Instructional Methods For Secondary Students With Learning And Behavior Problems,9780205442362

Instructional Methods For Secondary Students With Learning And Behavior Problems

by ; ;
Edition: 4th
ISBN13: 9780205442362
ISBN10: 0205442366
Format: Paperback
Pub. Date: 2006-07-18
Publisher(s): Pearson
List Price: $185.75

Rent Textbook

Select for Price
Add to Cart
There was a problem. Please try again later.

New Textbook

We're Sorry
Sold Out

Used Textbook

We're Sorry
Sold Out

eTextbook

We're Sorry
Not Available

Buy from our Marketplace starting at $54.24

How Marketplace Works:

  • This item is offered by an independent seller and not shipped from our warehouse
  • Item details like edition and cover design may differ from our description; see seller's comments before ordering.
  • Sellers much confirm and ship within two business days; otherwise, the order will be cancelled and refunded.
  • Marketplace purchases cannot be returned to eCampus.com. Contact the seller directly for inquiries; if no response within two days, contact customer service.
  • Additional shipping costs apply to Marketplace purchases. Review shipping costs at checkout.

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 Problemscontinues 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
4(10)
No Child Left Behind
5(2)
Special Education
7(4)
Vocational Education
11(2)
Implications of NCLB, and Special and Vocational Education Legislation
13(1)
A Transition Perspective
14(1)
Curricular Goals and Objectives
14(1)
Transfer of Training
14(1)
Articulation of Services
15(1)
The Goals of Secondary Special Education
15(2)
Factors Influencing the Development of Secondary Special Education Programs
17(3)
Attitude toward Secondary Special Education
17(1)
Structure of Regular Secondary Education
18(1)
Curricular Emphasis
18(1)
Teacher Preparation Programs
18(1)
Insufficient Database
19(1)
Lack of Appropriate Materials
19(1)
Summary
20(1)
Postsecondary Service Options
21(18)
Postsecondary Educational Programs
24(13)
Two-Year Colleges
24(3)
Four-Year Colleges and Universities
27(5)
Postsecondary Technical Programs
32(1)
Business and Industry
33(1)
Vocational Rehabilitation
34(1)
Sheltered Rehabilitation Centers
35(1)
Supported Employment Services
36(1)
Postsecondary Service Selection
37(1)
Summary
38(1)
Challenges of Adolescence
39(33)
Anjali Misra
Susan Mary Paige
Juvenile Delinquency
41(4)
Incidence
41(1)
Causes
41(1)
Intervention Needs
42(1)
Teacher Responsibilities
43(2)
Dropouts
45(3)
Incidence
45(1)
Causes
45(1)
Intervention Needs
46(1)
Teacher Responsibilities
46(2)
Substance Abuse
48(3)
Incidence
48(1)
Causes
48(1)
Intervention Needs
49(1)
Teacher Responsibilities
49(2)
Depression
51(5)
Incidence
51(1)
Causes
52(1)
Intervention Needs
53(1)
Teacher Responsibilities
54(2)
Suicide
56(4)
Incidence
56(1)
Causes
57(1)
Intervention Needs
57(1)
Teacher Responsibilities
58(2)
Sexually Transmitted Diseases
60(5)
Incidence
60(2)
Causes
62(1)
Intervention Needs
62(1)
Teacher Responsibilities
63(2)
Teenage Pregnancy
65(6)
Incidence
65(1)
Causes
65(3)
Intervention Needs
68(1)
Teacher Responsibilities
69(2)
Summary
71(1)
PART TWO General Instructional Approaches
Instructional Methods for Secondary Learners with Disabilities
72(32)
Learning Standards and the General Education Curriculum
75(1)
Direct Instruction
76(3)
Direct-Instruction Curriculum Design
77(2)
The Sequence of Direct-Instruction Activities
79(14)
Identify Learner Characteristics
79(2)
Establish Goals
81(1)
Identify Objectives
82(1)
Design Instruction
82(10)
Implement Instruction
92(1)
Evaluate Mastery of the Objectives
93(1)
Determine Whether the Goals Have Been Achieved
93(1)
Learning Strategies
93(4)
Characteristics of a Learning Strategy
95(1)
Teaching a Learning Strategy
96(1)
Constructivism
97(3)
