Straightforward, practical, and user friendly, this unique guide addresses an essential component of decision making in schools. The authors show how systematic screenings of behavior—used in conjunction with academic data—can enhance teachers’ ability to teach and support all students within a response-to-intervention framework. Chapters review reliable, valid screening measures for all grade levels, discuss their strengths and weaknesses, and explain how to administer, score, and interpret them. Practitioners get helpful guidance for evaluating their school’s needs and resources and making sound choices about which tools to adopt.
Mục lục
1. Systematic Screenings of Behavior to Support Instruction: An Overview2. Systematic Screening for Behavior Disorders3. Early Screening Project: A Proven Child Find Process4. Student Risk Screening Scale5. Strengths and Difficulties Questionnaire6. BASC-2 Behavior and Emotional Screening System7. Social Skills Improvement System: Performance Screening Guide 8. Getting Started: A Few Concluding Thoughts to Guide the Decision-Making Process
Giới thiệu về tác giả
Kathleen Lynne Lane, Ph D, is Professor in the Department of Special Education at the University of Kansas. A former classroom teacher of general and special education students, she conducts research on school-based interventions (academic and behavioral) with students at risk for emotional and behavioral disorders. She has designed, implemented, and evaluated multilevel prevention models in elementary, middle, and high school settings. Dr. Lane is coeditor of Remedial and Special Education, an associate editor of Journal of Positive Behavior Interventions and Education and Treatment of Children, and serves on several editorial boards. She has published several books and more than 100 refereed journal articles. Holly Mariah Menzies, Ph D, is Associate Professor in the Charter College of Education at California State University, Los Angeles, and the program coordinator in mild–moderate disabilities in the Division of Special Education and Counseling. She worked as both a general educator and special educator for over 10 years. Dr. Menzies has provided staff development in the areas of assessment, language arts, and schoolwide positive behavior support. Her scholarly interests focus on inclusive education and school-based interventions. She serves on the editorial board of Learning Disabilities Research and Practice and is an associate editor of Remedial and Special Education. Wendy Peia Oakes, Ph D, is Research Associate in the Department of Special Education at Peabody College of Vanderbilt University. She has over 10 years of special education teaching experience. Dr. Oakes’s research interests focus on the early identification of and support for students with behavioral and academic needs, early development of reading, preservice teacher education, and inservice teacher and administrator professional development. She is the project manager of Project Support and Include, providing professional development and technical assistance to schools in designing, implementing, and evaluating three-tiered models of prevention with a focus on inclusive practices. Dr. Oakes serves on the editorial board of Remedial and Special Education. Jemma Robertson Kalberg, MEd, BCBA, was most recently a consultant at the Seneca Center in San Leandro, California. She has conducted research on supporting students who are at risk for and identified with emotional and behavioral disorders, and has been involved in designing, implementing, and evaluating schoolwide positive behavior support plans with academic, behavioral, and social components. In the context of schoolwide positive behavioral support, Ms. Kalberg has focused her efforts on using schoolwide screeners to identify students who were nonresponsive to the primary prevention model.
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