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Essentials of planning, selecting, and tailoring interventions for unique learners / / edited by Jennifer T. Mascolo, Vincent C. Alfonso, and Dawn P. Flanagan
| Essentials of planning, selecting, and tailoring interventions for unique learners / / edited by Jennifer T. Mascolo, Vincent C. Alfonso, and Dawn P. Flanagan |
| Pubbl/distr/stampa | Hoboken, New Jersey : , : Wiley, , 2014 |
| Descrizione fisica | 1 online resource (498 p.) |
| Disciplina | 371.9 |
| Altri autori (Persone) |
MascoloJennifer T
AlfonsoVincent C FlanaganDawn P |
| Collana | Essentials of psychological assessment series |
| Soggetto topico |
Special education
Remedial teaching Students with disabilities - Education |
| ISBN | 1-118-42065-9 |
| Formato | Materiale a stampa  |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Essentials of Planning, Selecting, and Tailoring Interventions for Unique Learners; Contents; Series Preface; Acknowledgments; Part I: Intervention Planning: Diagnostic Assessment, Response to Intervention, and Consultation; One: A Systematic Method of Analyzing Assessment Results for Tailoring Interventions (SMAARTI); PLANNING AND SELECTING INTERVENTIONS VERSUS TAILORING INTERVENTIONS; A METHOD FOR TAILORING INTERVENTIONS; STEPS OF SMAARTI; Step 1: Organize Primary Data Using the CHC-Based Data Organization and Targets for Intervention (DOTI) Form
Step 2: Determine Whether Academic Weaknesses Are Empirically Related to the Cognitive Weaknesses by Reviewing the Research on the Relations among Specific Cognitive Abilities, Neuropsychological Processes, and Academic SkillsStep 3: Review Manifestations of Cognitive Weaknesses and Organize Secondary Data, Identify Initial Targets for Intervention, and Identify Types of Academic Skill Deficits for Remediation Using the DOTI Form Step 4: Consider Tertiary Data, Which Are Comprised of Information About Factors That Affect Learning and Achievement and That Are Largely External to the Student (i.e., Extrinsic)Step 5: Integrate Data From All Previous Steps, Design and Implement an Intervention, and Monitor Its Effectiveness; SUMMARY; REFERENCES; Two: Essentials of a Tiered Intervention System to Support Unique Learners: Recommendations from Research and Practice; PRELIMINARY INFORMATION ABOUT RTI; Problem Solving Versus Standard Protocol; Progress Monitoring; TIER 1 PREVENTION Overview of Tier 1: Evidence-Based InstructionInstructional Tools: Qualities of Good Tier 1 Programs; Implementation; Progress Monitoring; Making Adjustments; Considerations for Secondary Schools; Summary; TIER 2 PREVENTION; Overview of Tier 2: Intensive Instruction; Instructional Tools: Selecting a Program; Implementation; Progress Monitoring; Making Adjustments; Considerations for Secondary Schools; Summary; TIER 3 INTERVENTION; Overview of Tier 3: Special Education?; Instructional Tools: Designing Data-Based, Individualized Instruction; Experimental Teaching/Data-Based Individualization Fidelity at Tier 3Progress Monitoring; Making Adjustments; Considerations for Secondary Schools; Summary; CONCLUSION; REFERENCES; Three: Home-School Collaboration for Intervention Planning; WHAT IS COLLABORATION?; WHY ESTABLISH PARTNERSHIPS ACROSS SCHOOL AND HOME?; KEY COMPONENTS FOR COLLABORATIVE PARTNERSHIPS; Strengths-Based Approach; Healthy Relationships; Effective Communication; STRUCTURED PROBLEM SOLVING: CONJOINT BEHAVIORAL CONSULTATION; INTERVENTION PLANNING AND IMPLEMENTATION; Creating Continuity Through Home and School Plans; Matching Function of Behavior to Interventions Maximizing Treatment Integrity with Parents |
| Record Nr. | UNINA-9910787866703321 |
| Hoboken, New Jersey : , : Wiley, , 2014 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Essentials of planning, selecting, and tailoring interventions for unique learners / / edited by Jennifer T. Mascolo, Vincent C. Alfonso, and Dawn P. Flanagan
| Essentials of planning, selecting, and tailoring interventions for unique learners / / edited by Jennifer T. Mascolo, Vincent C. Alfonso, and Dawn P. Flanagan |
| Pubbl/distr/stampa | Hoboken, New Jersey : , : Wiley, , 2014 |
| Descrizione fisica | 1 online resource (498 p.) |
| Disciplina | 371.9 |
| Altri autori (Persone) |
MascoloJennifer T
AlfonsoVincent C FlanaganDawn P |
| Collana | Essentials of psychological assessment series |
| Soggetto topico |
Special education
