UID:
edocfu_9959236352102883
Format:
1 online resource (184 pages)
Edition:
1st ed.
ISBN:
979-82-16-02114-8
,
1-280-36116-6
,
9786610361168
,
0-313-01300-4
Note:
Bibliographic Level Mode of Issuance: Monograph
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Cover -- Successful Educators -- Contents -- Acknowledgments -- Introduction -- Chapter 1 Four-Component Model: Factors That Can Explain Why a Student Is Not Succeeding in School -- THEORETICAL BACKGROUND TO THE FOUR-COMPONENT MODEL -- Paying Attention -- Ability and Effort -- Organization -- Importance of Using a Theoretical Model -- THE FOUR COMPONENTS -- Using the Model -- An Example of a Teacher Using the Four-Component Model -- SUGGESTIONS -- Chapter 2 Paying Attention -- IMPORTANCE OF ATTENDING SKILLS -- GETTING YOUR STUDENTS TO PAY ATTENTION -- TEACHING STRATEGIES TO IMPROVE ATTENTION -- PROVIDING FEEDBACK TO A STUDENT WHO IS NOT PAYING ATTENTION -- CONSEQUENCES FOR INATTENTION -- FACTORS TO ASSESS IF A STUDENT IS NOT PAYING ATTENTION -- Hearing and Vision -- Examples of How Vision Difficulties Impacted on Academic Performance -- Jane the Child with Hearing Difficulties -- Seizure Disorders -- Auditory and Visual Processing Deficits -- Assessment of Processing Deficits -- Auditory Processing Deficits -- Visual Processing Deficits -- Treatment of Processing Deficits -- Ellen-A Student with Processing Difficulties -- IMPORTANCE OF PROVIDING THE RIGHT CURRICULUM -- STRATEGIES TO INCREASE THE STUDENT'S ATTENTION -- Communication Strategies -- Modality Presentation Strategies -- Classroom Modifications -- Chapter 3 Characteristics of Attention Deficit Hyperactivity Disorder -- INATTENTION -- HIGH LEVEL OF ACTIVITY -- IMPULSIVITY -- ORIGIN OF ADHD -- PROGRESSION OF ADHD -- THEORETICAL IMPAIRMENTS WITH ADHD -- Working Memory -- Self-Regulation -- Shifting One's Cognitive Set -- Dealing with Future Events -- Filtering Out Information and Regulating Attention -- Frustration Tolerance -- Social Relationships -- Sense of Time -- AN EXAMPLE OF ADHD-COMBINED TYPE -- AN EXAMPLE OF AN AVERAGE STUDENT WITH ADHD-PREDOMINANTLY INATTENTIVE TYPE.
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AN EXAMPLE OF AN INTELLECTUALLY ADVANCED STUDENT WITH ADHD -- FRUSTRATIONS -- Chapter 4 Identification of ADHD -- DIAGNOSTIC FACTORS -- Degree of Impairment -- Frequency of Occurrence -- Pervasiveness across Settings -- Comorbidity -- Family History -- Adversity -- The Personal Meaning of Symptoms -- Transitional Symptoms -- ASSESSMENT TOOLS -- Rating Scales -- Written Reports -- Behavioral Observations -- The Developmental History -- ASSESSMENT CONCERNS -- SPECIAL NOTE REGARDING WELL-BEHAVED STUDENTS -- DIAGNOSING ADHD FOR STUDENTS WITH ADVANCED SKILLS -- REFERRING A STUDENT FOR AN ASSESSMENT OF ADHD -- REFERRING TO A SCHOOL PSYCHOLOGIST -- REFERRING TO A PSYCHOLOGIST OUTSIDE OF SCHOOL -- REFERRING TO PHYSICIANS -- REFERRING TO A CHILD PSYCHIATRIST -- Chapter 5 Treatment of ADHD -- MEDICATION OPTIONS -- Stimulant Medications -- Concerta, Metadate, and Sustained-Release Adderall -- Ritalin -- Adderall -- Dexedrine -- Wellbutrim and Other Nonstimulant Medications -- HEALTH RISKS -- THE FACTS -- MEDICATION COMPLIANCE ISSUES -- TEACHER-PARENT ISSUES -- SECTION 504 SERVICES -- REFERRAL TO THE COMMITTEE ON SPECIAL EDUCATION -- SPECIAL EDUCATION SERVICES FOR STUDENTS WITH ADHD -- EXAMPLE OF A TEACHER'S MISUNDERSTANDING OF ADHD -- Chapter 6 The Ability Component -- INTELLIGENCE -- IQ Tests -- Interpretation of IQ Tests -- Increasing IQ Scores -- CURRICULUM-BASED ASSESSMENT -- STANDARDIZED ACHIEVEMENT TESTS -- WHAT YOU SHOULD GET FROM A PSYCHOLOGICAL EVALUATION -- LEARNING DISABILITIES -- Gifted Learning/Disabled Students -- Dyslexia or Reading Disability -- AARON'S DIFFICULTIES IN SOUNDING OUT WORDS -- MELISSA'S READING COMPREHENSION PROBLEMS -- THE RELATIONSHIP BETWEEN INTELLIGENCE AND READING SKILLS -- SIGNS THAT A STUDENT HAS A READING PROBLEM -- WRITING DEFICITS -- MATHEMATICS DEFICITS -- IMPORTANCE OF THE PROPER EXPOSURE TO THE NECESSARY SKILLS.
