Delivering intensive, individualized interventions to children and youth with learning and behavioral disabilities

Intensive, individualized interventions are certainly the hallmark promise of special education. In a multi-tiered system of supports (MTSS), tier 3 interventions are the most intensive and require individualized delivery to address the learning and behavioral needs of students who are most often id...

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Bibliographic Details
Other Authors Tankersley, Melody (Editor), Cook, Bryan G. (Editor), Landrum, Timothy J. (Editor)
Format Electronic eBook
LanguageEnglish
Published Bingley, U.K. : Emerald Publishing Limited, 2022.
SeriesAdvances in learning and behavioral disabilities ; v. 32.
Subjects
Children with disabilities > Education.
Behavior disorders in children.
Special education.
elektronické knihy
electronic books
Online AccessFull text
ISBN9781802627398
DOI10.1108/S0735-004X202232
Physical Description1 online resource (276 pages).

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Table of Contents:
  • Chapter 1. Delivering intensive, individualized interventions to children and youth with learning and behavioral disabilities: Introduction to the volume / Melody Tankersley, Bryan G. Cook, and Timothy J. Landrum
  • Chapter 2. Identifying students with intensive academic and behavioral needs / Shanna E. Hirsch, Melissa K. Driver, Michelle Hinzman-Ferris, and Allison Bruhn
  • Chapter 3. When standard approaches fail: Advances in the conceptualization and delivery of intensive interventions / Nathan A. Stevenson
  • Chapter 4. Essential features of intensive, individualized (tier 3) interventions / Kathleen Lynne Lane, Eric Allen Common, Mark Matthew Buckman, and Grant Allen
  • Chapter 5. The role of function in behavioral intervention / John Umbreit and Jolenea B. Ferro
  • Chapter 6. Treatment integrity and intensity: Critical considerations for delivering individualized interventions / Robin S. Codding, Melissa Collier-Meek, and Emily DeFouw
  • Chapter 7. Conducting systematic reviews of the literature: Guidance for quality appraisal / Kathleen Lynne Lane, Eric Alan Common, David James Royer, and Wendy Peia Oakes
  • Chapter 8. An examination of the text characteristics of an early reading book series: Implications for providing intensive practice with connected text / Jill Allor, Devin Kearns, Miriam Ortiz, and Carlin Conner
  • Chapter 9. Intensive reading interventions for adolescents and the challenges of comorbid reading and behavioral difficulties / Michael Solis and John W. McKenna
  • Chapter 10. Intensive intervention for students with mathematics learning difficulties / Minyi Shih Dennis
  • Chapter 11. Developing preservice teacher knowledge and confidence of functional assessment-based interventions / Wendy Peia Oakes.

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