Instructional Methods for Secondary Students With Learning and Behavior Problems,9780205330706

Instructional Methods for Secondary Students With Learning and Behavior Problems

by ; ;
Edition: 3rd
ISBN13: 9780205330706
ISBN10: 0205330703
Format: Hardcover
Pub. Date: 2001-01-01
Publisher(s): Allyn & Bacon
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List Price: $134.81

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Summary

This book presents teaching principles useful to general high school educators and special educators working with students demonstrating a variety of academic, behavioral, and social needs in secondary schools. Instructional Methods for Adolescents with Learning and Behavior Problems continues to fill a void in the textbook arena by presenting a comprehensive package of teaching techniques useful in helping secondary special educators develop and implement instruction that is appropriate for all students. The diversity of the needs of secondary students with disabilities and the challenge of providing appropriate educational services in general education settings places unique demands on students and their teachers, and this text provides much-needed information and support.

Table of Contents

Preface xiii
PART ONE Educational Perspectives in Secondary Special Education
Foundations of Secondary Special Education
1(20)
Legislative Foundations
5(6)
Special Education
5(3)
Vocational Education
8(3)
Implications of Special and Vocational Education Legislation
11(1)
A Transition Perspective
11(1)
Identifying Goals and Objectives
11(1)
Transfer of Training
12(1)
Articulation of Services
12(1)
The Goals of Secondary Special Education
12(2)
Factors Influencing the Development of Secondary Special Education Programs
14(3)
Attitude toward Secondary Special Education
14(1)
Structure of Regular Secondary Education
15(1)
Curricular Emphasis
15(1)
Teacher Preparation Programs
16(1)
Insufficient Database
16(1)
Lack of Appropriate Materials
16(1)
Summary
17(1)
References
17(4)
Postsecondary Service Options
21(15)
Postsecondary Educational Programs
24(8)
Two-Year Colleges
24(1)
Four-Year Colleges and Universities
24(2)
Postsecondary Technical Programs
26(2)
Business and Industry
28(1)
Vocational Rehabilitation
28(1)
Sheltered Rehabilitation Centers
29(1)
Supported Employment Services
30(2)
Postsecondary Service Selection
32(1)
Summary
33(1)
References
33(3)
Challenges of Adolescence
36(41)
Anjali Misra
Juvenile Delinquency
38(4)
Incidence
38(1)
Causes
38(1)
Intervention Needs
39(1)
Teacher Responsibilities
40(2)
Dropouts
42(2)
Incidence
42(1)
Causes
42(1)
Intervention Needs
43(1)
Teacher Responsibilities
43(1)
Substance Abuse
44(6)
Incidence
44(1)
Causes
45(1)
Intervention Needs
46(1)
Teacher Responsibilities
46(4)
Depression
50(3)
Incidence
50(1)
Causes
50(1)
Intervention Needs
51(1)
Teacher Responsibilities
51(2)
Suicide
53(5)
Incidence
53(1)
Causes
54(1)
Intervention Needs
55(1)
Teacher Responsibilities
55(3)
Sexually Transmitted Diseases
58(8)
Incidence
58(1)
Causes
58(2)
Intervention Needs
60(1)
Teacher Responsibilities
60(6)
Teenage Pregnancy
66(3)
Incidence
66(1)
Causes
66(1)
Intervention Needs
66(2)
Teacher Responsibilities
68(1)
Summary
69(1)
References
70(7)
PART TWO General Instructional Approaches
Instructional Methods for Secondary Learners with Disabilities
77(33)
Direct Instruction
80(2)
Direct-Instruction Curriculum Design
80(2)
The Sequence of Direct-Instruction Activities
82(15)
Identify Learner Characteristics
84(1)
Establish Goals
84(1)
Identify Objectives
85(2)
Design Instruction
87(9)
Implement Instruction