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Home Environment -- School Environment -- ELEMENTARY SCHOOL ISSUES -- MIDDLE AND HIGH SCHOOL ISSUES -- SUGGESTIONS -- Chapter 7 How to Identify and Describe Skill Deficits -- DEFINING A PROBLEM -- Examples of Definable Problems -- Reviewing the Past History of the Problem -- Questions to Ask Yourself -- EXAMPLE OF A SUCCESSFUL REVIEW OF RECORDS -- YOUR BELIEFS REGARDING THE ORIGIN OF THE PROBLEM -- THE ORIGIN OF AN ACADEMIC DEFICIT -- SUGGESTIONS -- Chapter 8 How to Treat Skill Deficits -- EXTRA TEACHER ASSISTANCE -- SETTING GOALS FOR STUDENT ACHIEVEMENT -- Examples of Easily Identifiable and Measurable Goals -- MAKING USE OF PRIOR KNOWLEDGE -- MODIFYING THE CURRICULUM -- Teacher Training Issues for Modifying the Curriculum -- Use of the Computer to Modify Curriculum -- GETTING THE STUDENT TO TUTOR A YOUNGER CHILD -- COOPERATIVE LEARNING -- PRACTICE MAY NOT MAKE YOU PERFECT BUT IT WILL MAKE YOU BETTER -- THE IMPORTANCE OF GOOD FEEDBACK -- SUMMER AND AFTER SCHOOL PROGRAMS -- EVALUATING TEACHER PERFORMANCE FOR STUDENTS WITH ACADEMIC DEFICITS -- SPECIAL EDUCATION OPTIONS -- SPECIFIC READING STRATEGIES -- SPELLING STRATEGIES -- MATH STRATEGIES -- QUESTIONS TO ASK YOURSELF -- SUGGESTIONS -- Chapter 9 Effort Component -- SCHOOL SUCCESS MUST BE A VALUED GOAL -- Example of a Student Who Did Not See School as Being Relevant -- CHARACTERISTICS OF HARDWORKING STUDENTS -- CONFIDENCE -- Communicating Your Confidence in a Student -- Improving a Student's Confidence -- Characteristics of Confidence -- ENTHUSIASM -- PERSISTENCE -- THE STUDENT WHO NEEDED CONFIDENCE AND ACCEPTANCE -- EXAMPLES OF STUDENTS WITH WEAK SKILLS WHO SUCCEEDED BECAUSE OF EFFORT -- Brian -- Lenny -- MEASURING A STUDENT'S EFFORT -- SCHOOL EFFORT QUESTIONNAIRE -- SUGGESTIONS -- Chapter 10 The Connection between Your Expectations and Your Students' Efforts.
