Instructional methods for secondary students with learning and behavior problems

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.

Anjali MisraDaniel C. TullosStephen IsaacsonDebi GartlandRich Wilson and David Majsterek and Eric D. JonesBarbara P. Sirvis and Debbie S. Alcouloumre and Diane Lea Ryndak

Preface	p. xiii
Part 1 Educational Perspectives in Secondary Special Education
1 Foundations of Secondary Special Education	p. 1
Legislative Foundations	p. 5
Special Education	p. 5
Vocational Education	p. 8
Implications of Special and Vocational Education Legislation	p. 11
A Transition Perspective	p. 11
Identifying Goals and Objectives	p. 11
Transfer of Training	p. 12
Articulation of Services	p. 12
The Goals of Secondary Special Education	p. 12
Factors Influencing the Development of Secondary Special Education Programs	p. 14
Attitude toward Secondary Special Education	p. 14
Structure of Regular Secondary Education	p. 15
Curricular Emphasis	p. 15
Teacher Preparation Programs	p. 16
Insufficient Database	p. 16
Lack of Appropriate Materials	p. 16
Summary	p. 17
References	p. 17
2 Postsecondary Service Options	p. 21
Postsecondary Educational Programs	p. 24
Two-Year Colleges	p. 24
Four-Year Colleges and Universities	p. 24
Postsecondary Technical Programs	p. 26
Business and Industry	p. 28
Vocational Rehabilitation	p. 28
Sheltered Rehabilitation Centers	p. 29
Supported Employment Services	p. 30
Postsecondary Service Selection	p. 32
Summary	p. 33
References	p. 33
3 Challenges of Adolescence	p. 36
Juvenile Delinquency	p. 38
Incidence	p. 38
Causes	p. 38
Intervention Needs	p. 39
Teacher Responsibilities	p. 40
Dropouts	p. 42
Incidence	p. 42
Causes	p. 42
Intervention Needs	p. 43
Teacher Responsibilities	p. 43
Substance Abuse	p. 44
Incidence	p. 44
Causes	p. 45
Intervention Needs	p. 46
Teacher Responsibilities	p. 46
Depression	p. 50
Incidence	p. 50
Causes	p. 50
Intervention Needs	p. 51
Teacher Responsibilities	p. 51
Suicide	p. 53
Incidence	p. 53
Causes	p. 54
Intervention Needs	p. 55
Teacher Responsibilities	p. 55
Sexually Transmitted Diseases	p. 58
Incidence	p. 58
Causes	p. 58
Intervention Needs	p. 60
Teacher Responsibilities	p. 60
Teenage Pregnancy	p. 66
Incidence	p. 66
Causes	p. 66
Intervention Needs	p. 66
Teacher Responsibilities	p. 68
Summary	p. 69
References	p. 70
Part 2 General Instructional Approaches
4 Instructional Methods for Secondary Learners with Disabilities	p. 77
Direct Instruction	p. 80
Direct-Instruction Curriculum Design	p. 80
The Sequence of Direct-Instruction Activities	p. 82
Identify Learner Characteristics	p. 84
Establish Goals	p. 84
Identify Objectives	p. 85
Design Instruction	p. 87
Implement Instruction	p. 96
Evaluate Mastery of the Objectives	p. 96
Determine Whether the Goals Have Been Achieved	p. 97
Learning Strategies	p. 97
Characteristics of a Learning Strategy	p. 98
Teaching a Learning Strategy	p. 99
Constructivism	p. 101
Grading	p. 103
Summary	p. 106
References	p. 107
5 Assessment for Placement and Instruction	p. 110
Norm-Referenced Testing	p. 113
Characteristics	p. 113
Placement and Summative Evaluations	p. 114
Statewide Assessment and Alternative/Accommodative Strategies	p. 115
Curriculum-Based Assessment	p. 117
Formative Evaluation	p. 117
Diagnostic Evaluation	p. 117
