Evidence-Based Interventions for Students with Learning and Behavioral Challenges
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Evidence-Based Interventions for Students with Learning and Behavioral Challenges by Richard J. Morris
Book DescriptionThis book assembles into one volume summaries of school-based intervention research that relates to those who deal on a regular basis with the growing body of students having high-incidence learning disabilities and/or behavior disorders: special educators, school psychologists, and clinical child psychologists. Chapter authors begin with an overview of their topic followed by a brief section on historical perspectives before moving on to the main section - a critical discussion of empirically based intervention procedures. In those instances where evidence-based prescriptions can legitimately be made, authors discuss best practices and the conditions (e.g., classroom environment, teacher expertise) under which these practices are most effective. A final section deals with policy issues.
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Book DetailsISBN: 9780415964555
(254mm x 178mm x 23mm)
Publisher: Taylor & Francis Ltd
Publish Date: 24-Dec-2007
Country of Publication: United Kingdom
Books By Author Richard J. Morris
Practice of Child Therapy, Paperback (November 2007)» View all books by Richard J. Morris
Assembles in a single volume summaries of the treatment literature and treatment procedures of the most common childhood behavior disorders facing persons who practice in applied settings clinics, schools, counseling centers, psychiatric hospitals, and residential treatment centers.
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Author Biography - Richard J. Morris
Richard J. Morris is the Meyerson Distinguished Professor of Disability and Rehabilitation and Professor and Director of the School Psychology Program in the Department of Special Education, Rehabilitation, and School Psychology at The University of Arizona. He has authored or edited 11 books and more than 100 journal articles and book chapters in the areas of special education and rehabilitation, child psychotherapy and child behavior disorders, and behavior modification. Nancy Mather is Professor of Special Education in the Department of Special Education, Rehabilitation, and School Psychology at The University of Arizona. She specializes in the areas of assessment, reading, writing, and learning disabilities. She is a co-author of The Woodcock-Johnson III achievement test and has co-authored two books on interpretation and application of the WJ III. She has recently co-authored two books: one on intervention and management strategies for classroom teachers and another that deals with report writing.
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