Available:*
Library | Item Barcode | Call Number | Material Type | Item Category 1 | Status |
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Searching... | 30000010330339 | LC1201 W55 2014 | Open Access Book | Book | Searching... |
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
1 The Importance of Social Skills | p. 1 |
Research Base | p. 2 |
Social Competence in the Inclusive Classroom | p. 3 |
Peer Rejection: The Other Extreme | p. 4 |
Pathways Connecting Social Competence to Academic Success | p. 4 |
Social Skills Valued by Teachers | p. 6 |
Summary, Conclusion, and What's Ahead | p. 7 |
2 The Wide and Varied Definitions of Social Competence | p. 9 |
The Many Interpretations of Social Competence | p. 10 |
Summary, Conclusion, and What's Ahead | p. 22 |
3 Schoolwide Approaches to Social Skills Development | p. 24 |
Benefits of Schoolwide Programs for Students in Special Education | p. 25 |
Criteria for Successful Schoolwide Programs: What Does "Evidence Basedö Mean at the Schoolwide Level? | p. 27 |
Methodology for Including Schoolwide Programs | p. 33 |
Summary, Conclusion, and What's Ahead | p. 51 |
Appendix 3.1 Online Databases That Provide Evaluations of Research Evidence Available for Schoolwide (as Well as Classroom- and Individual-Level) Programs | p. 53 |
4 Classroom Approaches to Social Skills Development | p. 54 |
What Does "Evidence-Based Practice" Mean? | p. 55 |
Methodology for Including Curricula | p. 58 |
Summary, Conclusion, and What's Ahead | p. 75 |
5 Capitalizing on the Power of Peers | p. 77 |
Theoretical Rationale | p. 78 |
Cooperative Learning | p. 78 |
Sample Cooperative Learning Lesson Plan | p. 83 |
Summary, Conclusion, and What's Ahead | p. 89 |
6 Assessment of Individual Skills and Progress | p. 91 |
How to Assess Social Skills and What to Measure | p. 92 |
Standardized Rating Scales | p. 94 |
Observations | p. 103 |
Interviews | p. 112 |
Functional Behavioral Assessment | p. 118 |
Sociometric Ratings | p. 120 |
What to Measure | p. 120 |
Progress Monitoring and Evaluating Progress | p. 121 |
Ensuring and Evaluating Intervention Integrity and Acceptability | p. 125 |
Summary, Conclusion, and What's Ahead | p. 128 |
Appendix 6.1 Tablet-Based Apps for Data Collection | p. 130 |
7 Developing and Implementing individual Intervention Plans | p. 133 |
Using Individual Interventions to Develop Social Competency: When, Why, Who, and How | p. 135 |
General Features of Evidence-Based Individual Intervention Plans | p. 143 |
Foundations for Evidence-Based Interventions | p. 152 |
Planning for Maintenance and Generalization of Skills | p. 168 |
Summary and Conclusions | p. 171 |
References | p. 175 |
Index | p. 187 |