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YOUR BELIEFS AND EXPECTATIONS REGARDING YOUR STUDENTS -- SETTING REALISTICALLY HIGH EXPECTATIONS AND GOALS -- EXPECTATIONS -- MICHAEL -- HOW DO WE DEFINE SUCCESS? -- THREE WAYS TO DEAL WITH A DIFFERENCE IN EXPECTATIONS -- Somebody Changes Expectations -- Modify Expectations -- Agree to Disagree -- STUDENT EXAMPLE -- TEACHER EXAMPLE -- STUDENT AND TEACHER EXAMPLE -- Chapter 11 Using Positive Communication to Improve Student Effort -- THE IMPORTANCE OF A POSITIVE ATTITUDE -- HOW TO DEAL WITH YOUR OWN NEGATIVE ATTITUDES -- SUBSTITUTING NEGATIVE PERCEPTIONS FOR MORE POSITIVE ONES -- Marcy -- Corey -- THE USE OF PUNISHMENT -- CHECKLIST TO REVIEW WHEN DISCIPLINING STUDENTS -- MAKING POSITIVE CONNECTIONS WITH STUDENTS -- Active Listening -- Honesty -- Flexibility -- Seek Advice -- Using Praise -- BE CLEAR AND ASSERTIVE IN YOUR COMMUNICATION -- EXERCISES -- THINGS TO AVOID -- Chapter 12 The Impact of Depression and Bipolar Disorder on a Student's Effort -- DEPRESSION -- Characteristics of Depression -- Characteristics -- Making a Referral for an Assessment of Depression -- Assessment of Depression -- Questions You Can Ask to Assess a Student's Risk of Suicide -- Treatments -- Counseling -- Medications -- Medication Side Effects -- Medication Compliance Issues for Antidepressants -- Teacher Issues Regarding Depression -- Thomas -- BIPOLAR DISORDER -- Differences between ADHD and Bipolar -- Diagnosis -- Possible Symptoms -- Treatment -- Anna -- SCHOOL TREATMENTS FOR DEPRESSION AND OTHER MENTAL HEALTH DISORDERS -- Chapter 13 The Impact of Disorders within the Anxiety Spectrum on Student Effort -- GENERALIZED ANXIETY DISORDER -- ASSESSMENT -- TREATMENT -- PARENT SEPARATION PROBLEMS -- TIMMY -- LUCY -- OBSESSIVE-COMPULSIVE DISORDER -- TOURETTES SYNDROME -- Chapter 14 The Impact of Behavioral Disorders on Student Effort -- OPPOSITIONAL DEFIANT DISORDER.
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Assessment -- Treatment Strategies for ODD -- How Not to Deal with a Student with ODD -- HANDLING CONFLICT -- HANDLING DISAGREEMENTS AND MAKING USE OF JOINT PROBLEM SOLVING -- HOW JOINT PROBLEM SOLVING WORKS -- Step 1. Identify the Problem or Conflict You Are Experiencing -- Step 2. Each Party Writes Down a List of Possible Solutions -- Step 3. Each Person Reads His or Her List of Solutions -- Step 4. The Solutions That Are Acceptable -- Step 5. Addressing Implementation and Evaluation Issues -- Review of Joint Problem-Solving Strategies -- CONDUCT DISORDER -- Assessment and Treatment -- Gary -- SUBSTANCE ABUSE -- Assessment and Treatment -- Terrance -- Chapter 15 Organization and Study Skills Component -- TEACHER ISSUES FOR ORGANIZATION -- PARENT ISSUES FOR ORGANIZATION -- CHARACTERISTICS OF GOOD ORGANIZATION -- CHARACTERISTICS OF POOR ORGANIZATION -- IMPROVING A STUDENT'S ORGANIZATION -- EXAMPLES -- INTELLECTUALLY GIFTED STUDENTS WHO LACK GOOD WORK HABITS -- SUGGESTIONS FOR IMPROVING ORGANIZATIONAL SKILLS AND WORK HABITS -- COMPENSATIONS FOR DISORGANIZATION -- HOMEWORK SUGGESTIONS -- EXERCISES -- Chapter 16 Communicating Your Knowledge -- TRY TO TAKE THE PARENTS' PERSPECTIVE -- TRY TO UNDERSTAND HOW THE CHILD'S DIFFICULTIES IMPACT ON THE PARENTS -- LISTENING TO WHAT THE PARENTS HAVE TO SAY -- AVOIDING THE USE OF BLAME -- BE DISCRETE IN YOUR QUESTIONS -- INVITING STUDENTS TO PARENT-TEACHER MEETINGS -- MAKING CONTACT WITH PARENTS -- Checklist for Calling a Parent -- HAVING A CONFERENCE WITH PARENTS -- HOW LABELS ARE MISUSED -- Immature -- Lazy -- MAKE USE OF TEST SCORES AND WORK SAMPLES TO DESCRIBE A STUDENT'S PROGRESS -- ATTEMPTING TO PROVIDE SOLUTIONS FOR THE PROBLEM -- GETTING COOPERATION -- DEALING WITH PARENTS WHO ARE RESISTANT TO YOUR SUGGESTIONS -- HOW TO EVALUATE THE STRATEGIES DEVELOPED AT A PARENT CONFERENCE -- GIVING FEEDBACK TO PARENTS.
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SUGGESTIONS FOR CONDUCTING PARENT MEETINGS.
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English
Additional Edition:
ISBN 0-89789-912-1
Language:
English
DOI:
10.5040/9798216021148
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