Selection of Curriculum-Based Instruments	p. 118
Developing Paper-and-Pencil Tests	p. 119
Step 1 Develop the Performance Objective	p. 119
Step 2 Enumerate Subskills	p. 121
Step 3 Describe the Question-and-Answer Format	p. 121
Step 4 Prepare Instructions for the Test	p. 122
Step 5 Prepare Test Items	p. 122
Step 6 Establish Scoring Procedures	p. 123
Observation Procedures	p. 124
Selection of Monitoring Procedures	p. 124
Observation Methods	p. 125
Interobserver Agreement	p. 130
Graphing Observational Data	p. 131
Interpreting Graphs	p. 132
Mean	p. 132
Level	p. 133
Trend	p. 133
Latency	p. 133
Portfolio-Based Assessment	p. 134
Portfolio Content	p. 134
Evaluation of Entries	p. 135
Summary	p. 136
References	p. 136
6 Managing the Learning Environment	p. 138
Antecedent Control	p. 140
Physical Arrangement	p. 140
Rules	p. 141
Routine Classroom Procedures	p. 143
Student Schedules	p. 144
Time Management	p. 146
Systematic Instruction	p. 150
Functional, Age-Appropriate Activities and Materials	p. 150
Rate of Success	p. 156
Teacher-Student Interactions	p. 156
Interaction with Nondisabled Peers	p. 157
Modeling	p. 157
Review of the Educational Program	p. 158
Related Personal Characteristics	p. 159
Academic Success	p. 159
Social Skills	p. 159
Emotional Learning	p. 160
Consequence Control	p. 161
Positive Reinforcers	p. 162
Extinction	p. 164
Punishment	p. 164
Group Contingencies	p. 168
Self-Management	p. 170
Schoolwide Systems	p. 172
Detention	p. 173
In-School Suspension	p. 174
Out-of-School Suspension and Expulsion	p. 176
Functional Behavior Assessment	p. 177
Summary	p. 179
References	p. 180
7 Collaboration and the Role of the Consultant Teacher	p. 182
The Consultant Teacher	p. 184
Principles of Successful Collaboration	p. 185
Advantages of Consulting	p. 186
Developing a Consultant Teacher Program	p. 187
Characteristics of the Consultant Teacher	p. 187
Gaining Acceptance	p. 188
Responsibilities of Consultants	p. 190
Barriers to Successful Collaboration	p. 192
Resource Rooms	p. 194
Defining the Resource Room	p. 195
Advantages of Resource Room Placement	p. 195
Staffing the Resource Room	p. 196
Responsibilities of Teachers in Resource Rooms	p. 197
Summary	p. 200
References	p. 201
Part 3 Instruction in Basic and Functional Skills
8 Listening and Speaking	p. 203
Listening	p. 204
Speech	p. 205
Language	p. 206
Phonology/Articulation	p. 206
Morphology	p. 207
Semantics	p. 207
Syntax	p. 208
Pragmatics	p. 209
Assessment of Listening Skills	p. 210
Assessment of Speaking Skills	p. 211
Form	p. 212
Content/Semantics	p. 213
Use/Pragmatics	p. 214
Strategies to Improve Listening Skills	p. 214
Following Directions	p. 214
Remembering What Is Heard	p. 215
Taking Notes	p. 215
Organizing Material	p. 215
Effective Questioning	p. 216
Strategies to Improve Spoken-Language Skills	p. 216
Phonology/Articulation	p. 216
Morphology and Semantics	p. 217
Syntax	p. 218
Pragmatics	p. 219
Bidialectism	p. 219
Bilingualism	p. 220
Summary	p. 220
References	p. 221
9 Written Language	p. 222
A Writing Curriculum for Students with Learning Problems	p. 224
Assessing the Process	p. 224
Teaching the Process	p. 225
Using Word Processors to Write	p. 232
Writing as a Successful Product	p. 234
Fluency	p. 234
Content	p. 234
Conventions	p. 236
Syntax	p. 236
Vocabulary	p. 238
