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• Evidence-Based Practices for Educating Students with Emotional and Behavioral Disorders
• Evidence-Based Practices for Educating Students with Emotional and Behavioral Disorders
• About the Authors
• Brief Contents
• Contents
• Preface
• New to This Edition
• Part I Foundations
• 1 Introduction to Emotional and Behavioral Disorders
• Focus Questions
• DEFINITION OF EBD
• Problems of Definition
• An Alternative Definition
• CLASSIFICATION OF STUDENTS WITH EBD
• Psychiatric Classification
• Dimensional Classification
• PREVALENCE OF EBD
• CHARACTERISTICS OF STUDENTS WITH EBD
• Cognitive Characteristics
• Academic Deficits
• Language Deficits
• School Discipline Infractions
• Social Skill Deficits
• Problem Behavior
• HISTORY AND DEVELOPMENT OF THE FIELD
• CONCEPTUAL MODELS
• Psychodynamic
• Psychoeducational
• Ecological
• Humanistic
• Biophysical
• Behavioral
• Cognitive
• CAUSAL AND RISK FACTORS
• Internal Risk Factors
• External Risk Factors
• Family Risk Factors
• School Risk Factors
• Community Risk Factors.
• Peer-Related Risk Factors
• INTERVENTIONS
• Positive Behavioral Support
• Academic Interventions
• Academic Curriculum
• Instructional Delivery
• Behavioral Interventions
• Behavior Enhancement Interventions
• Behavior Reduction Interventions
• Social Skills Training
• PLACEMENT OPTIONS FOR STUDENTS WITH EBD
• ALTERNATIVE EDUCATION PROGRAMS
• JUVENILE JUSTICE
• MENTAL HEALTH
• Chapter Summary
• 2 Legal Issues in Educating Students with Emotional and Behavioral Disorders
• Focus Questions
• THE INDIVIDUALS WITH DISABILITIES EDUCATION ACT
• The Purpose of IDEA
• The Major Principles of IDEA
• Zero Reject
• Protection in Evaluation
• Free Appropriate Public Education
• Related Services.
• FAPE and the IDEA Reauthorizations of 1997 and 2004.
• Least Restrictive Environment
• Individualization.
• Presumptive Right to an Integrated Education.
• Appropriateness.
• Options.
• Procedural Safeguards
• IDEA 2004 and Research-Based Practices
• Implications for Administrators and Teachers
• Understand Your Responsibilities Under IDEA
• Involve Parents in the Special Education Process in Meaningful Ways
• Understand and Implement Research-Based Practices
• Develop Educationally Meaningful and Legally Sound IEPs
• Summary of IDEA
• SECTION 504 AND THE AMERICANS WITH DISABILITIES ACT
• Discrimination Under Section 504 and the ADA
• Identifying and Evaluating Students with Disabilities Under Section
• Free Appropriate Public Education
• The Section 504 Plan
• Procedural Safeguards
• Postsecondary Education and Section 504
• Implications for Administrators and Teachers
• Train Teachers on Their Responsibilities Under Section
• Ensure That Parents Understand Their Rights Under Section
• Guard Against Instances of Discrimination Against Students with Disabilities
• Summary of Section
• DISCIPLINING STUDENTS WITH EBD
• Short-Term Disciplinary Removals
• Providing Educational Services
• Conducting FBAs and Developing BIPs
• Determining When Disciplinary Sanctions Become a Change of Placement
• Holding the Manifestation Determination
• Long-Term Disciplinary Removals
• Removal for 45 School Days
• Interim Alternative Educational Settings
• Problem Behavior and the IEP
• Behavior Reduction Procedures
• Seclusion/Isolation Time-Out
• In-School Suspension
• Implications for Administrators and Teachers
• Implement a Schoolwide Discipline System
• Include Positive Behavior Interventions and Supports in Students’ IEPs
• Document Disciplinary Actions and Referrals
• Evaluate the Effectiveness of Behavior Reduction Procedures and Disciplinary Actions
