Advances in learning and behavioral disabilities : a research annual

Author(s)

Bibliographic Information

Advances in learning and behavioral disabilities : a research annual

JAI Press, c1982-

• v. 1: 1982
• v. 2: 1983
• v. 3: 1984
• v. 4: 1985
• v. 5: 1986
• v. 6: 1990
• v. 7: 1992
• v. 8: 1994
• v. 9: 1995
• v. 10: 1996: set
• v. 10: 1996: pt. A
• v. 10: 1996: pt. B
• v. 11: 1997
• v. 12: 1998
• v. 13: 1999

Note

Includes bibliographies and indexes

NCID:AA10628698

NCID:AA11045775 -- Supplement

Description and Table of Contents

Volume

v. 10: 1996: pt. A ISBN 9780762301355

Description

This tenth volume in the series deals with a variety of topics, such as defining emotional or behavioural disorders, and phonological awareness and learning disabilities.

Table of Contents

• Part A Tentative: Defining emotional or behaviourial disorders: divergence and convergence, Kenneth A. Kavale et al
• The emotional domain: self concept and depression in children with learning disabilities, Nancy Heath
• Phonological awareness and learning disabilities: using research to inform our practice, Eileen Wynne Ball
• Mathematical difficulties in young children: cognitive and developmental perspectives, Nancy Jordan, Theresa Oettinger Montani
• Theoretical, technical, and practical aspects of the S-cognitive processing test: the development of a Dynamic assessment measure, H. Lee Swanson
• Quantitative synthesis of survey research: methodology and validation, Thomas E. Scruggs, Margo A. Mastropieri.

Volume

v. 10: 1996: pt. B ISBN 9780762301362

Description

This tenth volume in the series deals with a variety of topics, such as treatment of serious anti-social behaviour and interventions for students with learning disabilities.

Table of Contents

• Part B Tentative: Treatment of serious antisocial behaviour, Sonja K. Schoenwald et al
• Interventions for students with learning disabilities, Margo A. Mastropieri et al. (Part contents).

Volume

v. 11: 1997 ISBN 9780762302543

Table of Contents

Effectiveness of social skills training for students with behavior disorders: a meta-analysis (K.A. Kavale et al.). Attention deficit hyperactivity disorder (D.P. Hallahan, E.A. Cottone). Aggressive behavior in children with behavior disorders: a critical review of identification and intervention strategies (T.V. Powers, R.S. Neel). A developmental view of aggression and achievement (E.M. Talbott, M.G. Coe). A comprehensive examination of an experiment in full inclusion (N. Zigmond, J.M. Baker). Mainstreaming and inclusion of students with learning disabilities: perspectives of general educators in elementary and secondary schools (P.C. Dev, T.E. Scruggs). Teacher education reform and the inclusion of students with learning and behavioral disorders (P.T. Sindelar et al.). It's what you take for granted when you take nothing for granted: the problems with general principles of instructional design (J. Woodward et al.). Counseling individuals with learning disabilities: research, practice, and future issues (M.A. Mastropieri et al.).

Volume

v. 12: 1998 ISBN 9780762304127

Description

The focus of this book series is to identify and review classroom issues and outcomes associated with behavioral concerns of students with learning and behavioral disabilities. Internationally prominent scholars address contemporary topics such as grade retention, bullying and harassment, response-to-intervention and universal systems in relation to how students with learning and behavioral disabilities are affected by them. Additionally, the scholars describe and discuss future directions for treatments such as social skills instruction, cognitive-behavioral prevention, social emotional learning programs, and self-monitoring.

Table of Contents

Covariance in learning disability and behavior disorder: an examination of classification and placement issues (K.A. Kavale, S.R. Forness). Understanding identification, placement, and school completion rates for children with disabilities: the influence of economic, demographic, and educational variables (M.J. Coutinho, D.P. Oswald). A selective synthesis of single subject design intervention research on students with learning disabilities (H.L. Swanson et al.). Reflections of current attainments and future directions in writing intervention research in learning disabilities (B.Y.L. Wong). research on metacognition in special education (M. Montague). Addition practice with math disabled students improves subtraction and multiplication performance (J.M. Royer, L.N. Tronsky). Metacognition and learning disabilities in mathematics (D. Lucangeli, C. Cornoldi). Mathematical word problem solving: a synthesis of intervention research for students with learning disabilities (D. Pedrotty Rivera et al.).

