LEADER 04295nam 2200493Ia 450 001 9910823298603321 005 20160718080350.0 010 $a1-78635-125-0 035 $a(CKB)3710000000746042 035 $a(MiAaPQ)EBC4586023 035 $a(UtOrBLW)bslw09462073 035 $a(EXLCZ)993710000000746042 100 $a20160718d2016 uy 0 101 0 $aeng 135 $aurun||||||||| 181 $2rdacontent 182 $2rdamedia 183 $2rdacarrier 200 00$aInstructional practices with and without empirical validity /$fedited by Bryan G. Cook, Melody Tankersley, Timothy J. Landrum 205 $aFirst edition. 210 1$aBingley, England :$cEmerald,$d2016. 210 4$dİ2016 215 $a1 online resource (228 pages) $cillustrations, tables 225 1 $aAdvances in learning and behavioral disabilities,$x0735-004X ;$vv. 29 311 $a1-78635-126-9 320 $aIncludes bibliographical references at the end of each chapters. 327 $aInstructional practices with and without empirical validity : an introduction / Bryan G. Cook, Melody Tankersley, Timothy J. Landrum -- Two approaches for improving reading fluency : research supports repeated reading but not colored filters / Bryan G. Cook, Christina Keaulana -- Developing mathematical problem solving through strategic instruction : much more than a keyword / Paul J. Riccomini, Jiwon Hwang, Stephanie Morano -- Effective and ineffective writing practices for students with disabilities / Amy Rouse, Alyson Collins -- Picture exchange communication system and facilitated communication : contrasting an evidence-based practice with a discredited method / Jason C. Travers ... [et al.] -- Movement as behavioral moderator : what does the research say? / Amy E. Ruhaak, Bryan G. Cook -- Learning styles, learning preferences, and student choice : implications for teaching / Timothy J. Landrum, Kimberly M. Landrum -- Never say never : the appropriate and inappropriate use of praise and feedback for students with learning and behavioral disabilities / Lauren W. Collins, Lysandra Cook -- Do school-wide positive behavioral interventions and supports, not exclusionary discipline practices / Rhonda N.T. Nese, Kent McIntosh -- Deep pressure therapy doesn't reduce stereotypical behavior, function-based interventions do / Mickey Losinski, Robin Parks Ennis. 330 $aIt is important that stakeholders are aware of practices supported as effective for students with learning and behavioural disabilities in order to provide instruction that results in improved learner outcomes. Perhaps equally important, stakeholders should also know which practices have been shown by research to be ineffective (e.g., have no, small, or inconsistent effects on learner outcomes). Special education has a long history of using practices that, though appealing in some ways, have little or no positive impact on learner outcomes. In order to bridge the gap between research and practice, educators must be aware of which practices work (and prioritize their use) and which do not (and avoid their use). In this volume, each chapter describes two practices one supported as effective by research and one shown by research to be ineffective in critical areas of education for students with learning and behavioural disabilities. Chapter authors will provide readers guidance in how to do this for each effective practices and provide concrete reasons to not do this for each ineffective practice. 410 0$aAdvances in learning and behavioral disabilities ;$vv. 29. 606 $aEducation$xSpecial Education$xLearning Disabilities$2bisacsh 606 $aTeaching of students with emotional & behavioural difficulties$2bicssc 606 $aProblem children$xEducation 615 7$aEducation$xSpecial Education$xLearning Disabilities. 615 7$aTeaching of students with emotional & behavioural difficulties. 615 0$aProblem children$xEducation. 676 $a371.9 701 $aCook$b Bryan G$01597004 701 $aTankersley$b Melody$01597005 701 $aLandrum$b Timothy J$01597006 801 0$bUtOrBLW 906 $aBOOK 912 $a9910823298603321 996 $aInstructional practices with and without empirical validity$93918598 997 $aUNINA