• Summary of Disciplining Students with Disabilities
• MANAGING STUDENT RECORDS
• Family Educational Rights and Privacy Act
• Records Covered by FERPA
• Parental Access Rights Under FERPA
• Confidentiality of Student Records
• Violations of FERPA
• FERPA and IDEA
• Implications for Administrators and Teachers
• Train Special Education Teachers on Confidentiality Requirements
• Ensure That Student Records Are Kept Confidential
• Keep a Personal Notes File for Information Not Included in the Educational Records
• Summary of Managing Student Records
• REPORTING SUSPECTED CHILD ABUSE AND NEGLECT
• Legal Requirements to Report Suspected Child Abuse and Neglect
• Reporting Requirements
• Immunity from Lawsuits
• Liability for Failure to Report
• Legal Action
• Implications for Administrators and Teachers
• Be Aware of the Signs of Child Abuse and Neglect
• School Districts Should Develop Policies and Provide Training on Reporting Suspected Child Abuse and Neglect
• Teachers Should Keep Thorough Records of Suspected Abuse and Neglect
• Summary of Reporting Suspected Child Abuse and Neglect
• SUPERVISING STUDENTS WITH DISABILITIES
• Tort Laws
• Intentional Torts
• Negligence Torts
• The Teacher Had a Duty to Protect Students.
• The Teacher Failed to Exercise a Reasonable Standard of Care.
• The Teacher’s Negligence Was Causally Connected to the Student’s Injury.
• The Student Was Injured by the Teacher’s Negligence.
• Implications for Administrators and Teachers
• School Districts Should Develop Policies and Provide Training on Standards of Care and Supervision
• The IEP Team Should Address Potential Safety Risks and Plan for Them When Appropriate
• School Officials Should Not Rely on Waivers
• Teachers Should Keep Thorough Records
• Summary of Teacher Liability for Student Injury and Misconduct
• ADDRESSING BULLYING OF STUDENTS WITH DISABILITIES
• Disability-Based Bullying as a Violation of Section
• Bullying as a violation of the IDEA
• Implications for Administrators and Teachers
• Develop and Implement Bullying Policies
• Report Incidences of Bullying
• Take Action to Address the Bullying or Harassment
• Chapter Summary
• 3 Assessment of Students with Emotional and Behavioral Disorders
• Focus Questions
• IDEA AND ASSESSMENT
• Referral for Special Education
• Procedural Safeguards and Assessment
• Conducting the Assessment
• Reevaluating Students in Special Education
• ASSESSING STUDENTS IN SPECIAL EDUCATION
• Achievement Tests
• Norm-Referenced Testing
• NRT Scores
• Equivalent scores.
• Percentile ranks.
• Standard scores.
• Criterion-Referenced Testing
• Assessment Accommodations
• ASSESSMENT AND INTERVENTION
• Basics of Curriculum-Based Assessment
• Curriculum-Based Measurement
• Organizing Data
• Performance Assessment
• Data Sources for Behavioral Assessment
• Rating Scales
• Observational Procedures
• Self-Report Measures
• Interview Techniques
• Situational Measures
• Defining Behavior
• The Concept of Multiple Gating
• Assessing the Instructional Environment
• Error Analysis
• ACCOUNTABILITY IN SPECIAL EDUCATION
• Chapter Summary
• 4 Applied Behavior Analysis
• Focus Questions
• HISTORY
• CHARACTERISTICS OF ABA
• PRINCIPLES OF BEHAVIOR
• Principles That Increase Behavior
• Identifying Positive and Reinforcement Negative Reinforcement
• Types of Reinforcers
• Making Reinforcement Work
• Immediacy
• Contingency
• Deprivation and Satiation
• Characteristics of the Consequence
• Schedules of Reinforcement
• Ratio schedules
• Interval schedules
• Principles That Decrease Behavior
• Extinction
• Has the Reinforcer Maintaining the Problem Behavior Been Identified?
• Can Access to Reinforcement Be Prevented?