Volume

v. 13: 1999 ISBN 9780762304295

Description

Volume 13 of "Advances in Learning and Behavioral Disabilities" presents a variety of topics relevant to disorders of learning and behavior, from a diverse international group of researchers. In the first chapter, H. Lee Swanson presents a comprehensive discussion and analysis of working memory in readers with learning disabilities and its relation to deficits in executive processing. A chapter by Kathryn Fletcher, Marcia Schott, Lois-Lynn Deuel, and Beda Jean-Francios reviews comparative research on cognitive abilities of individuals with learning disabilities and mild mental retardation. Patrizio Tressoldi and Daniela Lucangeli discuss a conceptual approach to mathematical word problem solving, and provide implications for diagnosis and treatment. Francesca Pazzaglia, Rossana De Beni, and Lucia Caccio discuss working memory and disorders in reading comprehension. Teresa Crenshaw, Kenneth Kavale, Steven Forness, and Ronald Reeve provide a meta-analysis of research on the effects of stimulant medication on Attention Deficit Hyperactivity Disorder (ADHD), and discuss implications for practice. Panayota Mantzicopoulos and Delmont Morrison describe a tutoring model for improving behavior problems of at-risk students, and describe results of relevant research. Frederick Brigham and Jane Cole provide a chapter on developments in research on selective mutism, discussing causes, characteristics, assessment, and treatment. Finally, Ana van Berckelaer-Onnes and Daniela Lucangeli provide an analysis of theoretical perspectives on autism, and discuss recent relevant research. Taken together, this volume contributes reviews and discussions of a variety of perspectives and topics relevant to the study of learning and behavioral disabilities.

Table of Contents

An analysis of change in learning disabled readers' phonemic, semantic, and visual-spatial working memory: additional support for an executive processing deficit (H.L. Swanson). A comparison of the cognitive capabilities of young children with mild mental retardation or learning disabilities (K.L. Fletcher et al.). In search of a comprehensive model of mathematical word problem solving: implications for the diagnosis and the treatment of mathematical word problem solving difficulties (D. Lucangeli, P.E. Tressoldi). The role of working memory and metacognition in reading comprehension difficulties (F. Pazzaglia et al.). Attention deficit hyperactivity disorder and the efficacy of stimulant medication: a meta-analysis (T. Meade Crenshaw et al.). Does one-to-one tutoring with the teach intervention model improve at-risk children's behavior problems? (P. Mantzicopoulos, D. Morrison). Selective mutism: developments in definition, etiology, assessment and treatment (F.J. Brigham, J.E. Cole). From early infantile autism to an autistic spectrum: an analysis of theoretical perspectives (I. van Berlelaer-Onnes, D. Lucangeli).

Volume

v. 5: 1986 ISBN 9780892326181

Description

The focus of this book series is to identify and review classroom issues and outcomes associated with behavioral concerns of students with learning and behavioral disabilities.

Volume

v. 6: 1990 ISBN 9780892327997

Description

The focus of this book series is to identify and review classroom issues and outcomes associated with behavioral concerns of students with learning and behavioral disabilities

Volume

v. 7: 1992 ISBN 9781559381963

Description

This is the seventh volume in the series, "Advances in Learning and Behavioural Disabilities". It includes such topics as: study times in good and poor comprehenders; diagnostic spelling analysis; spatial learning and instruction of children with learning difficulties; and, ageing and prospective memory.

Table of Contents

• Memory judgements and allocation of study times in good and poor comprehenders, Ombretta Papetti et al
• diagnostic spelling analysis within curriculum-based measurement - implications for students with learning and behavioural disabilities, Lynn S. Fuchs et al
• spatial learning and instruction of children with learning disabilities, Frederick J. Brigham
• aging and prospective memory - basic findings and practical applications, Mark A. McDaniel and Gilles O. Einstein
• metacognitive knowledge, learning disorders and mental retardation, Cesare Cornoldi and Renzo Vianello
• effectiveness and treatment validity of interventions addressing self-injurious behaviour - from narrative reviews to meta-analysis, Ralf W. Schlosser and Herbert Goetze
• learning difficulties and memory problems in mental retardation - a meta-analysis of theoretical perspectives, Kenneth A. Kavale and Steven R. Forness. Part 2 Methodology: single subject research methodology in the study of learning and behavioural disorders - design, analysis and synthesis, Thomas E. Scruggs
• the use of single subject designs in applied settings, Partick J. Schloss et al
• single subject research and the policy process, James L. Hamilton and Nancy Safer.

