| |
|
|
|
|
|
|
|
|
1. |
Record Nr. |
UNINA9910480823203321 |
|
|
Autore |
Pierangelo Roger |
|
|
Titolo |
Classroom management for students with emotional and behavioral disorders : a step-by-step guide for educators / / Roger Pierangelo, George Giuliani ; cover designer, Michael Dubowe |
|
|
|
|
|
|
|
Pubbl/distr/stampa |
|
|
Thousand Oaks, California : , : Corwin Press, , 2008 |
|
©2008 |
|
|
|
|
|
|
|
|
|
ISBN |
|
1-4522-9328-7 |
1-4522-9682-0 |
|
|
|
|
|
|
|
|
Descrizione fisica |
|
1 online resource (152 p.) |
|
|
|
|
|
|
Disciplina |
|
|
|
|
|
|
Soggetti |
|
Mentally ill children - Education - United States |
Behavior disorders in children - United States |
Classroom management - United States |
Electronic books. |
|
|
|
|
|
|
|
|
Lingua di pubblicazione |
|
|
|
|
|
|
Formato |
Materiale a stampa |
|
|
|
|
|
Livello bibliografico |
Monografia |
|
|
|
|
|
Note generali |
|
Description based upon print version of record. |
|
|
|
|
|
|
Nota di bibliografia |
|
Includes bibliographical references and index. |
|
|
|
|
|
|
Nota di contenuto |
|
""Cover""; ""Contents""; ""Preface""; ""Acknowledgments""; ""About the Authors""; ""Step I - Review Your Knowledge of Students with Emotional and/or Behavioral Disorders""; ""Definition of Emotional Disturbance""; ""Causes of Emotional and Behavioral Disorders""; ""Prevalence of Emotional Disturbance""; ""Age of Onset of Emotional and Behavioral Disorders""; ""Gender Features of Emotional and Behavioral Disorders""; ""Cultural Features of Emotional and Behavioral Disorders""; ""Eligibility Criteria for Emotional Disturbance Under IDEA"" |
""Characteristics of Students with Emotional Disturbance""""Children with Emotional Disturbances and School-Related Concerns""; ""IDEA Exclusion of Students Who are “Socially Maladjusted�""; ""Step II - Understand the Behaviors of Students with Emotional and/or Behavioral Disorders""; ""Understanding Challenging Behaviors""; ""Understand the Difference between Symptoms and Problems""; ""Behaviors That May be Indicative of more Serious Problems""; ""Symptomatic behaviors Exhibited When a Child Has Low Levels of Tension"" |
""Symptomatic behaviors Exhibited When a Child Has High Levels of |
|
|
|
|
|
|
|
|
|
|
|
Tension""""Redirecting Students to More Appropriate Behaviors""; ""Ways to Maintain Positive Changes in Student Behavior""; ""Whole-Classroom Instructional Strategies""; ""Step III - Become Culturally Competent When Working with Students with Emotional and/or Behavioral Disorders""; ""Some Tips""; ""Step IV - Understand and Apply Principles of Reinforcement When Working with Students with Emotional and/or Behavioral Disorders""; ""What is the Actual Reinforcer?""; ""Factors Affecting Reinforcer Effectiveness"" |
""Checklist for Effective Reinforcement""""Possible Reinforcers""; ""Reinforcement of Appropriate Student Behavior""; ""Step V - Promote Positive Social Interactions Among Students with Emotional and/or Behavioral Disorders""; ""Why are Social Skills Important?""; ""Social-Cognitive Skill Development""; ""The Role of Social Skills at School""; ""Strategies to Foster a Sense of belonging in the Classroom""; ""Creating a Positive Classroom Climate""; ""Teaching Social Skills through Role-Playing and Observation""; ""The Classroom Teacher�s Power to Model Acceptance"" |
""Promoting Positive Social Interactions among Students with and without Disabilities""""Step VI - Apply Instructional Interventions for Specific Behaviors Exhibited in the Classroom by Students with Emotional and/or Behavioral Disorders""; ""Instructional Interventions for Active Noncompliance""; ""Instructional Interventions for Attendance Problems""; ""Instructional Interventions for Difficulty with Transitions""; ""Instructional Interventions for Disrespect to Teachers""; ""Instructional Interventions for Classroom Disruption"" |
""Instructional Interventions for Failure to Accept Responsibility for Own Behavior and/or Consequences for Misbehavior"" |
|
|
|
|
|
|
Sommario/riassunto |
|
This comprehensive guide covers typical emotional and behavioral disorder (EBD) behaviors, effective instructional interventions, positive reinforcement techniques, federal regulations, promoting healthy social interactions, and classroom management strategies. |
|
|
|
|
|
|
|
| |