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Handbook of Special Education Research, Volume II: Research-Based Practices and Intervention Innovations [Kietas viršelis]

Edited by , Edited by , Edited by , Edited by (University of Kansas, USA)
  • Formatas: Hardback, 298 pages, aukštis x plotis: 254x178 mm, weight: 453 g, 16 Tables, black and white; 14 Line drawings, black and white; 14 Illustrations, black and white
  • Išleidimo metai: 25-Apr-2022
  • Leidėjas: Routledge
  • ISBN-10: 0367742713
  • ISBN-13: 9780367742713
Kitos knygos pagal šią temą:
Handbook of Special Education Research, Volume II: Research-Based Practices and Intervention InnovationsDidesnis paveikslėlis
  • Formatas: Hardback, 298 pages, aukštis x plotis: 254x178 mm, weight: 453 g, 16 Tables, black and white; 14 Line drawings, black and white; 14 Illustrations, black and white
  • Išleidimo metai: 25-Apr-2022
  • Leidėjas: Routledge
  • ISBN-10: 0367742713
  • ISBN-13: 9780367742713
Kitos knygos pagal šią temą:
Pastovi nuoroda: https://www.kriso.lt/db/9780367742713.html
Raktažodžiai:

Divided into two volumes, The Handbook of Special Education Research provides a comprehensive overview of critical issues in special education research. Essential reading for researchers and students of special education, this handbook brings together diverse and complementary perspectives to help move the field forward.



Divided into two volumes, the Handbook of Special Education Research provides a comprehensive overview of critical issues in special education research. Volume II addresses research-based practices, offering a deep dive into tiered systems of support and advances in interventions and assessments, as well as socially, emotionally, culturally, and linguistically relevant practices. Each chapter features considerations for future research and implications for fostering continuous improvement and innovation. Essential reading for researchers and students of special education, this handbook brings together diverse and complementary perspectives to help move the field forward.

1 Research-Based Practices and Intervention Innovations
1(3)
Christopher J. Lemons
Sarah R. Powell
Kathleen Lynne Lane
2 Comprehensive, Integrated, Three-Tiered (Ci3T) Models of Prevention: Prioritizing Integrated Systems
4(15)
Kathleen Lynne Lane
Wendy Peia Oakes
Mark Matthew Buckman
Holly M. Menzies
3 Treatment Integrity and Social Validity in Tiered Systems: Using Data to Inform Implementation Efforts
19(12)
Mark Matthew Buckman
Kathleen Lynne Lane
Wendy Peia Oakes
4 Reading Achievement and Growth Mindset of Students With Reading Difficulties or Reading Disabilities: Contemporary Research and Implications for Research and Practice
31(12)
Stephanie Al Otaiba
Jeannie Wanzek
Mai Zaru
Rachel Donegan
Dayna Russell Freudenthal
Jennifer Stewart
Brenna Rivas
Christopher J. Lemons
Yaacov Petscher
5 Well-Being of Educators Working in Tiered Systems
43(13)
Wendy Peia Oakes
Kathleen Lynne Lane
David James Royer
Holly M. Menzies
Nelson C. Brunsting
6 Leveraging Working Conditions to Improve the Quality and Effectiveness of the Special Education Teacher Workforce
56(15)
Michelle M. Cumming
Elizabeth Bettini
Nelson Brunsting
Sharde Theodore
7 Advances in Interventions for Students With Reading Difficulties
71(12)
Nathan H. Clemens
Alexis N. Boucher
Katherine O'Donnell
8 Considerations for Choosing and Using Screeners for Students With Disabilities
83(14)
Yaacov Petscher
Marissa Suhr
9 Paraprofessionals' Perceptions of Job-Related Supports, Challenges, and Effectiveness
97(13)
Sally K. Fluhler
Christopher J. Lemons
Yasmina E. Haddad
Casey Chauvin
Guy Martin
Lauren Lejeune
Emily Gurwitz
10 Writing Instruction for Students With Disabilities (and Other Struggling Writers): Current Research and Implications for Research and Practice
110(15)
Erin FitzPatrick
Robin Parks Ennis
Debra McKeoum
11 Mathematics Interventions for Students Experiencing Mathematics Difficulty
125(13)
Sarah R. Powell
Samantha E. Bos
12 Mathematics Assessments for Students Experiencing Mathematics Difficulty
138(12)
Erica S. Lembke
Jessica Rodrigues
Stacy Hirt
Jiyung Hwang
Elizabeth R. Thomas
13 Evidence-Based, Culturally Responsive Interventions to Improve Academic Outcomes for English Learners With Reading Difficulties
150(13)
Catherine Richards-Tutor
Emily J. Solari
14 Academic Strategies for At-Risk Students in Urban Schools
163(15)
Phillip J. Belfiore
15 Advances in the Use of Technology and Online Learning to Improve Outcomes for Students With Disabilities
178(12)
Sean J. Smith
Maggie A. Mosher
K. Alisa Lowrey
16 Enhancing the Social Lives of Students With Disabilities: Effective Practices and Improved Outcomes
190(13)
Erik W. Carter
Hilary E. Trovers
Michael Tuttle
17 Theoretically and Empirically Supported Intensive Interventions for Students' Social-Emotional and Behavior Needs
203(17)
Eric Alan Common
Kathleen Lynne Lane
Wendy Peia Oakes
Katie S. Austin
18 The Behavioral, Academic, and Social Engagement (BASE) Model of Social Inclusion
220(13)
Thomas W. Farmer
Heartley B. Huber
David L. Lee
Jill V. Hamm
Brittany Sterrett
19 Multilingual Learners: Testing, Assessment, and Evaluation
233(14)
Julie Esparza Brown
Terese C. Aceves
20 Teaching Children How to Play: More Than Just a Context
247(13)
Erin E. Barton
Justin Lane
21 Addressing the Whole Youth: Characteristics and Evidence-Based Practices and Programs for Systems-Involved Youth
260(12)
Kristine Jolivette
Skip Kumm
Sara Sanders
Sarup R. Mathur
22 Bully Prevention and Social and Emotional Learning: Impact on Youth With Disabilities
272(19)
Nikita McCree
Monica Romero
Stephanie Hopkins
Lindsey Mirielli
Chad A. Rose
Index 291
Christopher J. Lemons is Associate Professor of Special Education in the Graduate School of Education at Stanford University, USA.

Sarah R. Powell is Associate Professor in the Department of Special Education at University of Texas at Austin, USA.

Kathleen Lynne Lane is the Roy A. Roberts Distinguished Professor in the Department of Special Education and Associate Vice Chancellor for Research at the University of Kansas, USA.

Terese C. Aceves is Chair of the Department of Specialized Programs in Professional Psychology in the School of Education at Loyola Marymount University, USA.