Promoting Social Skills in the Inclusive Classroom

Aaron B T Perzigian

ISBN 10: 1462511481 / ISBN 13: 9781462511488

Edité par Guilford Publications Okt 2013, 2013

A propos de cet article

Neuware - This indispensable book presents evidence-based tools and strategies for improving the social skills of all members of the inclusive classroom (K-6), especially students experiencing difficulties in this area. The authors explain why social competence is critical to school success and describe interventions, curricula, and instructional approaches that have been shown to be effective at the schoolwide, classroom, and individual levels. Procedures for conducting assessments and developing individualized intervention plans are detailed. Reproducible forms can be downloaded and printed in a convenient 8 1/2' x 11' size.

N° de réf. du vendeur 9781462511488

Détails bibliographiques

• Titre: Promoting Social Skills in the Inclusive Classroom
• Éditeur: Guilford Publications Okt 2013
• Date de parution: 2013
• Langue: anglais
• ISBN à 10 chiffres: 1462511481
• ISBN à 13 chiffres: 9781462511488
• Reliure: Taschenbuch
• État de l'article: Neu
• Dimensions: 255 L x 178 H x 13 P (en millimètres) 255 millimètres de largeur par 178 millimètres de hauteur par 13 millimètres de profondeur
• Poids: 367 grammes

A propos de ce titre

Synopsis

This indispensable book presents evidence-based tools and strategies for improving the social skills of all members of the inclusive classroom (K-6), especially students experiencing difficulties in this area. The authors explain why social competence is critical to school success and describe interventions, curricula, and instructional approaches that have been shown to be effective at the schoolwide, classroom, and individual levels. Procedures for conducting assessments and developing individualized intervention plans are detailed. Reproducible forms can be downloaded and printed in a convenient 8 1/2" x 11" size.

À propos de l'auteur

Kimber L. Wilkerson, PhD, is Professor of Special Education and Chair of the Department of Rehabilitation Psychology and Special Education at the University of Wisconsin-Madison. Before earning her doctorate, Dr. Wilkerson was a special educator in a day treatment program for students with emotional and behavioral disorders and cotaught in an inclusive elementary school program. She has published and presented on topics such as providing instruction to students in alternative settings and combining academic with social skills instruction--particularly in the area of reading. She also has experience providing both inservice and preservice instruction to increase the capacity of teachers to meet the academic and social skills needs of students with learning and behavioral disorders.

Aaron B. T. Perzigian, MS, is a full-time graduate student pursuing his doctorate in the Department of Rehabilitation Psychology and Special Education at the University of Wisconsin-Madison. Mr. Perzigian is licensed to teach middle and high school English. Prior to graduate school, he worked as an English teacher and cross-categorical special educator in a residential treatment setting. His research interests include alternative education, dropout prevention, and social competence development for children and adolescents with disabilities.

Jill K. Schurr, PhD, is Professor of Psychology at Austin College in Sherman, Texas. Dr. Schurr has developed partnerships with local schools and psychological clinics to promote the increased implementation of positive behavioral interventions and supports (PBIS) programs and availability of applied behavior analysis services in the community. Before earning her doctorate, she was a middle school teacher at an alternative school and worked as a research assistant on the Multimodal Treatment of ADHD study sponsored by the National Institute of Mental Health, providing interventions for children with attention-deficit/hyperactivity disorder. Dr. Schurr has published and presented on topics such as academic learning time, using a PBIS model to improve outcomes for students with emotional and behavioral disorders, and professional development to increase teachers' use of behavior strategies in the classroom.