Instructional Methods for Secondary Students with Learning and Behavior Problems
4th Edition
Published on 19. September 2006
Book
Paperback/Softback
432 pages
978-0-205-44236-2 (ISBN)
Description
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 Problems continues 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.
Instructional Methods for Adolescents with Learning and Behavior Problems continues 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.
More details
Edition
4th edition
Language
English
Place of publication
United States
Publishing group
Pearson Education (US)
Target group
Professional and scholarly
Dimensions
Height: 235 mm
Width: 178 mm
Weight
670 gr
ISBN-13
978-0-205-44236-2 (9780205442362)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Classification
Other editions
Previous edition
Patrick J. Schloss | Maureen A. Smith | Cynthia N. Schloss
Instructional Methods for Secondary Students with Learning and Behavior Problems
Book
04/2001
3rd Edition
Pearson
€79.41
Article exhausted; check for reprint
Content
Each chapter concludes with "Summary" and "References."
Preface.
I. EDUCATIONAL PERSPECTIVES IN SECONDARY SPECIAL EDUCATION.
1. Foundations of Secondary Special Education.
Legislative Foundations
No Child Left Behind (NCLB)
Special Education
Vocational Education
Implications of NCLB, and Special and Vocational Education Legislation
A Transition Perspective
Identifying Goals and Objectives
Transfer of Training
Articulation of Services
The Goals of Secondary Special Education
Factors Influencing the Development of Secondary Special Education Programs
Attitude toward Secondary Special Education
Structure of Regular Secondary Education
Curricular Emphasis
Teacher Preparation Programs
Insufficient Database
Lack of Appropriate Materials
2. Postsecondary Service Options.
Postsecondary Educational Programs
Two-Year Colleges
Four-Year Colleges and Universities
Postsecondary Technical Programs
Business and Industry
Vocational Rehabilitation
Sheltered Rehabilitation Centers
Supported Employment Services
Postsecondary Service Selection
3. Challenges of Adolescence.
Anjali Misra & Susasn Mary Paige
Juvenile Delinquency
Incidence
Causes
Intervention Needs
Teacher Responsibilities
Dropouts
Incidence
Causes
Intervention Needs
Teacher Responsibilities
Substance Abuse
Incidence
Causes
Intervention Needs
Teacher Responsibilities
Depression
Incidence
Causes
Intervention Needs
Teacher Responsibilities
Suicide
Incidence
Causes
Intervention Needs
Teacher Responsibilities
Sexually Transmitted Diseases
Incidence
Causes
Intervention Needs
Teacher Responsibilities
Teenage Pregnancy
Incidence
Causes
Intervention Needs
Teacher Responsibilities
II. GENERAL INSTRUCTIONAL APPROACHES.
4. Instructional Methods for Secondary Learners with Disabilities.
Learning Standards and the General Education Curriculum Direct Instruction
Direct-Instruction Curriculum Design
The Sequence of Direct-Instruction Activities
Identify Learner Characteristics
Establish Goals
Identify Objectives
Design Instruction
Implement Instruction
Evaluate Mastery of the Objectives
Determine Whether the Goals Have Been Achieved
Learning Strategies
Characteristics of a Learning Strategy
Teaching a Learning Strategy
Constructivism
Grading
5. Assessment for Placement and Instruction.
Norm-Referenced Testing
Characteristics
Placement and Summative Evaluations
Statewide Assessment and Alternative/Accommodative
Strategies
Curriculum-Based Assessment
Formative Evaluation
Diagnostic Evaluation
Selection of Curriculum-Based Instruments
Developing Paper-and-Pencil Tests
Step 1: Develop the Performance Objective
Step 2: Enumerate Subskills
Step 3: Describe the Question-and-Answer Format
Step 4: Prepare Instructions for the Test
Step 5: Prepare Test Items
Step 6: Establish Scoring Procedures
Observation Procedures
Selection of Monitoring Procedures
Observation Methods
Interobserver Agreement
Graphing Observational Data
Interpreting Graphs
Mean
Level
Trend
Latency
Portfolio-Based Assessment
Portfolio Content
Evaluation of Entries
6. Managing the Learning Environment.
Antecedent Control
Physical Arrangement
Rules
Routine Classroom Procedures
Student Schedules
Time Management
Systematic Instruction
Functional, Age-Appropriate Activities and Materials
Rate of Success
