Classroom Management for Gifted and Twice-Exceptional Students Using Functional Behavior Assessment assists educators in understanding how to identify and target behaviors that influence the success of students and daily classroom instruction. Each module: Provides case studies with examples of the concepts being taught. Includes presentations, interactive graphic organizers, and small-group problem-solving activities. Offers self-assessments and resources for developing interventions. May be used within a university course, a series of workshops, or professional teacher learning communities. Uses functional behavior assessment (FBA), a successful research-based approach to behavioral interventions. Using this book, teachers can learn to manage student behavior and implement differentiation in the classroom.
This unique book provides teachers and other service providers the knowledge and skills for Positive Behavior Supports in school settings, thereby improving the academic and social skills of their students. It is written in an informational format that teachers and other service providers can immediately put to use. The text is generic across K-12 grade levels and focuses on Positive Behavior Supports in school settings. Each chapter begins with Key Point Questions, followed by two Window to the World Case Studies, information on the Key Point Questions, Discussion Questions, and Suggestions for Classroom and School Activities. Additionally, an overview of Positive Behavior Supports is provided, which includes Measuring Behavior, Functional Assessment and Analysis, Reinforcement, Punishment, Classroom Structure, Preventative Procedures and Interventions, Cooperative Learning and Peer Tutoring, and Family and Agency Involvement. The Self-Management Strategies, Social Skills Instruction, and School-Wide Positive Behavior Supports are vital areas of knowledge. This “How To” book is written for teachers and other direct service providers in a non-technical manner with specific real-world examples.
This essential handbook is a comprehensive and systematic examination of the assessment of gifted and advanced students and their programs, and a must-have resource for coordinators and directors at state and local levels. Handbook on Assessments for Gifted Learners explores issues associated with building an effective identification system, clarifies and interprets the need for targeted learning progress assessments for gifted learners, and discusses program evaluation, assessments, and processes used to gauge programs’ success. Engaging chapters written by both academic and practitioner experts provide research-based, practical ideas for identifying and measuring the progress of gifted and advanced learners. Readers will benefit from informed recommendations stemming from current research conducted specifically for this text.
According to the Every Student Succeeds Act (ESSA), evidence-based practices are supported by rigorous research designs and demonstrate that they improve student outcomes, but the actual implementation of these practices in schools is limited. This essential guidebook assists coordinators of gifted education in implementing three evidence-based practices: universal screening, grouping, and acceleration. Each module includes an overview of research, administrative and assessment considerations, forms for implementing the practice, scripted presentation slides for educators and parents, and resources. Modules may be used by educators within a series of workshops for an entire school district, on an individual campus or for important stakeholders.
The Pre-K–Grade 12 Gifted Education Programming Standards should be part of every school district’s repertoire of standards to ensure that the learning needs of advanced students are being met. The new edition of this popular book helps schools understand the updates to the standards, which have a renewed emphasis on equity and inclusion. The six standards focus on student outcomes in learning and development, assessment, curriculum planning and instruction, learning environments, programming, and professional learning (updated from professional development used in the 2010 version). This book details these standards and provides suggestions for implementing each one. It also includes sample assessments of student products and performances, which will assist schools in developing program and service evaluation benchmarks. This book is a must-have for school leaders and gifted education professionals who want to offer the most effective services for gifted and advanced students. It is a service publication of the National Association for Gifted Children (Washington, DC). This designation indicates that this book has been jointly developed with NAGC and that this book passes the highest standards of scholarship, research, and practice.
