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[null,"1.","Record Nr.",null,"UNIORUON00090747"]
[null,null,"Autore",null,"BLOCH, Raymond"]
[null,null,"Titolo",null,"Gli Etruschi / R. Bloch"]
[null,null,"Pubbl/distr/stampa",null,"Milano, : Il Saggiatore, 1963"]
[null,null,"Descrizione fisica",null,"246 p. ; 21 cm"]
[null,null,"Disciplina",null,"A1"]
[{"$nulls":4},"937.5"]
[null,null,"Soggetti",null,"ETRUSCHI - Cultura e Storia"]
[null,null,"Lingua di pubblicazione",null,"Italiano"]
[null,null,"Formato",null,"Materiale a stampa"]
[null,null,null,"Livello bibliografico","Monografia"]
[null,"2.","Record Nr.",null,"UNINA9910819031903321"]
[null,null,"Autore",null,"Kern Lee"]
[null,null,"Titolo",null,"Supporting students with emotional and behavioral problems : prevention and intervention strategies / / by Lee Kern, Michael P. George and Mark D. Weist"]
[null,null,"Pubbl/distr/stampa",null,"Baltimore, [Maryland] ; ; London, [England] ; ; Sydney, [New South Wales] : , : Paul H. Brookes Publishing Co., , 2016"]
[{"$nulls":4},"©2016"]
[null,null,"ISBN",null,"1-68125-126-4"]
[{"$nulls":4},"1-68125-123-X"]
[null,null,"Descrizione fisica",null,"1 online resource (305 p.)"]
[null,null,"Classificazione",null,"EDU026050EDU044000"]
[null,null,"Disciplina",null,"371.94"]
[null,null,"Soggetti",null,"Mentally ill children - Education"]
[{"$nulls":4},"Problem children - Behavior modification"]
[{"$nulls":4},"Behavior therapy for children"]
[null,null,"Lingua di pubblicazione",null,"Inglese"]
[null,null,"Formato",null,"Materiale a stampa"]
[null,null,null,"Livello bibliografico","Monografia"]
[null,null,null,"Note generali","Description based upon print version of record."]
[null,null,null,"Nota di bibliografia","Includes bibliographical references at the end of each chapters and index."]
[null,null,"Nota di contenuto",null,"Cover; Title Page; Contents; About the Forms; About the Authors; Foreword-Tim Lewis; Foreword-Susan Roger; Preface; Acknowledgments; Dedication; Chapter 1: School Behavior Problems and Models of Prevention and Intervention; BEHAVIOR PROBLEMS IN SCHOOLS; FACTORS CONTRIBUTING TO BEHAVIOR PROBLEMS; THE DETRIMENTAL OUTCOMES OF PROBLEM BEHAVIORS; REASONS FOR POOR STUDENT OUTCOMES; COMPONENTS OF EFFECTIVE APPROACHES; OVERVIEW OF A TIERED APPROACH; SUMMARY; Self-Reflection; REFERENCES; Chapter 2: Schoolwide Positive Behavior Support; FEATURES OF SCHOOLWIDE POSITIVE BEHAVIOR SUPPORT"]
[{"$nulls":4},"A 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"]
[{"$nulls":4},"Check In Check OutSocial Skills Training; First Step to Success; Mentoring; SUMMARY; Self-Reflection; REFERENCES; Chapter 3: Assessing the Classroom Environment; INFORMAL SELF-ASSESSMENTS; THE TEACHER SELF-ASSESSMENT OF CLASSROOM MANAGEMENT PRACTICES; Physical Organization of Classroom Space; Classroom Expectations; Classroom Routines and Procedures; Teacher-Student Interactions and Emotional Climate; Procedures for Teaching and Reinforcing Appropriate Behavior; Procedures for Managing Behavior Problems; TEACHER VERBAL BEHAVIOR; SELF-ASSESSMENT OF EFFECTIVE TEACHING STRATEGIES"]
[{"$nulls":4},"ASKING 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"]
[{"$nulls":4},"PROCEDURES FOR MANAGING AND DECREASING MORE SERIOUS BEHAVIOR PROBLEMSClasswide Management Plan for Escalating Behavior; SUMMARY; SELF-REFLECTION; REFERENCES; Chapter 5: Effective Instructional Practices; ESTABLISH ACADEMIC EXPECTATIONS; CRAFT A MOTIVATING CURRICULUM; USE DIVERSE TEACHING METHODS; DIFFERENTIATE INSTRUCTION; INCORPORATE STUDENT INTEREST; INCREASE ACTIVE STUDENT ENGAGEMENT; USE A BRISK PACE; PROVIDE EXPLICIT INSTRUCTION; RETEACH IF NEEDED; SUMMARY; Self-Reflection; REFERENCES; Chapter 6: Promoting Student Social Skills; DEVELOPMENTAL DIFFERENCES IN CHILDREN'S SOCIAL SKILLS"]
[{"$nulls":4},"CONSIDERATIONS WHEN TEACHING SOCIAL BEHAVIOR"]
[null,null,null,"Sommario/riassunto","This 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."]