Volume

v. 8: 1994 ISBN 9781559386500

Description

This eighth volume in the series discusses such topics as learning disabilities and intelligence, mainstreaming an emotionally handicapped student in science, the success of social skills training with delinquent youth, and the social competence of individuals with learning disabilities.

Volume

v. 9: 1995 ISBN 9781559389051

Description

This ninth volume in the series deals with a variety of topics, such as developmental language disorders and attention deficit hyperactivity disorder, and self-regulated strategy development.

Table of Contents

• Developmental language disorders and attention deficit hyperactivity disorder, Cynthia A. Riccio, George W. Hynd
• Self regulated strategy development: a theoretical and practical perspective, Lisa P. Case et al
• Mapping the cutting-edge in Primary-level literary instruction for weak and at-risk readers, Michael Pressley et al
• Knowledge about reading and self-evaluation in reading disabled children, Francesca Pazzaglia et al
• Social skill deficits and training: a meta-analysis of the research in learning disabilities, Kenneth A. Kavale, Steven R. Forness
• Computer-assisted instruction and students with learning disabilities: does research support the rhetoric? Rwey-Lin Shiah et al
• The self-concept of adolescents with learning disabilities: a review of the literature and a call for theoretical elaboration, Jean C. McPhail, C. Addison Stone
• Dictation applications to writing for students with learning disabilities, Susan De La Paz, Steve Graham
• qualitative research methodology in the study of learning and behaviourial disorders: an analysis of recent research, thomas E. Scruggs, Margo A. Mastropieri
• Treatment validity: a neglected component of special education classification, Russell J. Skiba et al.

Volume

v. 10: 1996: set ISBN 9781559389549

Description

This is a two-part set divided between the areas of theoretical perspectives and intervention research. The first section, Theoretical Perspectives, covers topics such as mathematical difficulties in young children, the s-cognitive processing test and defining emotional or behavioral disorders. It concludes with a quantitative synthesis of survey research. The second section, Intervention Research, deals with various aspects of intervention including a review of the literature concerning attention deficit hyperactivity disorder, treatment of serios antisocial behaviour and the role of self-awareness and self-perception in strategic learning for pupils with learning disabilities.

Table of Contents

• Part A: defining emotional or behavioural disorders - divergence and convergence, Kenneth A. Kavale, Steven R. Forness & Brent Duncan
• the emotional domain - self concept and depression in children with learning disabilities, Nancy Heath
• phonological awareness and learning disabilities - using research to inform our practice, Eileen Wynne Ball
• Mathematical difficvulties in young children - cognitive and developmental perspectives, Nancy Jordan & Teresea Oettinger Montani
• theoretical technical and practical aspects of the S-Cognitive processing test - the development of a dynamic assessment measure, H. Lee Swanson
• quantitative synthesis of survey research - methodology and validation, Thomas E. Scruggs & Margo A. Mastropieri. Part B: treatment of serious antisocial behaviour, Sonja K. Schoenwald, Christopher R. Thomas & Scott W. Henggeler
• Interventions for students with research in learning disabilities, Margo Mastropieri et al
• phonological awareness and learning disabilities - using research to inform our practice, Eileen Wynne Ball
• Mathematical difficulties in young children - cognitive and developmental perspectives, Nancy Jordan & Teresea Oettinger Montani
• theoretical, technical and practical aspects of the S-Cognitive processing test - the development of a dynamic assessment measure, H. Lee Swanson
• quantitative synthesis of survey research - methodology and validation, Thomas E. Scruggs & Margo A. Mastropieri.

by "Nielsen BookData"

Details

• NCID: BA00663602
• ISBN:
  • 0892322098
  • 0892322578
  • 0892323337
  • 0892325321
  • 0892326182
  • 0892327995
  • 1559381965
  • 1559386509
  • 1559389052
  • 1559389540
  • 076230135X
  • 0762301368
  • 0762302542
  • 076230412X
  • 0762304294
• Country Code: us
• Title Language Code: eng
• Text Language Code: eng
• Place of Publication: Greenwich, Conn.
• Pages/Volumes: v.
• Size: 24 cm
• Classification:
  • NDC8 : 378
  • NDC8 : 141.3