What are the prerequisites for reforming education, and how can these reforms be seen in school development and culture? How should teacher education support this reform process? What are the principles and practices underlying the functioning of the schools of tomorrow? These questions are examined in this unique volume. The authors in this book argue that the central function of teacher education and education in general is to respond to the challenges brought on by the twenty-first century. According to this approach, the competencies and skills needed in the future are not merely a new addition to school activities, but rather something requiring a comprehensive reform of school culture encompassing teacher education, curricula, and teaching methods. Such a fundamental process of change in the action and thinking models used by schools would be an effort to achieve a complete transformation, the result of which would be schools developing into organizations that are both creative and imbued with a strong sense of community. A central attribute is that the creation of new knowledge is not just restricted to the classroom but also takes place in out-of-school environments. This would link learning to its natural context, eventually leading to an ideal instruction that is actively problem oriented, holistic, and life centered. This reform-minded volume is divided into three parts. The first part focuses on the reform processes in teacher education, the second on the reforms of pedagogics at schools and teacher education institutions, and the third on the processes of reculturing schools. New prospects for active schools in the United States and Europe, as well as in Japan and China, are discussed.
Recognize and support twice-exceptional (2e) learners to help them succeed in school—and beyond. Twice-exceptional (2e) learners have often been misunderstood, disciplined, unchallenged, and left behind. Even as awareness of 2e learners has grown, educators are still in need of practical tools to recognize and support their twice-exceptional students. This book answers that need, providing teachers with accessible information about twice-exceptional diagnoses and suggested accommodations, modifications, and collaboration with other educational professionals. Dedicated to the needs of all 2e learners, the first part of the book covers identifying and understanding 2e students, strength-based instruction, motivation and self-regulation, and executive functioning skills. The second part details how gifted students are affected by another diagnosis, including: Specific learning disabilities ADHD Autism Spectrum Disorder (ASD) Processing difficulties Anxiety-based diagnoses Depression and other mood disorders This book equips educators with information that will make it easier for them to advocate for their 2e students, including what they need to know about the individualized ed(more...)
"Drs. Susannah Wood and Jean Peterson have combined forces to move the field of school counseling forward in its work on behalf of gifted students… This subtle regularizing into appropriate school counseling practice is actually quite radical as is makes it clear that the time has passed to consider whether we should be concerned with the nature and needs of students with gifts and talents, but rather need to move to serving them as a requirement of our profession... And fortunately for all of us, the authors provide a clearly articulated roadmap for helping us live up to our professional responsibilities." --Tracy L. Cross, Ph.D. Created to fill a gap in both counselor education and gifted education, this is the only up-to-date text to provide a concise and practical overview of counseling services designed specifically for gifted and talented students. Grounded in the American School Counselor Association (ASCA) National Model for counseling programs, the book illuminates specific knowledge, awareness, and skills school counselors need to address concerns related not only to academics, but also to social and emotional development of this population. The text delivers a theoretical and practical overview of gifted and talented education in the United States and the responsibilities of school counselors as they pertain to this unique population. Going well beyond the common call to provide academic challenge, the book considers special characteristics of gifted and talented students as it examines the complexities of career development, college readiness, and concerns related to social and emotional development. It discusses how counselors can advocate for gifted students, lead efforts to match programming and needs, and collaborate with school staff and families. Vignettes depicting critical incidents and epitomizing needs are used to illuminate differentiated counseling approaches that support this student population. Each chapter highlights a key concept, and curriculum guidelines and resources for professional development support the text. KEY FEATURES: Interweaves school counseling and gifted education research and practice Considers characteristics and counseling concerns associated with giftedness Is based on the ASCA model for counseling programs Examines the complexities of career development, college readiness, and social/emotional development in this population Highlights key concepts and includes vignettes of critical incidents
All parents experience stress as they attempt to meet the challenges of caring for their children. This comprehensive book examines the causes and consequences of parenting distress, drawing on a wide array of findings in current empirical research. Kirby Deater-Deckard explores normal and pathological parenting stress, the influences of parents on their children as well as children on their parents, and the effects of biological and environmental factors. Beginning with an overview of theories of stress and coping, Deater-Deckard goes on to describe how parenting stress is linked with problems in adult and child health (emotional problems, developmental disorders, illness); parental behaviors (warmth, harsh discipline); and factors outside the family (marital quality, work roles, cultural influences). The book concludes with a useful review of coping strategies and interventions that have been demonstrated to alleviate parenting stress.
