The book A Teachers Guide to Understanding the Disruptive Behaviour Disorders is a book that is designed to help teachers who may be confronted with disruptive behaviours in their classroom. Teacher often complain of being unprepared to deal with disruptive behaviours. They experience frustration when they are unable to carry out the teaching/learning process in an effective manner as a result of disruptive behaviours. This book seeks to provide a guide to teachers understanding and dealing effectively with disruptive behaviours in the classroom. This knowledge will help to relieve their stress and frustration often experienced when they have to deal with disruptive students.
'Michael Farrell offers well sourced overviews of the conflicting and contradictory advice that is available to schools, suggests a variety of solutions to challenges, empowering the reader to make their own choices.' - Carol Smart, Special Needs Information Press Fully updated with the latest research and advice on best practice, this new edition of The Effective Teacher’s Guide to Behavioural and Emotional Disorders covers a range of conditions that cause learning difficulties for children, including disruptive behaviour, attention deficit hyperactivity disorder, anxiety and depressive disorders. The theoretical underpinning is fully updated but also condensed in this edition to make way for more practical strategies for teachers. Teachers are likely to meet children with varying types and degrees of emotional behavioural disorders. This comprehensive guide equips you with informed and practical strategies to ensure that all pupils are included and provided for in the best possible way. The new edition has also been adapted to be more widely relevant to readers in different countries, focusing more on the strategies that work regardless of national context. Writing in his popular accessible style, Michael Farrell suggests the best ways of dealing with a variety of conditions, always with practical classroom situations in mind. In each section, the book: sets out the definitions of the condition looks at the range of provision suggests intervention and support strategies gives points for reflection and suggested further reading. Highly accessible and authoritative, this book provides teachers with an invaluable resource to help you create a truly inclusive classroom.
Are you looking for effective strategies for cooperating with your 'difficult' students? Are you struggling to find motivational tools for students that appear to be angry, rude, cruel, erratic, or stubborn? This book is an essential guide for school staff supporting students with Oppositional Defiant Disorder (ODD). Written by the author of The Parent's Guide to Oppositional Defiant Disorder: Your Questions Answered, this book debunks myths about ODD by providing psychiatric context, strength-based approaches and exploring the disorder through a holistic lens. Supporting teachers in building and maintaining healthy relationships with ODD students, the book equips educators with the skillset to understand their students, identify and avoid common obstacles and prepare their students to thrive in and outside of the classroom. Packed with easy-to-use handouts, questionnaires and printable exercises, this guide is perfect for teacher training and group activities.
This fully revised essential guide clarifies the definitions of emotional and behavioural difficulties, and gives suggestions for SEN provision, always with practical classroom situations in mind.
Taking into account the very latest developments in the field of Special Educational Needs, this book provides busy teachers with a straightforward yet thorough overview of the basic theories surrounding behaviour. The book also looks at the range of strategies that can be used in the classroom, and how their effectiveness can be assessed. The range of strategies presented and explained include: the cognitive approach the systems-based approach the behavioural approach the psychodynamic approach. Also included is a chapter devoted to supporting pupils with Attention Deficit/Hyperactivity Disorder. The chapter contains new information on identifying and assessing the condition and suggests effective intervention strategies, such as developing self-esteem and interpersonal skills.
This highly anticipated second edition of The Effective Teacher's Guide to Dyslexia and other Learning Difficulties (Learning Disabilities) critically examines the specificity and complexity of learning disabilities. The user-friendly text highlights the importance of schools reviewing their curricula and assessment, pedagogical methods, resources, organisation and therapy procedures to ensure that their provision helps encourage academic progress and the best personal and social development for their pupils. This book accessibly and authoritatively addresses a range of issues associated with: Reading disorders / dyslexia Disorder of written expression/ dysgraphia Developmental co-ordination disorder/ dyspraxia Mathematics disorder/ dyscalculia. Offering what works in the classroom, this text also takes into account the relationship between professionals who work closely with parents and other professionals. It helpfully recognises the importance of professional contributions and the foundational disciplines that contribute to special education. Underpinned by research and widely held professional opinions, this second edition of The Effective Teacher's Guide to Dyslexia and other Learning Difficulties (Learning Disabilities) will prove a practical, readable and invaluable resource for the busy teacher, students on initial teacher training courses, school managers and administrators.
