LEADER 01088nam a2200325 i 4500 001 991000936019707536 005 20020507104102.0 008 000404s1993 ||| ||| | eng 020 $a9810205163$c127500 035 $ab1015047x-39ule_inst 035 $aLE00639390$9ExL 040 $aDip.to Fisica$bita 084 $a53.1.5 084 $a530.1'2 084 $aQC178 100 1 $aGibbons, G.W.$026128 245 10$aEuclidean quantum gravity /$cG.W. Gibbons and S.W. 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Pandora Sicilia s.r.l. 082 04$a321.1409 100 1 $aScharf, Ralf$0186496 245 10$aComites und comitiva primi ordinis /$cvon Ralf Scharf 260 $aMainz :$bAkademie der wissenschaften und der literatur ;$aStuttgart :$bFranz Steiner,$cc1994 300 $a71 p. :$bill. ;$c24 cm 440 0$aAbhandlungen der Geistes- und Sozialwissenschaftlichen Klasse / Akademie der Wissenschaften und der Literatur ;$v1994/8 650 4$aRoma antica$xPolitica$xSec. 3.-1. a.C. 907 $a.b12360004$b02-04-14$c08-10-03 912 $a991002955749707536 945 $aLE002 Ann. 618/008 (1994)$g1$i2002000127099$lle002$o-$pE0.00$q-$rl$s- $t0$u0$v0$w0$x0$y.i12764498$z08-10-03 996 $aComites und comitiva primi ordinis$9171296 997 $aUNISALENTO 998 $ale002$b08-10-03$cm$da $e-$fger$ggw $h0$i1 LEADER 05179nam 2200637 450 001 9910797767103321 005 20230808212453.0 010 $a1-68125-126-4 010 $a1-68125-123-X 035 $a(CKB)3710000000500773 035 $a(EBL)4088231 035 $a(SSID)ssj0001571335 035 $a(PQKBManifestationID)16218201 035 $a(PQKBTitleCode)TC0001571335 035 $a(PQKBWorkID)13400840 035 $a(PQKB)11351427 035 $a(MiAaPQ)EBC4088231 035 $a(EXLCZ)993710000000500773 100 $a20151211h20162016 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aSupporting students with emotional and behavioral problems $eprevention and intervention strategies /$fby Lee Kern, Michael P. George and Mark D. Weist 210 1$aBaltimore, [Maryland] ;$aLondon, [England] ;$aSydney, [New South Wales] :$cPaul H. Brookes Publishing Co.,$d2016. 210 4$d©2016 215 $a1 online resource (305 p.) 300 $aDescription based upon print version of record. 311 $a1-59857-806-5 320 $aIncludes bibliographical references at the end of each chapters and index. 327 $aCover; Title Page; Contents; About the Forms; About the Authors; Foreword-Tim Lewis; Foreword-Susan Roger; Preface; Acknowledgments; Dedication; Chapter 1: School Behavior Problems and Models of Prevention and Intervention; BEHAVIOR PROBLEMS IN SCHOOLS; FACTORS CONTRIBUTING TO BEHAVIOR PROBLEMS; THE DETRIMENTAL OUTCOMES OF PROBLEM BEHAVIORS; REASONS FOR POOR STUDENT OUTCOMES; COMPONENTS OF EFFECTIVE APPROACHES; OVERVIEW OF A TIERED APPROACH; SUMMARY; Self-Reflection; REFERENCES; Chapter 2: Schoolwide Positive Behavior Support; FEATURES OF SCHOOLWIDE POSITIVE BEHAVIOR SUPPORT 327 $aA Different PerspectiveA Proactive Approach; An Instructional Approach; A Systems Approach; A Collaborative Process; A First Step in Schoolwide Social Skills Instruction; Data-Driven Decisions; A Resource for Consistent Decision Making; A TIERED PREVENTION MODEL; Tier 1; Tier 2; Tier 3; SCHOOLWIDE POSITIVE BEHAVIOR SUPPORT IMPLEMENTATION: A PRACTICAL PROCESS FOR SCHOOL IMPROVEMENT; Getting Started; TIER 1 INTERVENTION; Defining School Rules and Expectations; Teaching School Rules and Expectations; Recognition and Acknowledgment for Adherence to Rules and Expectations; TIER 2 INTERVENTIONS 327 $aCheck In Check OutSocial Skills Training; First Step to Success; Mentoring; SUMMARY; Self-Reflection; REFERENCES; Chapter 3: Assessing the Classroom Environment; INFORMAL SELF-ASSESSMENTS; THE TEACHER SELF-ASSESSMENT OF CLASSROOM MANAGEMENT PRACTICES; Physical Organization of Classroom Space; Classroom Expectations; Classroom Routines and Procedures; Teacher-Student Interactions and Emotional Climate; Procedures for Teaching and Reinforcing Appropriate Behavior; Procedures for Managing Behavior Problems; TEACHER VERBAL BEHAVIOR; SELF-ASSESSMENT OF EFFECTIVE TEACHING STRATEGIES 327 $aASKING STUDENTS ABOUT THE CLASSROOM ENVIRONMENTUSING PEER OBSERVATIONS FOR ENHANCING CLASSROOM PRACTICES; SUMMARY; Self-Reflection; REFERENCES; Chapter 4: Managing Classroom Behavior; IMPROVING THE ARRANGEMENT OF CLASSROOM SPACE; CLASSROOM EXPECTATIONS; ESTABLISHING ROUTINES AND CLASSROOM PROCEDURES; ENHANCING TEACHER-STUDENT INTERACTIONS AND CLASSROOM CLIMATE; ENCOURAGING APPROPRIATE BEHAVIOR AND ADDRESSING INAPPROPRIATE BEHAVIOR; Instruction and Reinforcement; Enhancing Systems Already in Place; Additional Strategies for Nonresponders 327 $aPROCEDURES FOR MANAGING AND DECREASING MORE SERIOUS BEHAVIOR PROBLEMSClasswide Management Plan for Escalating Behavior; SUMMARY; SELF-REFLECTION; REFERENCES; Chapter 5: Effective Instructional Practices; ESTABLISH ACADEMIC EXPECTATIONS; CRAFT A MOTIVATING CURRICULUM; USE DIVERSE TEACHING METHODS; DIFFERENTIATE INSTRUCTION; INCORPORATE STUDENT INTEREST; INCREASE ACTIVE STUDENT ENGAGEMENT; USE A BRISK PACE; PROVIDE EXPLICIT INSTRUCTION; RETEACH IF NEEDED; SUMMARY; Self-Reflection; REFERENCES; Chapter 6: Promoting Student Social Skills; DEVELOPMENTAL DIFFERENCES IN CHILDREN'S SOCIAL SKILLS 327 $aCONSIDERATIONS WHEN TEACHING SOCIAL BEHAVIOR 330 $aThis book provides educators with practical, simple step-by-step strategies to address serious problem behaviors in school settings, framing interventions within a tiered system focused on prevention and positive approaches. 606 $aMentally ill children$xEducation 606 $aProblem children$xBehavior modification 606 $aBehavior therapy for children 615 0$aMentally ill children$xEducation. 615 0$aProblem children$xBehavior modification. 615 0$aBehavior therapy for children. 676 $a371.94 686 $aEDU026050$aEDU044000$2bisacsh 700 $aKern$b Lee$01485926 702 $aGeorge$b Michael P. 702 $aWeist$b Mark D. 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910797767103321 996 $aSupporting students with emotional and behavioral problems$93705262 997 $aUNINA