LEADER 05373nam 2200697Ia 450 001 9910462511503321 005 20200520144314.0 010 $a1-283-63505-4 010 $a1-78052-973-2 035 $a(CKB)2670000000270462 035 $a(EBL)1042695 035 $a(OCoLC)811577738 035 $a(SSID)ssj0000716260 035 $a(PQKBManifestationID)12302797 035 $a(PQKBTitleCode)TC0000716260 035 $a(PQKBWorkID)10718600 035 $a(PQKB)10749185 035 $a(MiAaPQ)EBC1042695 035 $a(PPN)188694102 035 $a(Au-PeEL)EBL1042695 035 $a(CaPaEBR)ebr10608585 035 $a(CaONFJC)MIL394750 035 $a(EXLCZ)992670000000270462 100 $a20120830d2012 uy 0 101 0 $aeng 135 $aurcn||||||||| 181 $ctxt 182 $cc 183 $acr 200 00$aClassroom behavior, contexts, and interventions$b[electronic resource] /$fedited by Bryan Cook, Melody Tankersley, Timothy J. Landrum 205 $a1st ed. 210 $aBingley, UK $cEmerald$d2012 215 $a1 online resource (343 p.) 225 0 $aAdvances in learning and behavioral disabilities ;$vv. 25 300 $aDescription based upon print version of record. 311 $a1-78052-972-4 320 $aIncludes bibliographical references. 327 $aFRONT COVER; CLASSROOM BEHAVIOR, CONTEXTS, AND INTERVENTIONS; COPYRIGHT PAGE; CONTENTS; LIST OF CONTRIBUTORS; CLASSROOM BEHAVIOR, CONTEXT, AND INTERVENTIONS: THE SEARCH FOR SOLUTIONS TO COMPLEX PROBLEMS; BEHAVIOR; CONTEXT; INTERVENTION; THIS VOLUME; REFERENCES; TARGETS OF SELF-MONITORING: PRODUCTIVITY, ACCURACY, AND ATTENTION; SELF-MONITORING AS A COMPONENT OF OR A COMPLETE TREATMENT; COMPARISONS OF TARGETS FOR SELF-MONITORING; METHODS; RESULTS AND DISCUSSION; REFERENCES 327 $aISSUES RELATED TO IDENTIFYING AND IMPLEMENTING EVIDENCE-BASED SOCIAL SKILLS INTERVENTIONS FOR STUDENTS WITH HIGH-INCIDENCE DISABILITIES CONCEPTUALIZATION OF SOCIAL COMPETENCE; EFFICACY OF SOCIAL SKILLS INTERVENTIONS; METHODOLOGICAL AND CONCEPTUAL ISSUES IN SST; SOCIAL SKILLS INSTRUCTION: SSIS-INTERVENTION GUIDE; CONCLUSION; ACKNOWLEDGMENT; REFERENCES; COGNITIVE-BEHAVIORAL INTERVENTIONS TO PREVENT AGGRESSION OF STUDENTS WITH EMOTIONAL AND BEHAVIORAL DISORDERS; AGGRESSION; COGNITIVE-BEHAVIORAL INTERVENTIONS; RESEARCH AND IMPLEMENTATION ISSUES; FUTURE OF RESEARCH TO SCHOOL-BASED PRACTICE 327 $aREFERENCES ATTENTION DEFICIT HYPERACTIVITY DISORDER AND ACADEMICS; THEORETICAL EXPLANATIONS; ACADEMIC STATUS; ACADEMIC TRAJECTORY; CAUSAL FACTORS; IMPROVING ACADEMIC PERFORMANCE; FUTURE DIRECTIONS; REFERENCES; TEACHER EXPECTATIONS FOR STUDENT PERFORMANCE: LESSONS LEARNED AND IMPLICATIONS FOR RESEARCH AND PRACTICE; PURPOSE: A STARTING POINT; LESSONS LEARNED; CONSIDERATIONS; IMPLICATIONS FOR RESEARCH AND PRACTICE; SUMMARY; REFERENCES; ADOLESCENT DEVELOPMENT FOR STUDENTS WITH LEARNING DISABILITIES AND BEHAVIORAL DISORDERS: THE PROMISE OF SOCIAL EMOTIONAL LEARNING 327 $aDEFINING ADOLESCENCE AS A PERIOD OF DEVELOPMENT SOCIAL DEVELOPMENT; EMOTIONAL DEVELOPMENT; BEHAVIORAL DEVELOPMENT; WHAT IS SOCIAL AND EMOTIONAL LEARNING?; DISTINCTION BETWEEN SEL INTERVENTIONS AND OTHER INTERVENTIONS; DESCRIPTION OF THE META-ANALYSES EVALUATING SOCIAL AND EMOTIONAL LEARNING PROGRAMS; IDENTIFICATION OF SEL PROGRAMS SERVING ADOLESCENTS PRESENTING EARLY SIGNS OF PROBLEMS; OVERVIEW OF SEL PROGRAMS SERVING ADOLESCENTS PRESENTING EARLY SIGNS OF PROBLEMS; PROCEDURES USED TO CALCULATE EFFECT SIZES; FINDINGS OF SEL SERVING ADOLESCENTS PRESENTING EARLY SIGNS OF PROBLEMS 327 $aDESCRIPTION OF THE PROGRAMS ASSOCIATED WITH THE STRONGEST EFFECTS DESCRIPTION OF PROVEN SEL UNIVERSAL PROGRAMS; AREAS FOR FUTURE RESEARCH; NOTES; REFERENCES; BEYOND GRADE RETENTION AND SOCIAL PROMOTION: TOWARD SUPPORTING STUDENTS WITH LEARNING AND BEHAVIORAL DISABILITIES; RESEARCH EXAMINING THE EFFECTIVENESS OF GRADE RETENTION; CRITIQUES OF GRADE RETENTION RESEARCH; SUMMARY AND RECOMMENDATIONS; REFERENCES; UNIVERSAL SYSTEMS FOR PREVENTING BEHAVIOR PROBLEMS; MULTI-TIERED SYSTEMS; UNIVERSAL SYSTEMS: KEY FEATURES; SUMMARY; REFERENCES 327 $aPREVENTING AND RESPONDING TO BULLYING AND HARASSMENT IN SCHOOLS: WHAT WE KNOW AND WHAT CAN BE DONE 330 $aIn this volume, internationally prominent scholars address contemporary topics such as grade retention, bullying and Harassment, response-to-intervention and universal systems in relation to how students with learning and behavioral disabilities are affected by them. Additionally, the scholars describe and discuss future directions for treatments such as social skills instruction, cognitive-behavioral prevention, social emotional learning programs, and self-monitoring. 410 0$aAdvances in Learning and Behavioral Disabilities 606 $aBehavior disorders in children 606 $aClassroom management 608 $aElectronic books. 615 0$aBehavior disorders in children. 615 0$aClassroom management. 676 $a371.9 701 $aCook$b Bryan G$0942971 701 $aLandrum$b Timothy J$0942973 701 $aTankersley$b Melody$0942972 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910462511503321 996 $aClassroom behavior, contexts, and interventions$92281816 997 $aUNINA