
Sonday System
Chapter Summary
Discussion Questions
Resources
References
Appendix 6-1. Progression of Phonemic Awareness Tasks
Appendix 6-2. A Story Map for Use with a Narrative Text
Appendix 6-3. A Checklist for Students to Use When Implementing the TWA-WS Strategy

Chapter 7. Study Skills
Introduction
Explicit Instruction
Time On-Task
Success
Content
Instructional Grouping
Scaffolding
Knowledge
Teaching and Learning Routines
Setting Goals
Teaching Students How to Study
Notecards
Note Taking
Study Groups
Strategy Instruction
Evidence-Based Practices
Learning Styles - A Myth
Case Study-Elementary
Case Study-Secondary
Chapter Summary
Discussion Questions
Resources
References

Chapter 8. Teacher-Directed Behavioral Interventions
Introduction
Data Collection
Formal Assessments
Antecedent-Behavior-Consequence
Positive Behavioral Interventions and Supports
Replacement Behaviors
Environmental Arrangements
Classroom Expectations
Procedures and Routines
Behavior Contracts
Behavior Specific Praise
Opportunities to Respond
Negative Reinforcement
Levels of Reinforcement
Extinction
Punishment
Response Cost
Time-Out
Token Systems
Group Contingencies
Case Studies
Case Study-Elementary
Case Study- Secondary 1
Case Study-Secondary 2
Chapter Summary
Discussion Questions
Resources
References
Appendix 8-1. Example Parent and Teacher Questionnaire
Appendix 8-2. Event Recording Sample
Appendix 8-3. Example Partial Interval Recording Form
Appendix 8-4. Behavioral Contract

Chapter 9. Student-Directed Behavioral Interventions
Introduction
Self-Management
Emotion Identification
Elementary
Charts
Traffic Light Strategy
Emotion Regulation
Choice Board
Hot Card
Whoops! Card
Pass
Positive Self-Talk
Self-Monitoring
Tracking System
Check-In, Check-Out
Goal Setting
Case Study-Elementary
Case Study-Secondary
Chapter Summary
Discussion Questions
Resources
References
Appendix 9-1. Self Monitoring for Intermediate
Appendix 9-2. Self Monitoring Chart Middle and High School
Appendix 9-3. Kindergarten Pre-Made Goal Menu
Appendix 9-4. Intermediate Goal Setting Weekly Chart

Chapter 10. Peer-Directed Behavioral Interventions
Introduction
Social Skills
Advantages of Peer-Directed Behavioral Interventions
Types of Peer-Directed Behavioral Interventions
Peer Modeling
Peer Initiation Training
Video Modeling
Peer Tutoring
Peer Assisted Learning Strategies (PALS)
Literacy Based Behavioral Intervention (LBBI)
I've Picked a Peer-Directed Behavioral Intervention - Now What?
Case Study
Chapter Summary
Discussion Questions
References
Appendix 10-1. Generic Data Sheet
Appendix 10-2. Generic Fidelity Sheet
Appendix 10-3. Social Validity for Elementary School Students
Appendix 10-4. Social Validity for Middle and High School Students

Chapter 11. Functional Behavior Assessment
Introduction to Functional Behavior Assessment
Case Study-Elementary
Case Study-Secondary
What Makes a Good FBA?
The Functional Assessment Process
Gathering Information
Case Study - Elementary - Record Review
Case Study - Secondary - Record Review
Case Study - Elementary - Interview
Case Study - Secondary - Interview
Writing the FBA
Observable and Measurable
Objective
Clear
Concise
Setting/Environmental Variables
Case Study - Secondary - Environmental Variables & Setting Events
Setting
Antecedents
Consequences
Hypothesis of Behavioral Function
Case Study - Elementary - Function
Case Study - Secondary - Function
Evaluate the FBA
How to Read an FBA
Chapter Summary
Discussion Questions
References
Appendix 11-1. ICEL/RIOT Matrix
Appendix 11-2. Record Review Template
Appendix 11-3. Classroom Climate Survey
Appendix 11-4. Checklist for Effective Instruction
Appendix 11-5. Structured Interview
Appendix 11-6. ABC Data Form
Appendix 11-7. Frequency Data Collection Form
Appendix 11-8. Duration Data Collection Form
Appendix 11-9. Latency Data Collection Form
Appendix 11-10. Intensity Data Collection Form
Appendix 11-11. FBA Template
Appendix 11-12. FBA Self Assessment

Chapter 12. Behavior Intervention Planning
Introduction
Plan Development
Social Validity
Summarize the FBA
Case Study - Elementary - FBA Summary
Case Study - Secondary - FBA Summary
Starting the BIP Process
Example of Competing Behavior Pathway Completed for Xavier
Acceptable Alternatives to the Problem Behavior
Hypothesis Testing
Intervention
Planning
Problem Behavior Reduction Strategies
Differential Reinforcement
DRO
DRA & DRI
DRL
Case Study - Elementary - Differential Reinforcement
Case Study - Secondary - Differential Reinforcement
Introduction to Replacement Behavior
Schedules of Reinforcement
Case Study - Elementary - Replacement Behavior Plan
Writing Goals
Case Study - Elementary - Goals
Plan Implementation
Monitoring Progress
Plan Evaluation
Chapter Summary
Discussion Questions
References
Appendix 12-1. BIP Template
Appendix 12-2. Competing Behavior Pathway with Successive Approximations
Appendix 12-3. BIP Action Plan
Appendix 12-4. BIP Fidelity Checklist

Chapter 13. Progress Monitoring: Assessment and Measurement
Introduction
Case Study
Collecting Behavioral Data
Direct Observation of Specific Behaviors
Benefits
Barriers
Daily Behavior Report Cards
Benefits
Barriers
Norm-Referenced Rating Scales and Permanent Products
Benefits
Barriers
Examples of Behavioral Data Collection Systems
Paper and Pencil
DBRCs
Electronic
Academic Progress
Standardized Tests: Norm-Referenced Tests and Computer Adaptive Testing
Norm-Referenced Tests
Computer Adapted Tests
Curriculum-Based Measures
Implementation Fidelity
Observation of Implementation Fidelity
Direct Assessment
Indirect Assessment
What Type of Data to Collect?
Choosing Implementation Fidelity Measures
Existing Measures
Making Your Own Measures
Graphing Progress Monitoring Data
Manual Graphing
Electronic Graphing
Chapter Summary
Discussion Questions
References
Appendix 13-1. CBM Tasks
Appendix 13-2. Steps for Making Graphs by Hand
Appendix 13-3. Steps for Making Graphs in Excel

Index

"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"-- Provided by publisher.

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