• Does the Behavior Need to Be Stopped Immediately?
• Is the Behavior Likely to Get Worse Before It Gets Better?
• Punishment
• Positive Punishment
• Negative Punishment
• Making Punishment Work
• Immediacy
• Contingency
• Deprivation and Satiation
• Characteristics of the Punisher
• Reinforcement of Alternative Behavior
• Problems with Punishment
• Summary
• APPLYING THE PRINCIPLES OF BEHAVIOR
• DEFINING AND DESCRIBING BEHAVIOR
• Identifying the Target Behavior
• Defining the Target Behavior
• Writing Behavioral Objectives
• ASSESSING BEHAVIOR
• RECORDING SYSTEMS
• Recording Method
• Recording Instruments
• Recording Schedule
• GRAPHING DATA AND MAKING INSTRUCTIONAL DECISIONS
• Graphing Data
• Analyzing Graphed Data
• Trend
• Level
• Variability
• Making Instructional Decisions
• USING POSITIVE REINFORCEMENT TO CHANGE BEHAVIOR
• Differential Reinforcement Strategies
• How to Use Differential Reinforcement
• Specific Differential Reinforcement Procedures and Their Applications
• Differential Reinforcement of Other Behavior (DRO)
• Definition
• Application
• Example
• Differential Reinforcement of Low Rates of Responding (DRL)
• Definition
• Application
• Example
• Differential Reinforcement of Alternative Behavior (DRA)
• Definition.
• Application.
• Example.
• Differential Reinforcement and Punishment
• PROGRAMMING FOR GENERALIZATION
• Antecedent Strategies
• Train Loosely
• Train Sufficient Exemplars
• Program Common Stimuli
• Behavior Strategies
• Consequent Strategies
• Introduce to Natural Maintaining Contingencies
• Use Indiscriminable Contingencies
• Mediate Generalization
• Promoting Generalization
• Chapter Summary
• 5 Functional Behavioral Assessments, Behavior Intervention Plans, and the Collection of Data on Student Progress
• Focus Questions
• THE BASES OF FUNCTIONAL BEHAVIORAL ASSESSMENTS AND BEHAVIOR INTERVENTION PLANS
• Conceptual Basis
• Philosophical Basis
• Legal Basis
• Summary
• FUNCTIONAL BEHAVIORAL ASSESSMENT
• CONDUCTING THE FUNCTIONAL BEHAVIORAL ASSESSMENT
• Indirect Methods
• Referral Information and School Records
• Behavior Rating Scales and Checklists
• Interviews
• Summary Hypothesis Statements
• Indirect FBA Method Guidelines
• Direct Observation Methods
• Scatter Plot Assessment
• A-B-C Observation
• Experimental Methods
• Functional Analysis
• Structural Analysis
• POSITIVE BEHAVIOR SUPPORT AND BEHAVIOR INTERVENTION PLANS
• CHARACTERISTICS OF BEHAVIOR INTERVENTION PLANS
• USING THE COMPETING BEHAVIOR MODEL TO BUILD POSITIVE BEHAVIOR INTERVENTION PLANS
• Setting Event Strategies
• Antecedent Strategies
• Teaching Strategies
• Consequence Strategies
• IMPLEMENTATION FIDELITY
• DATA COLLECTION
• CRISIS MANAGEMENT
• Chapter Summary
• 6 Cognitive Behavioral Interventions
• Focus Questions
• COGNITIVE BEHAVIORAL INTERVENTIONS
• EFFECTIVENESS OF COGNITIVE BEHAVIORAL INTERVENTIONS
• PROCEDURES OF COGNITIVE BEHAVIORAL INTERVENTION
• Self-Management-Based Interventions
• Self-Monitoring
• Research on Self-Monitoring
• Teaching Self-Monitoring
• Self-Evaluation
• Research on Self-Evaluation
• Teaching Self-Evaluation
• Self-Reinforcement
• Research on Self-Reinforcement
• Teaching Self-Reinforcement
• Teaching Self-Management Skills
• Verbal Mediation–Based Interventions
• Self-Instructional Training
• Theoretical Foundations and Research Base
• Research on Self-Instructional Training and Problem Behavior
• Research on Self-Instructional Training and Academic Problems
• Teaching Self-Instruction
• Alternate Response Training
• Theoretical Foundation and Research Base
• Teaching Alternate Responses
• Problem-Solving Training
• Theoretical Foundation and Research Base
• Teaching Problem Solving
• Anger-Control Training
• Theoretical Foundation and Research Base.
