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Table of Contents
Related titles:
Teaching Everyone: An Introduction to Inclusive Education
Teaching Language Arts, Math, and Science to Students with Significant Cognitive Disabilities
Bringing ABA into Your Inclusive Classroom: A Guide to Improving Outcomes for Students with Autism Spectrum Disorders
Effective Literacy Instruction for Students with Moderate or Severe Disabilities
Including Students with Severe and Multiple Disabilities in Typical Classrooms: Practical Strategies for Teachers, Third Edition
Alternate Assessment for Students with Significant Cognitive Disabilities: An Educator's Guide
AAC Strategies for Individuals with Moderate to Severe Disabilities
The Special Educator's Toolkit: Everything You Need to Organize, Manage, and Monitor Your Classroom
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Teach students with disabilities step by step
New!
Systematic Instruction for Students with Moderate and Severe Disabilities
By Belva C. Collins, Ed.D.
Foreword by Mark Wolery, Ph.D.
| "Powerful and practical strategies for connecting students with significant disabilities to high-quality instruction ... comprehensive and accessible, yet firmly anchored to research-based practices." —Erik Carter, Ph.D., Vanderbilt University
"Exactly what a methods textbook should be ... does an excellent job of covering systematic instructional procedures and provides clear and detailed examples of implementation. This is sure to become a foundational textbook ... and will serve as a fantastic resource for teachers in the field." —Kevin Ayres, Ph.D., BDBA-D, The University of Georgia
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To ensure the best outcomes for students with moderate and severe disabilities, K–12 educators need to understand what constitutes good instructional practices and how to apply them in any classroom, with any curriculum. All the how-to guidance they need is in this accessible text on systematic instruction, a highly effective teaching approach rooted in applied behavior analysis.
Developed by a seasoned educator who has trained thousands of teachers, this one-of-a-kind textbook fully prepares teachers to use systematic instruction procedures to link core content with critical life skills. Future educators will discover evidence-based methods that help them
- collect accurate screening and baseline data before instruction
- effectively use specific systematic instruction procedures (box)
- make instruction more efficient by weaving nontargeted information into lessons
- improve students' communication skills through naturalistic language strategies
- expertly organize and deliver small-group systematic instruction
- enhance instruction with assistive technology
- plan successful instructional schedules for students across settings and teachers
- maximize instruction time by involving peers, paraprofessionals, and service delivery personnel
- help students maintain new skills and generalize them to other settings
An ideal textbook for a wide range of teacher preparation courses, this student-friendly book includes sample lesson plans, chapter objectives, reflection questions, and a glossary. And the practical materials—including 20 blank data collection sheets and quick step-by-step charts of instruction procedures—make this an invaluable resource for in-practice educators.
A comprehensive guide to the why and how of systematic instruction, this is the accessible text teachers need to succeed in inclusive classrooms and improve outcomes for students with moderate and severe disabilities.
Master systematic instruction procedures:
- graduated guidance
- most-to-least prompting
- system of least prompts
- time delay
- simultaneous prompting
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ORDERING INFO
ISBN 978-1-59857-193-6
Paperback / 232 pages / 8.5 x 11 / 2012 / $39.95
Stock# 71936
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Table of Contents
About the Author
Preface
Mark Wolery
Acknowledgments
Chapter 1. Using Effective Practices to Teach Students with Moderate and Severe Disabilities
Chapter 2. Developing Data Sheets and Collecting Baseline Data
Chapter 3. Using Graduated-Guidance, Most-to-Least Prompting, and System-of-Least-Prompts Procedures
Chapter 4. Using Time-Delay and Simultaneous-Prompting Procedures
Chapter 5. Increasing the Efficiency of Instruction Through the Addition of Nontargeted Information and Through Instruction in Small-Group Formats
Chapter 6. Using Naturalistic Language Strategies
Chapter 7. Facilitating Maintenance and Generalization
Chapter 8. Teaching Functional Core Content
Chapter 9. Working with Peers, Paraprofessionals, and Staff
Chapter 10. Setting Up Instructional Schedules and Classroom Environments
Chapter 11. Teaching with Technology
Appendix A. Procedural Flowcharts
Appendix B. Blank Data Collection Sheets
Appendix C. Resources from the Professional Literature
Appendix D. Glossary
Index
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