Academic and Behavior Supports for At-Risk Students: Tier 2 Interventions (Guilford Practical Intervention in the Schools Series) - Softcover

Stormont, Melissa; Reinke, Wendy M.; Herman, Keith C.

Softcover

ISBN 10: 1462503047 ISBN 13: 9781462503049

Verlag: GUILFORD PUBN, 2012

Inhaltsangabe

This user-friendly volume provides evidence-based tools for meeting the needs of the approximately 15% of K to 6 students who would benefit from more support than is universally offered to all students but do not require intensive, individualized intervention. With a unique focus on small-group interventions for both academic and behavioral difficulties, the book addresses externalizing behavior, internalizing behavior, reading, and mathematics. Step-by-step guidelines are presented for screening, selecting interventions, and progress monitoring. Ways to involve families and ensure that practices are culturally responsive are described. In a convenient large-size format, the book includes more than 20 reproducible handouts and forms.

This book is in The Guilford Practical Intervention in the Schools Series, edited by Sandra M. Chafouleas.

Über diesen Titel

Über die Autorinnen und Autoren

Melissa Stormont, PhD, is Associate Professor in the Department of Special Education at the University of Missouri. Dr. Stormont has published more than 60 articles, books, and book chapters related to the educational and social needs of young children who are vulnerable for failure in school, including children with behavior problems, children with attention-deficit/hyperactivity disorder, and children who are homeless. She spent 3 years as a preschool teacher and has conducted extensive field research in Head Start and early childhood settings.

 

Wendy M. Reinke, PhD, is Assistant Professor in the Department of Educational, School and Counseling Psychology at the University of Missouri. Dr. Reinke is the Founder and Co-Director of the Missouri Prevention Center and Co-Investigator for the Johns Hopkins Center for Prevention and Early Intervention. She has published extensively on supporting teachers with classroom management and on prevention and early intervention of disruptive behavior problems in children, and has trained hundreds of school-based coaches around the country to deliver her teacher consultation model.

 

Keith C. Herman, PhD, is Associate Professor in the Department of Educational, School and Counseling Psychology at the University of Missouri and Co-Director of the Missouri Prevention Center. In addition to his training in counseling psychology, Dr. Herman completed respecialization training in school psychology at the University of Oregon. He presents nationally and has published over 60 peer-reviewed articles and book chapters. Much of his work focuses on the prevention and early intervention of internalizing disorders and on working with teachers and families to promote effective environments for children.

 

Erica S. Lembke, PhD, is Associate Professor in the Department of Special Education at the University of Missouri, a trainer for the National Center on Response to Intervention, and Vice-President on the national board of the Division for Learning Disabilities of the Council for Exceptional Children (CEC). Dr. Lembke currently serves as the state of Missouri and University of Missouri student advisor for the Student Council for Exceptional Children and received the Susan Phillips Gorin Award for advising from the CEC. Her research and publications focus on the design and implementation of curriculum-based measures in elementary and secondary grades and the development of strategies to improve elementary students’ academic performance.

 

Melissa Stormont, PhD, is Associate Professor in the Department of Special Education at the University of Missouri. Dr. Stormont has published more than 60 articles, books, and book chapters related to the educational and social needs of young children who are vulnerable for failure in school, including children with behavior problems, children with attention-deficit/hyperactivity disorder, and children who are homeless. She spent 3 years as a preschool teacher and has conducted extensive field research in Head Start and early childhood settings.

 

Wendy M. Reinke, PhD, is Assistant Professor in the Department of Educational, School and Counseling Psychology at the University of Missouri. Dr. Reinke is the Founder and Co-Director of the Missouri Prevention Center and Co-Investigator for the Johns Hopkins Center for Prevention and Early Intervention. She has published extensively on supporting teachers with classroom management and on prevention and early intervention of disruptive behavior problems in children, and has trained hundreds of school-based coaches around the country to deliver her teacher consultation model.

 

Keith C. Herman, PhD, is Associate Professor in the Department of Educational, School and Counseling Psychology at the University of Missouri and Co-Director of the Missouri Prevention Center. In addition to his training in counseling psychology, Dr. Herman completed respecialization training in school psychology at the University of Oregon. He presents nationally and has published over 60 peer-reviewed articles and book chapters. Much of his work focuses on the prevention and early intervention of internalizing disorders and on working with teachers and families to promote effective environments for children.

 

Erica S. Lembke, PhD, is Associate Professor in the Department of Special Education at the University of Missouri, a trainer for the National Center on Response to Intervention, and Vice-President on the national board of the Division for Learning Disabilities of the Council for Exceptional Children (CEC). Dr. Lembke currently serves as the state of Missouri and University of Missouri student advisor for the Student Council for Exceptional Children and received the Susan Phillips Gorin Award for advising from the CEC. Her research and publications focus on the design and implementation of curriculum-based measures in elementary and secondary grades and the development of strategies to improve elementary students&; academic performance.

 

Details zur Ausgabe

• Verlag: GUILFORD PUBN
• Erscheinungsdatum: 2012
• Sprache: Englisch
• ISBN 10: 1462503047
• ISBN 13: 9781462503049
• Einband: Taschenbuch
• Anzahl der Seiten: 222
• Kontakt zum Hersteller: Taylor & Francis; https://taylorandfrancis.com/knowledge/; ; 6000 BROKEN SOUND PARKWAY, NW SUITE 300; BOCA RATON; FL; 22487; USA
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