Grading
100(3)
Summary
103(1)
Assessment for Placement and Instruction
104(28)
Norm-Referenced Testing
106(6)
Characteristics
106(1)
Placement and Summative Evaluations
107(1)
Statewide Assessment and Alternative/Accommodative Strategies
108(4)
Curriculum-Based Measurement
112(2)
Formative Evaluation
112(1)
Diagnostic Evaluation
113(1)
Selection of Curriculum-Based Instruments
114(1)
Developing Paper-and-Pencil Tests
114(5)
Step 1: Develop the Performance Objective
115(1)
Step 2: Enumerate Subskills
116(1)
Step 3: Describe the Question-and-Answer Format
116(1)
Step 4: Prepare Instructions for the Test
117(1)
Step 5: Prepare Test Items
117(1)
Step 6: Establish Scoring Procedures
118(1)
Observation Procedures
119(7)
Selection of Monitoring Procedures
119(1)
Observation Methods
120(5)
Interobserver Agreement
125(1)
Graphing Observational Data
126(1)
Interpreting Graphs
126(2)
Mean
127(1)
Level
127(1)
Trend
128(1)
Latency
128(1)
Portfolio-Based Assessment
128(2)
Portfolio Content
129(1)
Evaluation of Entries
129(1)
Summary
130(2)
Managing the Learning Environment
132(44)
Antecedent Control
134(18)
Physical Arrangement
135(1)
Rules
136(1)
Routine Classroom Procedures
137(1)
Student Schedules
138(3)
Time Management
141(3)
Systematic Instruction
144(1)
Functional, Age-Appropriate Activities and Materials
144(5)
Rate of Success
149(1)
Teacher-Student Interactions
150(1)
Interaction with Nondisabled Peers
151(1)
Modeling
151(1)
Review of the Educational Program
152(1)
Related Personal Characteristics
152(3)
Academic Skills
153(1)
Social Skills
153(1)
Emotional Learning
154(1)
Consequence Control
155(9)
Positive Reinforcers
156(1)
Extinction
157(1)
Punishment
158(4)
Group Contingencies
162(2)
Self-Management
164(2)
Schoolwide Systems
166(6)
Detention
166(2)
In-School Suspension
168(2)
Out-of-School Suspension and Expulsion
170(2)
Functional Behavior Assessment
172(3)
Summary
175(1)
Collaboration and the Role of the Consultant Teacher
176(18)
Maureen A. Schloss
Raquel J. Schmidt
The Consultant Teacher
178(10)
Principles of Successful Collaboration
179(2)
Advantages of Consulting
181(1)
Developing a Consultant Teacher Program
182(1)
Characteristics of the Consultant Teacher
182(1)
Gaining Acceptance
183(1)
Responsibilities of Consultants
184(3)
Barriers to Successful Collaboration
187(1)
Resource Rooms
188(5)
Defining the Resource Room
189(1)
Advantages of Resource Room Placement
189(1)
Staffing the Resource Room
190(1)
Responsibilities of Teachers in Resource Rooms
191(2)
Summary
193(1)
PART THREE Instruction in Basic and Functional Skills
Listening and Speaking
194(19)
Daniel C. Tullos
Listening
195(1)
Speech
196(1)
Language
196(4)
Phonology/Articulation
197(1)
Morphology
197(1)
Semantics
198(1)
Syntax
199(1)
Pragmatics
200(1)
Assessment of Listening Skills
200(2)
Assessment of Speaking Skills
202(3)
Form
203(1)
Content/Semantics
204(1)
Use/Pragmatics
205(1)
Strategies to Improve Listening Skills
205(3)
Following Directions
206(1)
Remembering What Is Heard
206(1)
Taking Notes
206(1)
Organizing Material
207(1)
Effective Questioning
207(1)
Strategies to Improve Spoken-Language Skills
208(4)
Phonology/Articulation
208(1)
Morphology and Semantics
209(1)
Syntax
210(1)
Pragmatics
211(1)
Bidialectalism
211(1)
Bilingualism
212(1)
Summary
212(1)
Written Language
213(20)
Stephen Isaacson
A Writing Curriculum for Students with Learning Problems
215(8)
Assessing the Process
216(1)
Teaching the Process
216(6)
Using Word Processors to Write
222(1)
Writing as a Successful Product
223(6)
Fluency
223(1)
Content
224(2)
Conventions
226(1)
Syntax
226(2)
Vocabulary
228(1)
Writing for Different Purposes
229(2)
Answering Chapter Questions
229(1)
Writing Reports
229(1)
Writing for Future Vocations
230(1)
Summary
231(2)
Reading Instruction
233(24)
Debi Gartland
