http://www.loc.gov/mods/v3 http://www.loc.gov/standards/mods/v3/mods-3-2.xsd
next big thing in learning and behavioral disabilities
Responding to the need for educational stakeholders to be equipped to plan for constantly evolving developments in policy and practice for learners with learning and behavioral disabilities, this edited collection collates contributions from authors who predict what the next big things in the field will be, and offer recommendations on how to prepare for the future they envision. The chapters cover a broad range of topics that include developments related to students' legal rights and services, how research is utilized by practitioners, using practice-based evidence to promote the use of evidence-base practices, open science, neuroscience and special education, professional development for teachers, adaptive tier-2 interventions, the field of emotional and behavioral disorders, reading and students with autism spectrum disorder, and innovations in early writing. Chronicling, too, the concerns and cautions that the authors have about what they see as the next big thing, this collection is a compelling resource for anyone looking to the future of the field, and thinking about how they can be at the front of developments in order to navigate change in a way that generates positive effects.
Chapter 1. The next big thing in learning and behavioral disabilities:introduction to the volume Bryan G. Cook, Melody Tankersley, and Timothy J. Landrum Chapter 2. The Endrew F. decision and the future of IEPs and FAPE Jacquelyn Chovanes, Anne O. Papalia, David F. Bateman, and Mitchell Yell -- Chapter 3. Research utilization in special education Molly K. Buren, Austin H. Johnson, Daniel M. Maggin, Bhawandeep K. Bains, Megan R. Ledoux Galligan, and Lauren K. Couch -- Chapter 4. Merging practice-based evidence and evidence-based practices to close the research-to-practice gap Lydia A. Beahm and Bryan G. Cook -- Chapter 5. Open science and special education research Bryan G. Cook, Lydia A. Beahm, Anna Moriah Myers, Victoria J. VanUitert, and Sarah Emily Wilson -- Chapter 6. Neuroscience and special education: an attempt to break down walls between complementary (but divergent) disciplines Silvia Siu-Yin Clement-Lam, Airey Nga-Lui Lau, and Devin M. Kearns -- Chapter 7. Professional development: what we know and what we need to find out Victoria J. VanUitert, Michael J. Kennedy, and Lindsay M. Carlisle -- Chapter 8. Adaptive Tier 2 behavioral intervention: what we know and what remains unseen Stephen P. Kilgus and David A. Klingbeil -- Chapter 9. Core values, technologies, neuroscience, and law/policy: next big things for emotional and behavioral disorders James. M. Kauffman, Richard E. Mattison, and Michael Gregory -- Chapter 10. Reading development for individuals with ASD: current knowledge and a roadmap for next steps Emily J. Solari, Nancy S. McIntyre, Jaclyn M. Dynia, and Alyssa Henry -- Chapter 11. Innovations in early writing intervention: what teachers should know Erica S. Lembke, Kristen L. McMaster, Nicole McKevett, Jessica Simpson, and Seyma Birinci -- Chapter 12. Some concerns about the next big thing in special education: Persistency of Fads Heather J. Forbes, Jenee Vickers Johnson, and Jason C. Travers.
edited by Bryan G. Cook (University of Virginia, USA), Melody Tankersley (Kent State University, USA), and Timothy J. Landrum (University of Louisville, USA).
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Advances in learning and behavioral disabilities ; v. 31