Working with students who have been diagnosed with Attention Deficit Hyperactivity Disorder (ADHD) presents unique challenges for educators. This valuable resource provides general and special education professionals with an understanding of ADHD and appropriate strategies to help children participate in the classroom experience and develop to their fullest potential. Aligned with the reauthorization of IDEA 2004, Classroom Management Techniques for Students With ADHD presents practical, nuts-and-bolts methods and a concise glossary for teaching and working with this unique group of students. The authors, recognized experts in the field, succinctly cover: The characteristics of ADHD The processes and legal requirements for identifying students with ADHD Understanding different treatment options and how students are diagnosed Instructional techniques and behavioral interventions Classroom accommodations and modifications Use this indispensable text to help you work effectively with parents, other professionals, and the outside community in fostering successful learning experiences for students with ADHD.
Behaving Together provides teachers with frameworks and processes to help them identify, understand and support the issues children bring to the classroom. Using a clear five step formula, the book explores the perspectives of children, to guide teachers as they support them within the school environment. The book explores the nature of emotional health and well-being and the real implications of this on the way children are seen to act within the school. Rather than punishing unwanted behaviour, the book begins with the assumption that behaviour is our innate form of communication, that should be supported rather than controlled. It recognises the network of relationships within a school’s community and provides helpful resources to support a child’s inclusion in school life, including: •Case studies highlighting the potential complexities of children’s lives •Perspectives on a range of educational contexts, including Pupil Referral Units and schools outside the mainstream •Clear definitions explaining common technical or medical jargon •Reflection points to develop teaching practice and confidence Behaving Together is a key reflective tool for teachers and those interested in the pastoral care of children. "This book is full of practical strategies outlining collaborative approaches to supporting positive behaviours." Cath Kitchen, BSc, MSc, NPQH, NLE, CEO of The Skylark Partnership "Reading it would make any mainstream teacher a better professional. I felt cleansed by it." Phil Beadle, Teacher and Author "Drawing on her substantial experience of working in Pupil Referral Units and Alternative Provision, Sarah Dove provides a helpful and wide-ranging overview of the factors - personal and organisational - that can affect pupils' behaviour." Steve Waters Founder and Director: Teach Well Alliance Sarah Dove is an experienced educator and industry leader with over eighteen years of teaching experience. Her specialist experience in Pupil Referral Units, in-patient psychiatric services, care homes and hospital schools has enabled her to support mainstream schools and local authorities to support children and reduce exclusions. Behaving Together in the Classroom has been shortlisted for the NASEN Award for Publication and the BESA Educational Book Award!
The ultimate guide to handling problem behavior "in the heat of the moment"! When disruptive behavior occurs, your first response can determine how quickly the situation is resolved. Colvin offers teachers seven key behavioral principles and a range of research-based approaches for immediately defusing disruptive situations, avoiding escalation, and correcting behaviors. This resource features: Strategies that target specific behaviors, including off-task behavior, rule violations, disrespect, agitation, noncompliance, and threats and intimidation Common classroom scenarios and solutions for K–12 general and special education teachers Checklists and action plans for applying the strategies while maintaining the flow of instruction
Children and adolescents with disruptive behavior disorders struggle both in and outside the classroom. This book gives school practitioners vital tools for supporting students' positive behavior as well as their academic and social success. Chapters review effective behavioral interventions at the whole-class, targeted, and individual levels; parent training programs; and strategies for building adaptive skills. Core evidence-based techniques are illustrated with vivid, concrete examples. Ways to integrate the strategies into a school's multi-tiered model of prevention and intervention are discussed. In a large-size format for easy photocopying, the book includes 14 reproducible forms. Purchasers get access to a Web page where they can download and print the reproducible materials. This book is in The Guilford Practical Intervention in the Schools Series, edited by Sandra M. Chafouleas.