• Teaching Anger Control.
• Rational Emotive Behavior Therapy
• Theoretical Foundation and Research Base
• Principles of REBT.
• Cognitive Distortions and Irrational Beliefs
• Research on REBT
• Teaching REBT
• IMPLEMENTING COGNITIVE BEHAVIORAL INTERVENTIONS
• Assessment
• Program Planning and Implementation
• Including CBIs in Students’ BIPs
• Setting Event Strategies
• Predictor Strategies
• Teaching Strategies
• Consequence Strategies
• Teaching CBIs to Students
• Generalization of Cognitive Behavioral Interventions
• Chapter Summary
• 7 Social Skills Instruction
• Focus Questions
• FORMAL SOCIAL SKILLS INSTRUCTION
• Social Skills Assessments
• Social Skills Rating Scales
• Behavioral Interviews
• Direct Observations
• Cultural and Ethnic Considerations
• Assumptions of Social Skills Instruction
• Structured Learning Approach
• Teaching of Presocial Skills
• Social Skills Strategy Instruction
• Published Social Skills Curricula
• How to Choose and Implement a Social Skills Curriculum
• INFORMAL SOCIAL SKILLS INSTRUCTION
• Social Competence and Social Skills
• Defining Social Competence
• Social Validity
• Social Tasks
• Antisocial Behaviors
• Important Social Skills in Educational Settings
• Social Competence and Students with EBD
• Challenges to the Development of Social Competence
• At-Risk Variables
• Affective Distortions
• Cognitive Distortions
• Language Disorders
• Educational Environments
• Classroom Management Encouraging Prosocial Behavior
• Classroom Organization and Structure
• Teacher–Student Relationships
• Peer Relationships and Friendship Development
• Behavior Management Techniques
• Use of a Social Task Model
• Social Situation or Context
• Social or Behavioral Intent
• Social Tasks Defined
• Social Skills or Behaviors
• Implications for Teaching Social Skills
• Social Tasks as Curriculum-of-the-Moment Opportunities
• Cooperative Learning and Social Skills
• Chapter Summary
• 8 Developing Educationally Meaningful and Legally Sound Individualized Education Programs
• Focus Questions
• LEGAL REQUIREMENTS
• Procedural Requirements
• Substantive Requirements
• PROBLEMS IN IEP DEVELOPMENT
• THE IEP PLANNING PROCESS
• Referral and Assessment
• The IEP Meeting
• IEP Team Participants
• The Student’s Parents or Guardians
• A Representative of the Local Educational Agency
• The Student’s General Education Teacher
• The Student’s Special Education Teacher
• A Person to Interpret the Instructional Implications of the Evaluation Results
• The Student, Where Appropriate
• Other Individuals at the Discretion of the Parent(s) or School
• Related Services Personnel
• Transition Services Personnel
• The IEP Document
• Contents of the IEP Document
• A Statement of the Student’s Present Level of Academic Achievement and Functional Performance
• Measurable Annual Goals
• Benchmarks or Short-Term Objectives
• How Student Progress Will Be Measured and Reported
• Statement of the Special Education and Related Services
• Statement of the Extent to Which the Student Will Not Participate with Nondisabled Children in the General Education Classroom
• Statement Regarding the Student’s Participation in the Administration of State or Districtwide Assessments of Achievement
• Projected Date for the Beginning of Services and Their Anticipated Frequency, Location, and Duration
• Statement of Needed Transition Services
• Special Considerations in IEP Development
• Placement Decisions
• IMPLEMENTING THE IEP
• REVIEWING AND REVISING THE IEP