Teacher-Student Interactions
Interaction with Nondisabled Peers
Modeling
Review of the Educational Program
Related Personal Characteristics
Academic Success
Social Skills
Emotional Learning
Consequence Control
Positive Reinforcers
Extinction
Punishment
Group Contingencies
Self-Management
Schoolwide Systems
Detention
In-School Suspension
Out-of-School Suspension and Expulsion
Functional Behavior Assessment
7. Collaboration and the Role of the Consultant Teacher.
Maureen A. Schloss & Raquel J. Schmidt
The Consultant Teacher
Principles of Successful Collaboration
Advantages of Consulting
Developing a Consultant Teacher Program
Characteristics of the Consultant Teacher
Gaining Acceptance
Responsibilities of Consultants
Barriers to Successful Collaboration
Resource Rooms
Defining the Resource Room
Advantages of Resource Room Placement
Staffing the Resource Room
Responsibilities of Teachers in Resource Rooms
III. INSTRUCTION IN BASIC AND FUNCTIONAL SKILLS.
8. Listening and Speaking.
Daniel C. Tullos
Listening
Speech
Language
Phonology/Articulation
Morphology
Semantics
Syntax
Pragmatics
Assessment of Listening Skills
Assessment of Speaking Skills
Form
Content/Semantics
Use/Pragmatics
Strategies to Improve Listening Skills
Following Directions
Remembering What Is Heard
Taking Notes
Organizing Material
Effective Questioning
Strategies to Improve Spoken-Language Skills
Phonology/Articulation
Morphology and Semantics
Syntax
Pragmatics
Bidialectism
Bilingualism
9. Written Language.
Stephen Isaacson
A Writing Curriculum for Students with Learning Problems
Assessing the Process
Teaching the Process
Using Word Processors to Write
Writing as a Successful Product
Fluency
Content
Conventions
Syntax
Vocabulary
Writing for Different Purposes
Answering Chapter Questions
Writing Reports
Writing for Future Vocations
10. Reading Instruction.
Debi Gartland
Reading Abilities of Adolescents with Disabilities
Assessing Reading Ability
Formal Reading Assessment
Informal Reading Assessment
The Informal Reading Inventory
Oral Reading Error Analysis
The Cloze Procedure
Developmentally Based Reading Objectives
Reading Objectives Based on Community Demands
General Principles of Reading Instruction
Classroom-Based Reading Instruction
Vocabulary Instruction
Fluency Instruction
Comprehension Instruction
Study Skills Instruction
Textbook Instruction
Reading Instruction in Simulation and Community Settings
11. Mathematics Instruction.
David Majsterek, Rich Wilson & Eric D. Jones
Principles of Effective Secondary Math Instruction
Process of Effective Transition-Oriented Math Instruction
Step 1: Assessing Instructional Demands
Step 2: Planning Specific Instruction
Step 3: Implementing Math Instruction
Step 4: Measuring Program Success
12. Vocational Instruction.
Transiton
Self-Determination
Assessing Interests and Skills
Vocational Aptitude Tests
Curriculum-Based Vocational Assessment
Person-Centered Planning
Career Awareness Process
Vocational Objectives
Functional Curriculum
Basic Skills
Specific Goal Selection
General Principles of Vocational Instruction
13. Leisure Education for Positive Leisure Life-Styles.
Phyllis Jones, Diane Lea Ryndak, Barbara P. Sirvis & Debbie S. Alcouloumre
Concepts of Leisure and Leisure Education
Leisure Opportunities
Mechanisms for Developing Leisure Opportunities
Identifying Appropriate Leisure Options
Inventories
Prioritizing Leisure Options from Inventories
Cross-Curriculum Instructional Content Addressed through Leisure Education
14. Social Skill Instruction.
Definition of Social Skills
Establishing Objectives
Social Validation of Goals and Objectives
Assessing Social Competence
Self-Reports
Self-Monitoring
Reports and Ratings by Others
Direct Observation
Commercial Instruments
General Principles of Social Skill Instruction
Social Reinforcement
Modeling
Behavior Rehearsal
Feedback
Homework
Promoting Generalization and Maintenance
Additional Instructional Considerations
15. Teaching in the Content Areas.
Science Education
The Science Standards
Approaches to Teaching Science
Social Studies Education
Social Studies Goals and Curriculum
Approaches to Teaching Social Studies
Content Enhancements
Advanced Organizers
Graphic Organizers
Study Guides
Mnemonic Devices
Guided Notes
Audio Recordings
Peer-Mediated Strategies
Author Index.