Writing for Different Purposes	p. 239
Answering Chapter Questions	p. 239
Writing Reports	p. 240
Writing for Future Vocations	p. 240
Summary	p. 242
References	p. 243
10 Reading Instruction	p. 246
Reading Abilities of Adolescents with Disabilities	p. 248
Assessing Reading Ability	p. 250
Formal Reading Assessment	p. 250
Informal Reading Assessment	p. 250
The Informal Reading Inventory	p. 251
Oral Reading Error Analysis	p. 252
The Cloze Procedure	p. 253
Developmentally Based Reading Objectives	p. 254
Reading Objectives Based on Community Demands	p. 254
General Principles of Reading Instruction	p. 255
Classroom-Based Reading Instruction	p. 257
Vocabulary Instruction	p. 257
Fluency Instruction	p. 260
Comprehension Instruction	p. 261
Study Skills Instruction	p. 266
Textbook Instruction	p. 266
Reading Instruction in Simulation and Community Settings	p. 269
Summary	p. 272
References	p. 273
11 Mathematics Instruction	p. 281
Principles of Effective Secondary Math Instruction	p. 283
Process of Effective Transition-Oriented Math Instruction	p. 285
Step 1 Assessing Instructional Demands	p. 285
Step 2 Planning Specific Instruction	p. 288
Step 3 Implementing Math Instruction	p. 298
Step 4 Measuring Program Success	p. 302
Summary	p. 302
References	p. 303
12 Vocational Instruction	p. 307
Self-Determination	p. 311
Assessing Interests and Skills	p. 311
Vocational Aptitude Tests	p. 311
Curriculum-Based Vocational Assessment	p. 312
Person-Centered Planning	p. 312
Career Awareness Process	p. 313
Vocational Objectives	p. 316
Basic Skills	p. 318
Specific Goal Selection	p. 319
General Principles of Vocational Instruction	p. 321
Summary	p. 322
References	p. 323
13 Leisure Education for Positive Leisure Life-Styles	p. 326
Concepts of Leisure and Leisure Education	p. 330
General Principles of Leisure Instruction	p. 332
Leisure Opportunities	p. 333
Mechanisms for Developing Leisure Opportunities	p. 335
Identifying Appropriate Leisure Options	p. 335
Inventories	p. 336
Prioritizing Leisure Options from Inventories	p. 341
Cross-Curriculum Instructional Content Addressed through Leisure Education	p. 347
Summary	p. 349
References	p. 350
14 Social Skill Instruction	p. 351
Definition of Social Skills	p. 353
Establishing Objectives	p. 354
Social Validation of Goals and Objectives	p. 356
Assessing Social Competence	p. 357
Self-Reports	p. 358
Self-Monitoring	p. 358
Reports and Ratings by Others	p. 360
Direct Observation	p. 361
Commercial Instruments	p. 361
General Principles of Social Skill Instruction	p. 363
Social Reinforcement	p. 363
Modeling	p. 364
Behavior Rehearsal	p. 364
Feedback	p. 365
Homework	p. 366
Additional Instructional Considerations	p. 366
Summary	p. 368
References	p. 368
15 Teaching in the Content Areas	p. 372
Science Education	p. 374
The Science Curriculum	p. 374
Approaches to Teaching Science	p. 375
Social Studies Education	p. 379
Social Studies Goals and Curriculum	p. 379
Approaches to Teaching Social Studies	p. 379
Content Enhancements	p. 381
Advanced Organizers	p. 381
Graphic Organizers	p. 382
Study Guides	p. 384
Mnemonic Devices	p. 386
Guided Notes	p. 388
Audio Recordings	p. 389
Peer-Mediated Strategies	p. 390
Summary	p. 391
References	p. 392
Author Index	p. 395
Subject Index	p. 409

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