Strategies for Teaching Students with Mild to Severe Mental Retardation.

Gable, Robert A., Ed.; Warren, Steven F., Ed.

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Title: Strategies for Teaching Students with Mild to Severe Mental Retardation.

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Title:	Strategies for Teaching Students with Mild to Severe Mental Retardation.
Authors:	Gable, Robert A., Ed.; Warren, Steven F., Ed.
Descriptors:	Behavior Modification; Communication Skills; Computer Assisted Instruction; Educational Methods; Educational Practices; Educational Research; Elementary School Students; Elementary Secondary Education; Feedback; Interpersonal Competence; Mental Retardation; Mild Mental Retardation; Moderate Mental Retardation; Research Problems; Secondary School Students; Severe Mental Retardation; Social Integration; Teaching Methods; Theory Practice Relationship; Verbal Development
Source:	N/A
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Publisher:	Paul H. Brookes Publishing Co., P.O. Box 10624, Baltimore, MD 21285 ($32).
Publication Date:	1993-00-00
Pages:	291
Pub Types:	Books; Collected Works - General; Guides - Non-Classroom
Abstract:	This collection of papers presents strategies for teaching students with mental retardation. An introduction by Robert A. Gable and Steven F. Warren titled "The Enduring Value of Instructional Research" reviews problems besetting special education instructional research and outlines the papers' approach to the field from both an empirical research perspective and a practical, field-oriented viewpoint. Part I then presents four content papers followed by a commentary paper, devoted to strategies for teaching students with mild disabilities. The papers are: "Engagement and Performance Feedback: Enhancing the Classroom Achievement of Students with Mild Mental Disabilities" (Jo M. Hendrickson and Alan R. Frank); "Computer Applications in the Schools for Students with Mild Disabilities: Computer-Assisted Instruction and Computer-Managed Instruction" (Lynn S. Fuchs and Rose M. Allinder); "Social Skills: Review and Implications for Instruction for Students with Mild Mental Retardation" (Lori Korinek and Edward A. Polloway); "Using Cognitive-Behavioral Techniques To Improve Classroom Performance of Students with Mild Mental Retardation" (John Wills Lloyd and others); and "Teaching Students with Mild Mental Retardation" (Thomas E. Scruggs and Margo A. Mastropieri). Section II focuses on strategies for teaching students with more severe levels of mental retardation. It contains the following papers: "Research Basis of Instructional Procedures To Promote Social Interaction and Integration" (Thomas G. Haring); "Massed Trials Revisited: Appropriate Applications in Functional Skill Training" (Linda M. Bambara and Steven F. Warren); "Establishing Spontaneous Verbal Behavior" (Jeff Sigafoos and Joe Reichle); "Applying Contextual Features of General Case Instruction and Interactive Routines To Enhance Communication Skills" (James W. Halle and others); and "Commentary: Policy and Procedure, As Always" (Donald M. Baer). (JDD)
Abstractor:	N/A
Reference Count:	N/A

Note:	First published as "Advances in Mental Retardation and Developmental Disabilities" (Baltimore, Taylor and Francis, 1993).
Identifiers:	N/A
Record Type:	Non-Journal
Level:	3 - Indexed only
Institutions:	N/A
Sponsors:	N/A
ISBN:	ISBN-1-55766-118-9
ISSN:	N/A
Audiences:	Teachers; Researchers; Practitioners
Languages:	English
Education Level:	Elementary Secondary Education

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