Subject Index.
Preface.
I. EDUCATIONAL PERSPECTIVES IN SECONDARY SPECIAL EDUCATION.
1. Foundations of Secondary Special Education.
Legislative Foundations
No Child Left Behind (NCLB)
Special Education
Vocational Education
Implications of NCLB, and Special and Vocational Education Legislation
A Transition Perspective
Identifying Goals and Objectives
Transfer of Training
Articulation of Services
The Goals of Secondary Special Education
Factors Influencing the Development of Secondary Special Education Programs
Attitude toward Secondary Special Education
Structure of Regular Secondary Education
Curricular Emphasis
Teacher Preparation Programs
Insufficient Database
Lack of Appropriate Materials
2. Postsecondary Service Options.
Postsecondary Educational Programs
Two-Year Colleges
Four-Year Colleges and Universities
Postsecondary Technical Programs
Business and Industry
Vocational Rehabilitation
Sheltered Rehabilitation Centers
Supported Employment Services
Postsecondary Service Selection
3. Challenges of Adolescence.
Anjali Misra & Susasn Mary Paige
Juvenile Delinquency
Incidence
Causes
Intervention Needs
Teacher Responsibilities
Dropouts
Incidence
Causes
Intervention Needs
Teacher Responsibilities
Substance Abuse
Incidence
Causes
Intervention Needs
Teacher Responsibilities
Depression
Incidence
Causes
Intervention Needs
Teacher Responsibilities
Suicide
Incidence
Causes
Intervention Needs
Teacher Responsibilities
Sexually Transmitted Diseases
Incidence
Causes
Intervention Needs
Teacher Responsibilities
Teenage Pregnancy
Incidence
Causes
Intervention Needs
Teacher Responsibilities
II. GENERAL INSTRUCTIONAL APPROACHES.
4. Instructional Methods for Secondary Learners with Disabilities.
Learning Standards and the General Education Curriculum Direct Instruction
Direct-Instruction Curriculum Design
The Sequence of Direct-Instruction Activities
Identify Learner Characteristics
Establish Goals
Identify Objectives
Design Instruction
Implement Instruction
Evaluate Mastery of the Objectives
Determine Whether the Goals Have Been Achieved
Learning Strategies
Characteristics of a Learning Strategy
Teaching a Learning Strategy
Constructivism
Grading
5. Assessment for Placement and Instruction.
Norm-Referenced Testing
Characteristics
Placement and Summative Evaluations
Statewide Assessment and Alternative/Accommodative
Strategies
Curriculum-Based Assessment
Formative Evaluation
Diagnostic Evaluation
Selection of Curriculum-Based Instruments
Developing Paper-and-Pencil Tests
Step 1: Develop the Performance Objective
Step 2: Enumerate Subskills
Step 3: Describe the Question-and-Answer Format
Step 4: Prepare Instructions for the Test
Step 5: Prepare Test Items
Step 6: Establish Scoring Procedures
Observation Procedures
Selection of Monitoring Procedures
Observation Methods
Interobserver Agreement
Graphing Observational Data
Interpreting Graphs
Mean
Level
Trend
Latency
Portfolio-Based Assessment
Portfolio Content
Evaluation of Entries
6. Managing the Learning Environment.
Antecedent Control
Physical Arrangement
Rules
Routine Classroom Procedures
Student Schedules
Time Management
Systematic Instruction
Functional, Age-Appropriate Activities and Materials
Rate of Success
Teacher-Student Interactions
Interaction with Nondisabled Peers
Modeling
Review of the Educational Program
Related Personal Characteristics
Academic Success
Social Skills
Emotional Learning
Consequence Control
Positive Reinforcers
Extinction
Punishment
Group Contingencies
Self-Management
Schoolwide Systems
Detention
In-School Suspension
Out-of-School Suspension and Expulsion
Functional Behavior Assessment
7. Collaboration and the Role of the Consultant Teacher.
Maureen A. Schloss & Raquel J. Schmidt
The Consultant Teacher
Principles of Successful Collaboration