Remedial teaching Students with disabilities - Education |
| ISBN | 1-118-42065-9 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Essentials of Planning, Selecting, and Tailoring Interventions for Unique Learners; Contents; Series Preface; Acknowledgments; Part I: Intervention Planning: Diagnostic Assessment, Response to Intervention, and Consultation; One: A Systematic Method of Analyzing Assessment Results for Tailoring Interventions (SMAARTI); PLANNING AND SELECTING INTERVENTIONS VERSUS TAILORING INTERVENTIONS; A METHOD FOR TAILORING INTERVENTIONS; STEPS OF SMAARTI; Step 1: Organize Primary Data Using the CHC-Based Data Organization and Targets for Intervention (DOTI) Form
Step 2: Determine Whether Academic Weaknesses Are Empirically Related to the Cognitive Weaknesses by Reviewing the Research on the Relations among Specific Cognitive Abilities, Neuropsychological Processes, and Academic SkillsStep 3: Review Manifestations of Cognitive Weaknesses and Organize Secondary Data, Identify Initial Targets for Intervention, and Identify Types of Academic Skill Deficits for Remediation Using the DOTI Form Step 4: Consider Tertiary Data, Which Are Comprised of Information About Factors That Affect Learning and Achievement and That Are Largely External to the Student (i.e., Extrinsic)Step 5: Integrate Data From All Previous Steps, Design and Implement an Intervention, and Monitor Its Effectiveness; SUMMARY; REFERENCES; Two: Essentials of a Tiered Intervention System to Support Unique Learners: Recommendations from Research and Practice; PRELIMINARY INFORMATION ABOUT RTI; Problem Solving Versus Standard Protocol; Progress Monitoring; TIER 1 PREVENTION Overview of Tier 1: Evidence-Based InstructionInstructional Tools: Qualities of Good Tier 1 Programs; Implementation; Progress Monitoring; Making Adjustments; Considerations for Secondary Schools; Summary; TIER 2 PREVENTION; Overview of Tier 2: Intensive Instruction; Instructional Tools: Selecting a Program; Implementation; Progress Monitoring; Making Adjustments; Considerations for Secondary Schools; Summary; TIER 3 INTERVENTION; Overview of Tier 3: Special Education?; Instructional Tools: Designing Data-Based, Individualized Instruction; Experimental Teaching/Data-Based Individualization Fidelity at Tier 3Progress Monitoring; Making Adjustments; Considerations for Secondary Schools; Summary; CONCLUSION; REFERENCES; Three: Home-School Collaboration for Intervention Planning; WHAT IS COLLABORATION?; WHY ESTABLISH PARTNERSHIPS ACROSS SCHOOL AND HOME?; KEY COMPONENTS FOR COLLABORATIVE PARTNERSHIPS; Strengths-Based Approach; Healthy Relationships; Effective Communication; STRUCTURED PROBLEM SOLVING: CONJOINT BEHAVIORAL CONSULTATION; INTERVENTION PLANNING AND IMPLEMENTATION; Creating Continuity Through Home and School Plans; Matching Function of Behavior to Interventions Maximizing Treatment Integrity with Parents |
| Record Nr. | UNINA-9910818122103321 |
| Hoboken, New Jersey : , : Wiley, , 2014 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Handbook of educational psychology and students with special needs / / Edited by Andrew J. Martin, Rayne A. Sperling, Kristie J. Newton
| Handbook of educational psychology and students with special needs / / Edited by Andrew J. Martin, Rayne A. Sperling, Kristie J. Newton |
| Pubbl/distr/stampa | New York, NY : , : Routledge, , 2020 |
| Descrizione fisica | 1 online resource (743 pages) |
| Disciplina | 370.15 |
| Collana | Educational psychology handbook series |
| Soggetto topico |
Educational psychology
Students with disabilities - Education Teachers of children with disabilities |
| ISBN |
1-351-58675-0
1-351-58674-2 1-315-10065-7 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Record Nr. | UNINA-9910794075203321 |
| New York, NY : , : Routledge, , 2020 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Handbook of educational psychology and students with special needs / / Edited by Andrew J. Martin, Rayne A. Sperling, Kristie J. Newton
| Handbook of educational psychology and students with special needs / / Edited by Andrew J. Martin, Rayne A. Sperling, Kristie J. Newton |
| Pubbl/distr/stampa | New York, NY : , : Routledge, , 2020 |
| Descrizione fisica | 1 online resource (743 pages) |
| Disciplina | 370.15 |
| Collana | Educational psychology handbook series |
| Soggetto topico |
Educational psychology
Students with disabilities - Education Teachers of children with disabilities |