• DEVELOPING EDUCATIONALLY MEANINGFUL AND LEGALLY SOUND IEPS
• COMPLETING THE IEP
• Chapter Summary
• Part II Classroom and Behavior Management
• 9 Classroom and Behavior Management I: Preventing Problem Behavior in the Classroom
• Focus Questions
• THE CLASSROOM MANAGEMENT PROBLEM
• PREVENTION AND CLASSROOM MANAGEMENT
• The Research of Jacob Kounin
• The Curriculum of Control
• PROACTIVE VERSUS REACTIVE CLASSROOM MANAGEMENT
• PRIMARY COMPONENTS OF A PROACTIVE CLASSROOM MANAGEMENT SYSTEM
• Teacher Behaviors and Attitudes
• Building Positive Teacher–Student Relation-ships and Maintaining a Positive Classroom Climate
• Communicating Positive Expectations
• Praising Students
• Enriching the Classroom with Incentives and Reinforcers
• Summary of Teacher Behaviors and Attitudes
• Teacher Authority and Credibility
• Establishing Credibility
• Monitoring Student Behavior
• Withitness
• Overlapping
• Modeling Self-Discipline and Self-Control
• Summary of Teacher Authority and Credibility
• Classroom Structure
• Designing the Physical Environment
• Setting Up Classroom Seating Arrangements
• Summary of Classroom Structure
• Effective Teaching
• Managing Classroom Time
• Determining the Correct Level of Difficulty
• Providing Clear Directions
• Monitoring Student Attention
• Holding Students Accountable
• Managing Classroom Lessons
• Maintaining Lesson Momentum and Smoothness
• Providing Variety and Programming to Avoid Satiation
• Summary of Effective Teaching
• DEVELOPING AND IMPLEMENTING A PROACTIVE CLASSROOM MANAGEMENT SYSTEM
• Step 1: Develop Classroom Procedures and Teach Them to Students
• Establishing Classroom Routines
• Beginning the School Day
• Keeping Early Finishers Busy
• Planning Transition Times
• Step 2: Develop Classroom Rules and Teach Them to Students
• Step 3: Monitor and Acknowledge Correct Performance of Expected Behaviors
• Step 4: Develop Clear and Consistent Procedures for Discouraging Problem Behavior
• Teaching Consequences
• Administering Consequences
• Step 5: Collect Data on the Classroom Management System
• Summary of Setting Up a Classroom Manage-ment System
• Chapter Summary
• 10 Classroom and Behavior Management II: Responding to Problem Behavior
• Focus Questions
• THE NATURE OF PROBLEM BEHAVIOR
• INEFFECTIVE RESPONDING TO PROBLEM BEHAVIOR
• Ignoring
• Nattering
• Yelling and Threatening
• Issuing Commands When a Student Is Agitated
• Engaging in Escalating Interactions with Students
• PRINCIPLES TO FOLLOW IN RESPONDING TO PROBLEM BEHAVIOR
• Principle #1: Emphasize Preventive Measures
• Develop Classroom Rules
• Minimize Student Downtime
• Plan Lessons at the Appropriate Level of Diffi-culty
• Monitor Student Behavior
• Principle #2: Modify the Learning Environment
• Principle #3: Use Pre-correction Strategies
• Principle #4: Respond Privately Rather than Publicly If Possible
• Principle #5: Respond Consistently and Fairly
• Principle #6: Use Alpha Commands
• Principle #7: Maintain a Student’s Dignity When Responding
• Principle #8: Maintain a Calm Attitude and Demeanor
• Principle #9: Develop a Game Plan for Responding to Student Problem Behavior
• Principle #10: Provide Contingent Reinforcement for Appropriate Behavior
• RESPONDING TO PROBLEM BEHAVIOR
• Responding to Minor Problem Behaviors
• Responding to Noncompliance
• Types of Noncompliance
• Variables That Affect Compliance
• Precision Requests
• Think Time
• Responding to Severe Misbehavior
• Ensure the Safety of Students and Staff
• Call or Send for Assistance
