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Instructional practices with and without empirical validity /
It is important that stakeholders are aware of practices supported as effective for students with learning and behavioural disabilities in order to provide instruction that results in improved learner outcomes. Perhaps equally important, stakeholders should also know which practices have been shown...
| Clasificación: | Libro Electrónico |
|---|---|
| Otros Autores: | |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
Bingley, UK :
Emerald Group Publishing Limited,
2016.
|
| Edición: | First edition. |
| Colección: | Advances in learning and behavioral disabilities ;
v. 29. |
| Temas: | |
| Acceso en línea: | Texto completo Texto completo |
Tabla de Contenidos:
- Instructional practices with and without empirical validity : an introduction / Bryan G. Cook, Melody Tankersley, Timothy J. Landrum
- Two approaches for improving reading fluency : research supports repeated reading but not colored filters / Bryan G. Cook, Christina Keaulana
- Developing mathematical problem solving through strategic instruction : much more than a keyword / Paul J. Riccomini, Jiwon Hwang, Stephanie Morano
- Effective and ineffective writing practices for students with disabilities / Amy Rouse, Alyson Collins
- Picture exchange communication system and facilitated communication : contrasting an evidence-based practice with a discredited method / Jason C. Travers [and others]
- Movement as behavioral moderator : what does the research say? / Amy E. Ruhaak, Bryan G. Cook
- Learning styles, learning preferences, and student choice : implications for teaching / Timothy J. Landrum, Kimberly M. Landrum
- Never say never : the appropriate and inappropriate use of praise and feedback for students with learning and behavioral disabilities / Lauren W. Collins, Lysandra Cook
- Do school-wide positive behavioral interventions and supports, not exclusionary discipline practices / Rhonda N.T. Nese, Kent McIntosh
- Deep pressure therapy doesn't reduce stereotypical behavior, function-based interventions do / Mickey Losinski, Robin Parks Ennis.