96(1)
Evaluate Mastery of the Objectives
96(1)
Determine Whether the Goals Have Been Achieved
97(1)
Learning Strategies
97(4)
Characteristics of a Learning Strategy
98(1)
Teaching a Learning Strategy
99(2)
Constructivism
101(2)
Grading
103(3)
Summary
106(1)
References
107(3)
Assessment for Placement and Instruction
110(28)
Norm-Referenced Testing
113(4)
Characteristics
113(1)
Placement and Summative Evaluations
114(1)
Statewide Assessment and Alternative/Accommodative Strategies
115(2)
Curriculum-Based Assessment
117(2)
Formative Evaluation
117(1)
Diagnostic Evaluation
117(1)
Selection of Curriculum-Based Instruments
118(1)
Developing Paper-and-Pencil Tests
119(5)
Develop the Performance Objective
119(2)
Enumerate Subskills
121(1)
Describe the Question-and-Answer Format
121(1)
Prepare Instructions for the Test
122(1)
Prepare Test Items
122(1)
Establish Scoring Procedures
123(1)
Observation Procedures
124(7)
Selection of Monitoring Procedures
124(1)
Observation Methods
125(5)
Interobserver Agreement
130(1)
Graphing Observational Data
131(1)
Interpreting Graphs
132(2)
Mean
132(1)
Level
133(1)
Trend
133(1)
Latency
133(1)
Portfolio-Based Assessment
134(2)
Portfolio Content
134(1)
Evaluation of Entries
135(1)
Summary
136(1)
References
136(2)
Managing the Learning Environment
138(44)
Antecedent Control
140(19)
Physical Arrangement
140(1)
Rules
141(2)
Routine Classroom Procedures
143(1)
Student Schedules
144(2)
Time Management
146(4)
Systematic Instruction
150(1)
Functional, Age-Appropriate Activities and Materials
150(6)
Rate of Success
156(1)
Teacher-Student Interactions
156(1)
Interaction with Nondisabled Peers
157(1)
Modeling
157(1)
Review of the Educational Program
158(1)
Related Personal Characteristics
159(2)
Academic Success
159(1)
Social Skills
159(1)
Emotional Learning
160(1)
Consequence Control
161(9)
Positive Reinforcers
162(2)
Extinction
164(1)
Punishment
164(4)
Group Contingencies
168(2)
Self-Management
170(2)
Schoolwide Systems
172(5)
Detention
173(1)
In-School Suspension
174(2)
Out-of-School Suspension and Expulsion
176(1)
Functional Behavior Assessment
177(2)
Summary
179(1)
References
180(2)
Collaboration and the Role of the Consultant Teacher
182(21)
The Consultant Teacher
184(10)
Principles of Successful Collaboration
185(1)
Advantages of Consulting
186(1)
Developing a Consultant Teacher Program
187(1)
Characteristics of the Consultant Teacher
187(1)
Gaining Acceptance
188(2)
Responsibilities of Consultants
190(2)
Barriers to Successful Collaboration
192(2)
Resource Rooms
194(6)
Defining the Resource Room
195(1)
Advantages of Resource Room Placement
195(1)
Staffing the Resource Room
196(1)
Responsibilities of Teachers in Resource Rooms
197(3)
Summary
200(1)
References
201(2)
PART THREE Instruction in Basic and Functional Skills
Listening and Speaking
203(19)
Daniel C. Tullos
Listening
204(1)
Speech
205(1)
Language
206(4)
Phonology/Articulation
206(1)
Morphology
207(1)
Semantics
207(1)
Syntax
208(1)
Pragmatics
209(1)
Assessment of Listening Skills
210(1)
Assessment of Speaking Skills
211(3)
Form
212(1)
Content/Semantics
213(1)
Use/Pragmatics
214(1)
Strategies to Improve Listening Skills
214(2)
Following Directions
214(1)
Remembering What Is Heard
215(1)
Taking Notes
215(1)
Organizing Material
215(1)
Effective Questioning
216(1)
Strategies to Improve Spoken-Language Skills
216(4)
Phonology/Articulation
216(1)
Morphology and Semantics
217(1)
Syntax
218(1)
Pragmatics
219(1)
Bidialectism
219(1)
Bilingualism
220(1)
Summary
220(1)
References
221(1)
Written Language
222(24)
Stephen Isaacson
A Writing Curriculum for Students with Learning Problems