• Attempt to Defuse the Situation
• Use Physical Restraint If Absolutely Necessary
• Keep Thorough Records of the Incident
• Notify the Student’s Parents or Guardians
• DEVELOPING CRISIS MANAGEMENT PLANS
• AN ALGORITHM FOR RESPONDING TO PROBLEM BEHAVIOR
• Chapter Summary
• 11 Classroom and Behavior Management III: Intervening with Problem Behavior
• Focus Questions
• CONSIDERATIONS WHEN INTERVENING TO ADDRESS STUDENT PROBLEM BEHAVIOR
• BEHAVIOR ENHANCEMENT PRINCIPLES
• Identifying Reinforcers
• Types of Reinforcers
• BEHAVIOR ENHANCEMENT INTERVENTIONS
• Token Economies
• Advantages and Disadvantages of Token Economies
• Setting Up a Token Economy
• Summary of Token Economies
• Level Systems
• Advantages and Disadvantages of Level Systems
• Setting Up a Level System
• Summary of Level Systems
• Behavioral Contracting
• Advantages and Disadvantages of Behavioral Contracting
• Setting Up a Behavioral Contract
• Summary of Behavioral Contracting
• Group-Oriented Contingencies
• Types of Group-Oriented Contingencies
• Dependent Group-Oriented Contingencies
• Independent Group-Oriented Contingencies
• Interdependent Group-Oriented Contingencies
• Advantages and Disadvantages of Group-Oriented Contingencies
• Setting Up a Group-Oriented Contingency Sys-tem
• Summary of Group-Oriented Systems
• BEHAVIOR REDUCTION PROCEDURES
• IMPLEMENTATION GUIDELINES
• BEHAVIOR REDUCTION INTERVENTIONS
• Response Cost
• Advantages and Disadvantages of Response Cost
• Setting Up a Response-Cost System
• Summary of Response Cost
• Time-Out
• Advantages and Disadvantages of Time-Out
• Setting Up a Time-Out System
• Summary of Time-Out
• Overcorrection
• Advantages and Disadvantages of Over-correction
• Setting Up an Overcorrection System
• Summary of Overcorrection
• ADMINISTRATIVE AND LEGAL GUIDELINES WHEN USING BEHAVIOR REDUCTION INTERVENTIONS
• Chapter Summary
• Part III Teaching Students with EBD
• 12 Teaching Students with EBD I: Effective Teaching
• Focus Questions
• DO TEACHERS OF STUDENTS WITH EBD USE EFFECTIVE INSTRUCTIONAL STRATEGIES?
• PRINCIPLES OF EFFECTIVE INSTRUCTION
• Principle #1: Maximize Academic Engaged Time
• Increasing Academic Engaged Time
• Preteach Content
• Plan Lessons That Maximize Academic Engagement
• Use Time Efficiently
• Improve Classroom Management Skills
• Reinforce Students for Increasing Academic Engaged Time
• Monitoring Rates of Student Academic Engaged Time
• Principle #2: Ensure High Rates of Correct Academic Responding
• Increasing Correct Academic Responding
• Increase Opportunities to Respond
• Ensure That Students’ Responses are Correct
• Monitoring Rates of Student Correct Academic Responding
• Principle #3: Maximize the Amount of Content Covered
• Increasing Content Coverage
• Monitoring Content Coverage
• Principle #4: Match Assignments to Student Ability
• Completing a Task Analysis
• Assessing Student Abilities
• Principle #5: Teach Academic Content Explicitly
• Using Teaching Functions
• Teaching Function #1: Daily Review
• Teaching Function #2: Presentation
• Advance Organizers
• Brisk Pacing
• Clarity
• Demonstration
• Enthusiasm
• Feedback
• Teaching Function #3: Guided Practice
• Teaching Function #4: Corrective Feedback
• Teaching Function #5: Independent Practice
• Teaching Function #6: Weekly and Monthly Reviews
• Teaching Functions and the Missouri Mathematics Effectiveness Project
• Principle #6: Scaffold Student Instruction
• Using Scaffolds in Instruction
• Principle #7: Use Direct Instruction
