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Cover image for Promoting social skills in the inclusive classroom
Title:
Promoting social skills in the inclusive classroom
Personal Author:
Series:
What works for special-needs learners
Publication Information:
New York : The Guilford Press, 2014
Physical Description:
x, 190 pages ; 26 cm.
ISBN:
9781462511488

Available:*

Library
Item Barcode
Call Number
Material Type
Item Category 1
Status
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30000010330339 LC1201 W55 2014 Open Access Book Book
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On Order

Summary

Summary

This indispensable book presents evidence-based tools and strategies for improving the social skills of all members of the inclusive classroom (K-6), especially students experiencing difficulties in this area. The authors explain why social competence is critical to school success and describe interventions, curricula, and instructional approaches that have been shown to be effective at the schoolwide, classroom, and individual levels. Procedures for conducting assessments and developing individualized intervention plans are detailed. Reproducible forms can be downloaded and printed in a convenient 8 1/2" x 11" size.


Author Notes

Kimber L. Wilkerson, PhD, is Professor of Special Education and Chair of the Department of Rehabilitation Psychology and Special Education at the University of Wisconsin-Madison. Before earning her doctorate, Dr. Wilkerson was a special educator in a day treatment program for students with emotional and behavioral disorders and cotaught in an inclusive elementary school program. She has published and presented on topics such as providing instruction to students in alternative settings and combining academic with social skills instruction--particularly in the area of reading. She also has experience providing both inservice and preservice instruction to increase the capacity of teachers to meet the academic and social skills needs of students with learning and behavioral disorders.



Aaron B. T. Perzigian, MS, is a full-time graduate student pursuing his doctorate in the Department of Rehabilitation Psychology and Special Education at the University of Wisconsin-Madison. Mr. Perzigian is licensed to teach middle and high school English. Prior to graduate school, he worked as an English teacher and cross-categorical special educator in a residential treatment setting. His research interests include alternative education, dropout prevention, and social competence development for children and adolescents with disabilities.



Jill K. Schurr, PhD, is Professor of Psychology at Austin College in Sherman, Texas. Dr. Schurr has developed partnerships with local schools and psychological clinics to promote the increased implementation of positive behavioral interventions and supports (PBIS) programs and availability of applied behavior analysis services in the community. Before earning her doctorate, she was a middle school teacher at an alternative school and worked as a research assistant on the Multimodal Treatment of ADHD study sponsored by the National Institute of Mental Health, providing interventions for children with attention-deficit/hyperactivity disorder. Dr. Schurr has published and presented on topics such as academic learning time, using a PBIS model to improve outcomes for students with emotional and behavioral disorders, and professional development to increase teachers' use of behavior strategies in the classroom.


Table of Contents

Catherine R. LarkJennifer L. Schroeder
1 The Importance of Social Skillsp. 1
Research Basep. 2
Social Competence in the Inclusive Classroomp. 3
Peer Rejection: The Other Extremep. 4
Pathways Connecting Social Competence to Academic Successp. 4
Social Skills Valued by Teachersp. 6
Summary, Conclusion, and What's Aheadp. 7
2 The Wide and Varied Definitions of Social Competencep. 9
The Many Interpretations of Social Competencep. 10
Summary, Conclusion, and What's Aheadp. 22
3 Schoolwide Approaches to Social Skills Developmentp. 24
Benefits of Schoolwide Programs for Students in Special Educationp. 25
Criteria for Successful Schoolwide Programs: What Does "Evidence Basedö Mean at the Schoolwide Level?p. 27
Methodology for Including Schoolwide Programsp. 33
Summary, Conclusion, and What's Aheadp. 51
Appendix 3.1 Online Databases That Provide Evaluations of Research Evidence Available for Schoolwide (as Well as Classroom- and Individual-Level) Programsp. 53
4 Classroom Approaches to Social Skills Developmentp. 54
What Does "Evidence-Based Practice" Mean?p. 55
Methodology for Including Curriculap. 58
Summary, Conclusion, and What's Aheadp. 75
5 Capitalizing on the Power of Peersp. 77
Theoretical Rationalep. 78
Cooperative Learningp. 78
Sample Cooperative Learning Lesson Planp. 83
Summary, Conclusion, and What's Aheadp. 89
6 Assessment of Individual Skills and Progressp. 91
How to Assess Social Skills and What to Measurep. 92
Standardized Rating Scalesp. 94
Observationsp. 103
Interviewsp. 112
Functional Behavioral Assessmentp. 118
Sociometric Ratingsp. 120
What to Measurep. 120
Progress Monitoring and Evaluating Progressp. 121
Ensuring and Evaluating Intervention Integrity and Acceptabilityp. 125
Summary, Conclusion, and What's Aheadp. 128
Appendix 6.1 Tablet-Based Apps for Data Collectionp. 130
7 Developing and Implementing individual Intervention Plansp. 133
Using Individual Interventions to Develop Social Competency: When, Why, Who, and Howp. 135
General Features of Evidence-Based Individual Intervention Plansp. 143
Foundations for Evidence-Based Interventionsp. 152
Planning for Maintenance and Generalization of Skillsp. 168
Summary and Conclusionsp. 171
Referencesp. 175
Indexp. 187
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