Classroom Behavior, Contexts, and Interventions von Bryan G. Cook: Brand New (2012)

Beschreibung

New. US edition. Expediting shipping for all USA and Europe orders excluding PO Box. Excellent Customer Service.

Bestandsnummer des Verk�ufers ABEJUNE24-227777

Verk�ufer kontaktieren

Diesen Artikel melden

Bibliografische Details

Titel: Classroom Behavior, Contexts, and Interventions
Verlag: Emerald Publishing Limited
Erscheinungsjahr: 2012
Sprache: Englisch
ISBN-10: 1780529724
ISBN-13: 9781780529721
Einband: Hardcover
Zustand: Brand New

�ber diesen Titel

Inhaltsangabe

The focus of this volume is to identify and review issues and outcomes associated with behavioral concerns of students with learning and behavioral disabilities. Students must navigate a number of environmental conditions, task demands, and social interactions with peers and adults throughout the school day. To be successful, they must employ a variety of learning and self-regulatory strategies, as well as meet teachers' expectations in the classroom. Students with learning and behavioral disabilities are more likely to fail in navigating the school day than nondisabled peers. Their failure is often associated with difficulties in some aspect of behavior. In this volume, internationally prominent scholars address contemporary topics such as grade retention, bullying and Harassment, response-to-intervention and universal systems in relation to how students with learning and behavioral disabilities are affected by them. Additionally, the scholars describe and discuss future directions for treatments such as social skills instruction, cognitive-behavioral prevention, social emotional learning programs, and self-monitoring. The volume is intended to be of interest to clinicians, teachers, researchers, graduate students, and others who work with students with learning and behavioral disabilities.

Rese�a del editor

The focus of this volume is to identify and review issues and outcomes associated with behavioral concerns of students with learning and behavioral disabilities. Students must navigate a number of environmental conditions, task demands, and social interactions with peers and adults throughout the school day. To be successful, they must employ a variety of learning and self-regulatory strategies, as well as meet teachers' expectations in the classroom. Students with learning and behavioral disabilities are more likely to fail in navigating the school day than nondisabled peers. Their failure is often associated with difficulties in some aspect of behavior. In this volume, internationally prominent scholars address contemporary topics such as grade retention, bullying and Harassment, response-to-intervention and universal systems in relation to how students with learning and behavioral disabilities are affected by them. Additionally, the scholars describe and discuss future directions for treatments such as social skills instruction, cognitive-behavioral prevention, social emotional learning programs, and self-monitoring. The volume is intended to be of interest to clinicians, teachers, researchers, graduate students, and others who work with students with learning and behavioral disabilities.

��ber diesen Titel� kann sich auf eine andere Ausgabe dieses Titels beziehen.