• Principle #8: Monitor Student Progress
• MAINTAINING EFFECTIVENESS
• Keep Up with Peer-Reviewed Research
• Read the Professional Literature
• Join a Professional Organization
• Participate in Professional Development Opportunities
• Self-Evaluate
• Chapter Summary
• 13 Teaching Students with EBD II: Evidence-Based Instructional Procedures
• Focus Questions
• TEACHING READING
• Components of Effective Reading Instruction
• Phonemic Awareness
• Phonics
• Fluency
• Vocabulary
• Comprehension
• Teaching Procedures
• Direct Reading Instruction
• Critical Features of Direct Reading Instruction
• Monitoring Progress in Direct Instruction Programs
• Peer-Assisted Learning Strategies (PALS)
• Summary
• TEACHING WRITING
• Models for Teaching Written Expression
• Product Approach
• Process Approach
• Skills Approach
• Teaching Procedures
• Avoid Instructional Practices That Do Not Improve Students’ Writing Performance
• Allocate Time for Writing Instruction
• Create an Atmosphere Conducive to Writing
• Teach Writing Directly
• Summary
• TEACHING MATHEMATICS
• Teaching Mathematics to Students with EBD
• Classroom Scenario 1
• Designing an Effective Math Lesson
• General Review of Research on Effective Instruction
• Math-Specific Instructional Components
• Basic Fact Fluency
• Mathematics Vocabulary
• Recode the New Vocabulary Term
• Relate Keywords to Symbols
• Retrieve New Definitions
• Classroom Scenario 2
• Considering New Instructional Practices in Mathematics
• Student-Directed Strategies
• Classroom Scenario 3
• Teacher-Directed Strategies
• Peer-Mediated Interventions
• Computer-Assisted Instruction
• Summary
• TEACHING STUDY SKILLS
• Listening Skills
• Test-Taking Skills
• Reference and Research Skills
• Thinking Skills
• Memory Skills
• Note-Taking Skills
• Summary
• Chapter Summary
• 14 Teaching Students with EBD III: Planning Instruction and Collecting Data to Monitor Student Progress
• Focus Questions
• THE NATURE OF INSTRUCTIONAL PLANNING
• PLANNING WHAT TO TEACH
• Using IEP Goals to Guide Instruction
• Using Assessment to Guide Instruction
• Using State Standards to Guide Instruction
• States and the Common Core Standards
• PLANNING HOW TO TEACH
• USING THE SYSTEMATIC TEACHING AND RECORDING TACTIC
• Developing Long-Range Plans
• Writing Daily Lesson Plans
• Instructional Objectives
• Characteristics of an Instructional Objective
• Components of an Instructional Objective
• Instructional Activities
• Materials and Time
• Evaluation
• MONITORING STUDENT PROGRESS
• What Is Progress Monitoring?
• Characteristics of Progress Monitoring Measures
• Progress Monitoring Measures for Reading
• Developing, Administering, and Scoring Reading Probes
• Select the Reading Passages
• Develop the Reading Probes
• Administer the Reading Probes
• Score the Reading Probes
• Progress Monitoring for Written Expression
• Developing, Administering, and Scoring Written  Expression  Probes
• Develop a Set of Story Starters
• Administer the Written Expression Probes
• Score the Written Expression Probes
• Progress Monitoring for Math Computation
• Developing, Administering, and Scoring Mathematics  Probes
• Develop the Computation Probes
• Administer the Computation Probes
• Score the Computation Probes
• Implementing Progress Monitoring
• Distributed and Intermittent Progress Monitoring for Assessing Reading
• MODIFYING INSTRUCTION USING START
• Chapter Summary
• Appendix Psychopharmacological Medications1
• References
• Name Index
• Subject Index