| ISBN |
1-351-58675-0
1-351-58674-2 1-315-10065-7 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Record Nr. | UNINA-9910827802003321 |
| New York, NY : , : Routledge, , 2020 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Succeeding in the inclusive classroom [[electronic resource] ] : K-12 lesson plans using universal design for learning / / Debbie Metcalf
| Succeeding in the inclusive classroom [[electronic resource] ] : K-12 lesson plans using universal design for learning / / Debbie Metcalf |
| Autore | Metcalf Deborah J |
| Pubbl/distr/stampa | Thousand Oaks, Calif. ; ; London, : SAGE, c2011 |
| Descrizione fisica | 1 online resource (73 p.) |
| Disciplina | 371.9046 |
| Soggetto topico |
Inclusive education
Special education Students with disabilities - Education |
| Soggetto genere / forma | Electronic books. |
| ISBN |
1-4522-3066-8
1-4522-1404-2 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Cover; Contents; Preface; 1 - Sample Lesson Plans for Individuals With Intellectual Disabilities; 2 - Sample Lesson Plans for Individuals With Learning Disabilities; 3 - Sample Lesson Plans for Individuals With Attention Deficit Hyperactivity Disorder; 4 - Sample Lesson Plans for Individuals With Emotional or Behavioral Disorders; 5 - Sample Lesson Plans for Individuals With Autism Spectrum Disorders; 6 - Sample Lesson Plans for Individuals With Speech and Language Disorders; 7 - Sample Lesson Plans for Individuals With Hearing Impairments
8 - Sample Lesson Plansfor Individuals With Visual Impairments9 - Sample Lesson Plans for Individuals With Physical Disabilities, Health Disabilities, and Related Low-Incidence Disabilities; 10 - Sample Lesson Plans for Individuals Who Are Gifted and Talented; About the Author |
| Record Nr. | UNINA-9910478854103321 |
Metcalf Deborah J
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| Thousand Oaks, Calif. ; ; London, : SAGE, c2011 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Understanding students with additional needs as learners / / Patrick Griffin, Kerry Woods, editors
| Understanding students with additional needs as learners / / Patrick Griffin, Kerry Woods, editors |
| Edizione | [1st ed. 2020.] |
| Pubbl/distr/stampa | Cham, Switzerland : , : Springer, , [2020] |
| Descrizione fisica | 1 online resource (XV, 231 p. 45 illus., 3 illus. in color.) |
| Disciplina | 371.9 |
| Soggetto topico | Students with disabilities - Education |
| ISBN | 3-030-56596-3 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | 1. From little things: Introduction and background to the study; Patrick Griffin -- 2. Developing the SWANs constructs of communication, literacy, numeracy, digital literacy, thinking and learning skills, movement, and social and emotional understanding; Patrick Griffin -- 3. The SWANS research: A partnership between school leaders, teachers, researchers and the education system; Kerry Woods -- 4. Designing curriculum for all students; Karen Underwood and Kerry Woods -- 5. Observing problem-solving skills in students with additional needs; Toshiko Kamei -- 6. Making judgements about literacy skills for students with additional needs; Kerry Woods and Patrick Griffin -- 7. Mapping social learning for students with additional needs; Bernadette Coles-Janess and Patrick Griffin) -- 8. Assessing and teaching thinking skills for students with additional needs; Toshiko Kamei) -- 9. Developing a progression of early numeracy skills to guide instructional planning for students with additional needs; Jane Strickland and Masa Pavlovic -- 10. Tailoring digital literacy learning for students with additional needs; Emily White and Shiralee Poed -- 11. Motor learning for students with movement difficulties; Lindsey Gale) -- 12. Differing Progressions of Cognitive Skill Development for Students with Additional: Learning Needs and Autism Spectrum Disorder; Eileen Roberts and Patrick Griffin -- 13. Assessing understanding of emotion for students with additional needs; Eileen Roberts and Patrick Griffin -- 14. Using an integrated system of assessment, curriculum, and pedagogical advice for instructional planning; Kerry Woods and Karen Underwood -- Appendix A: Accessing the SWANS instruments and interpretive reports online (ARCOTS). |
| Record Nr. | UNINA-9910468233703321 |
| Cham, Switzerland : , : Springer, , [2020] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