224(10)
Assessing the Process
224(1)
Teaching the Process
225(7)
Using Word Processors to Write
232(2)
Writing as a Successful Product
234(5)
Fluency
234(1)
Content
234(2)
Conventions
236(1)
Syntax
236(2)
Vocabulary
238(1)
Writing for Different Purposes
239(3)
Answering Chapter Questions
239(1)
Writing Reports
240(1)
Writing for Future Vocations
240(2)
Summary
242(1)
References
243(3)
Reading Instruction
246(35)
Debi Gartland
Reading Abilities of Adolescents with Disabilities
248(2)
Assessing Reading Ability
250(4)
Formal Reading Assessment
250(1)
Informal Reading Assessment
250(1)
The Informal Reading Inventory
251(1)
Oral Reading Error Analysis
252(1)
The Cloze Procedure
253(1)
Developmentally Based Reading Objectives
254(1)
Reading Objectives Based on Community Demands
254(1)
General Principles of Reading Instruction
255(2)
Classroom-Based Reading Instruction
257(12)
Vocabulary Instruction
257(3)
Fluency Instruction
260(1)
Comprehension Instruction
261(5)
Study Skills Instruction
266(1)
Textbook Instruction
266(3)
Reading Instruction in Simulation and Community Settings
269(3)
Summary
272(1)
References
273(8)
Mathematics Instruction
281(26)
Rich Wilson
David Majsterek
Eric D. Jones
Principles of Effective Secondary Math Instruction
283(2)
Process of Effective Transition-Oriented Math Instruction
285(17)
Assessing Instructional Demands
285(3)
Planning Specific Instruction
288(10)
Implementing Math Instruction
298(4)
Measuring Program Success
302(1)
Summary
302(1)
References
303(4)
Vocational Instruction
307(19)
Self-Determination
311(1)
Assessing Interests and Skills
311(2)
Vocational Aptitude Tests
311(1)
Curriculum-Based Vocational Assessment
312(1)
Person-Centered Planning
312(1)
Career Awareness Process
313(3)
Vocational Objectives
316(5)
Basic Skills
318(1)
Specific Goal Selection
319(2)
General Principles of Vocational Instruction
321(1)
Summary
322(1)
References
323(3)
Leisure Education for Positive Leisure Life-Styles
326(25)
Barbara P. Sirvis
Debbie S. Alcouloumre
Diane Lea Ryndak
Concepts of Leisure and Leisure Education
330(2)
General Principles of Leisure Instruction
332(1)
Leisure Opportunities
333(2)
Mechanisms for Developing Leisure Opportunities
335(1)
Identifying Appropriate Leisure Options
335(12)
Inventories
336(5)
Prioritizing Leisure Options from Inventories
341(6)
Cross-Curriculum Instructional Content Addressed through Leisure Education
347(2)
Summary
349(1)
References
350(1)
Social Skill Instruction
351(21)
Definition of Social Skills
353(1)
Establishing Objectives
354(2)
Social Validation of Goals and Objectives
356(1)
Assessing Social Competence
357(6)
Self-Reports
358(1)
Self-Monitoring
358(2)
Reports and Ratings by Others
360(1)
Direct Observation
361(1)
Commercial Instruments
361(2)
General Principles of Social Skill Instruction
363(5)
Social Reinforcement
363(1)
Modeling
364(1)
Behavior Rehearsal
364(1)
Feedback
365(1)
Homework
366(1)
Additional Instructional Considerations
366(2)
Summary
368(1)
References
368(4)
Teaching in the Content Areas
372(23)
Science Education
374(5)
The Science Curriculum
374(1)
Approaches to Teaching Science
375(4)
Social Studies Education
379(2)
Social Studies Goals and Curriculum
379(1)
Approaches to Teaching Social Studies
379(2)
Content Enhancements
381(10)
Advanced Organizers
381(1)
Graphic Organizers
382(2)
Study Guides
384(2)
Mnemonic Devices
386(2)
Guided Notes
388(1)
Audio Recordings
389(1)
Peer-Mediated Strategies
390(1)
Summary
391(1)
References
392(3)
Author Index 395(14)
Subject Index 409

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