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ERIC Number: ED428845
Record Type: RIE
Publication Date: 1999
Pages: 366
Abstractor: N/A
ISBN: ISBN-1-57230-409-X
Effective School Interventions: Strategies for Enhancing Academic Achievement and Social Competence. The Guilford School Practitioners Series.
Rathvon, Natalie
Increasing diversity among student populations and shifts in special education delivery systems have combined to create a tremendous need for interventions that can help children with learning and behavior problems achieve success in the regular classroom. Noting that many of the published, empirically validated interventions are relatively inaccessible to practitioners, this guide bridges the gap between research and practice by providing a handbook of empirically based interventions that have been adapted to the realities of the regular classroom environment. Following an introductory chapter that includes the criteria used to select the interventions, the guide organizes the 76 interventions into the following chapters: (1) "The Intervention Assistance Approach to Solving Classroom Problems," including the legal and ethical considerations in selecting, implementing, and evaluating interventions; (2) "Proactive Interventions: Strategies that Create a Productive, Disruption-Free Classroom Environment," including speeding up transitions and conducting problem solving student conferences; (3) "Interventions to Improve Academic Performance" including class-wide peer tutoring self-monitoring; and (4) "Interventions to Modify Behavior and Enhance Social Competence," including increasing on-task behavior decreasing verbal and physical aggression. Each of the chapters includes an overview, a discussion of evaluating the effectiveness of the interventions, and a list of supplementary readings. Contains 384 references. (HTH)
Guilford Press, Guilford Publications, Inc., 72 Spring Street, New York, NY 10012; Tel: 212-431-9800; Tel: 800-365-7006 (Toll Free); Fax: 212-966-6708; e-mail: ($35).
Publication Type: Books; Guides - Non-Classroom
Education Level: N/A
Audience: Practitioners
Language: English
Sponsor: N/A
Authoring Institution: N/A