Reading Abilities of Adolescents with Disabilities
235(1)
Assessing Reading Ability
236(4)
Formal Reading Assessment
236(1)
Informal Reading Assessment
237(1)
The Informal Reading Inventory
237(2)
Oral Reading Error Analysis
239(1)
The Cloze Procedure
239(1)
General Principles of Reading Instruction
240(1)
Classroom-Based Reading Instruction
241(11)
Vocabulary Instruction
241(3)
Fluency Instruction
244(1)
Comprehension Instruction
245(4)
Study Skills Instruction
249(1)
Textbook Instruction
249(3)
Reading Instruction in Simulation and Community Settings
252(3)
Summary
255(2)
Mathematics Instruction
257(20)
David Majsterek
Rich Wilson
Eric D. Jones
Principles of Effective Secondary Math Instruction
258(3)
Process of Effective Transition-Oriented Math Instruction
261(15)
Step 1: Assessing Instructional Demands
261(3)
Step 2: Planning Specific Instruction
264(8)
Step 3: Implementing Math Instruction
272(4)
Step 4: Measuring Program Success
276(1)
Summary
276(1)
Vocational Instruction
277(17)
Transition
279(1)
Self-Determination
280(1)
Assessing Interests and Skills
281(2)
Vocational Aptitude Tests
281(1)
Curriculum-Based Vocational Assessment
282(1)
Person-Centered Planning
282(1)
Career Awareness Process
283(2)
Vocational Objectives
285(1)
Functional Curriculum
285(7)
Basic Skills
289(1)
Specific Goal Selection
290(2)
General Principles of Vocational Instruction
292(1)
Summary
293(1)
Leisure Education for Positive Leisure Life-Styles
294(23)
Phyllis Jones
Diane Lea Ryndak
Barbara P. Sirvis
Debbie S. Alcouloumre
Concepts of Leisure and Leisure Education
298(3)
Leisure Opportunities
301(2)
Mechanisms for Developing Leisure Opportunities
303(1)
Identifying Appropriate Leisure Options
304(10)
Inventories
304(4)
Prioritizing Leisure Options from Inventories
308(6)
Cross-Curriculum Instructional Content Addressed through Leisure Education
314(2)
Summary
316(1)
Social Skill Instruction
317(20)
Definition of Social Skills
319(2)
Establishing Objectives
321(1)
Social Validation of Goals and Objectives
322(2)
Assessing Social Competence
324(5)
Self-Reports
325(1)
Self-Monitoring
326(1)
Reports and Ratings by Others
327(1)
Direct Observation
328(1)
Commercial Instruments
328(1)
General Principles of Social Skill Instruction
329(7)
Social Reinforcement
330(1)
Modeling
330(1)
Behavior Rehearsal
331(1)
Feedback
331(2)
Homework
333(1)
Promoting Generalization and Maintenance
333(2)
Additional Instructional Considerations
335(1)
Summary
336(1)
Teaching in the Content Areas
337(21)
Science Education
339(6)
The Science Standards
340(1)
Approaches to Teaching Science
340(5)
Social Studies Education
345(2)
Social Studies Goals and Curricula
345(1)
Approaches to Teaching Social Studies
346(1)
Content Enhancements
347(10)
Advanced Organizers
348(1)
Graphic Organizers
348(2)
Study Guides
350(1)
Mnemonic Devices
350(3)
Guided Notes
353(2)
Audio Recordings
355(1)
Peer-Mediated Strategies
355(2)
Summary
357(1)
References 358(44)
Author Index 402(9)
Subject Index 411

An electronic version of this book is available through VitalSource.

This book is viewable on PC, Mac, iPhone, iPad, iPod Touch, and most smartphones.

By purchasing, you will be able to view this book online, as well as download it, for the chosen number of days.

Digital License

You are licensing a digital product for a set duration. Durations are set forth in the product description, with "Lifetime" typically meaning five (5) years of online access and permanent download to a supported device. All licenses are non-transferable.

More details can be found here.

A downloadable version of this book is available through the eCampus Reader or compatible Adobe readers.

Applications are available on iOS, Android, PC, Mac, and Windows Mobile platforms.

Please view the compatibility matrix prior to purchase.