Advantages of Consulting
Developing a Consultant Teacher Program
Characteristics of the Consultant Teacher
Gaining Acceptance
Responsibilities of Consultants
Barriers to Successful Collaboration
Resource Rooms
Defining the Resource Room
Advantages of Resource Room Placement
Staffing the Resource Room
Responsibilities of Teachers in Resource Rooms
III. INSTRUCTION IN BASIC AND FUNCTIONAL SKILLS.
8. Listening and Speaking.
Daniel C. Tullos
Listening
Speech
Language
Phonology/Articulation
Morphology
Semantics
Syntax
Pragmatics
Assessment of Listening Skills
Assessment of Speaking Skills
Form
Content/Semantics
Use/Pragmatics
Strategies to Improve Listening Skills
Following Directions
Remembering What Is Heard
Taking Notes
Organizing Material
Effective Questioning
Strategies to Improve Spoken-Language Skills
Phonology/Articulation
Morphology and Semantics
Syntax
Pragmatics
Bidialectism
Bilingualism
9. Written Language.
Stephen Isaacson
A Writing Curriculum for Students with Learning Problems
Assessing the Process
Teaching the Process
Using Word Processors to Write
Writing as a Successful Product
Fluency
Content
Conventions
Syntax
Vocabulary
Writing for Different Purposes
Answering Chapter Questions
Writing Reports
Writing for Future Vocations
10. Reading Instruction.
Debi Gartland
Reading Abilities of Adolescents with Disabilities
Assessing Reading Ability
Formal Reading Assessment
Informal Reading Assessment
The Informal Reading Inventory
Oral Reading Error Analysis
The Cloze Procedure
Developmentally Based Reading Objectives
Reading Objectives Based on Community Demands
General Principles of Reading Instruction
Classroom-Based Reading Instruction
Vocabulary Instruction
Fluency Instruction
Comprehension Instruction
Study Skills Instruction
Textbook Instruction
Reading Instruction in Simulation and Community Settings
11. Mathematics Instruction.
David Majsterek, Rich Wilson & Eric D. Jones
Principles of Effective Secondary Math Instruction
Process of Effective Transition-Oriented Math Instruction
Step 1: Assessing Instructional Demands
Step 2: Planning Specific Instruction
Step 3: Implementing Math Instruction
Step 4: Measuring Program Success
12. Vocational Instruction.
Transiton
Self-Determination
Assessing Interests and Skills
Vocational Aptitude Tests
Curriculum-Based Vocational Assessment
Person-Centered Planning
Career Awareness Process
Vocational Objectives
Functional Curriculum
Basic Skills
Specific Goal Selection
General Principles of Vocational Instruction
13. Leisure Education for Positive Leisure Life-Styles.
Phyllis Jones, Diane Lea Ryndak, Barbara P. Sirvis & Debbie S. Alcouloumre
Concepts of Leisure and Leisure Education
Leisure Opportunities
Mechanisms for Developing Leisure Opportunities
Identifying Appropriate Leisure Options
Inventories
Prioritizing Leisure Options from Inventories
Cross-Curriculum Instructional Content Addressed through Leisure Education
14. Social Skill Instruction.
Definition of Social Skills
Establishing Objectives
Social Validation of Goals and Objectives
Assessing Social Competence
Self-Reports
Self-Monitoring
Reports and Ratings by Others
Direct Observation
Commercial Instruments
General Principles of Social Skill Instruction
Social Reinforcement
Modeling
Behavior Rehearsal
Feedback
Homework
Promoting Generalization and Maintenance
Additional Instructional Considerations
15. Teaching in the Content Areas.
Science Education
The Science Standards
Approaches to Teaching Science
Social Studies Education
Social Studies Goals and Curriculum
Approaches to Teaching Social Studies
Content Enhancements
Advanced Organizers
Graphic Organizers
Study Guides
Mnemonic Devices
Guided Notes
Audio Recordings
Peer-Mediated Strategies
Author Index.
Subject Index.