Books in the Advances in Learning and Behavioral Disabilities series

This volume focuses on evidence-based practices (EBPs) , supported, sound research studies documenting their effectiveness with a target population. As such, EBPs have significant potential to improve the outcomes of learners with learning and behavioral disorders.

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.

Presents a variety of topics relevant to disorders of learning and behavior, from a diverse international group of researchers. This title includes a chapter that presents a comprehensive discussion and analysis of working memory in readers with learning disabilities and its relation to deficits in executive processing.

In the study of learning and behavioral disabilities, effective practice and public policy enacted to implement this practice are closely intertwined. This book contains topics that include educational equity, imputations of malice in social policy, and analytical discussions of Response to Intervention and No Child Left Behind legislation.

Advances in knowledge of effective strategies for the treatment of learning and behavioral disabilities are of little use without highly trained and effective personnel to implement these strategies. This volume discusses a wide range of important issues in the preparation of those personnel.

Among the most commonly reported characteristics of individuals with learning and behavioral disabilities are significant and persistent problems with literacy acquisition. This volume addresses important issues in the conceptualizing, assessing, and treating problems in literacy. It is of interest to clinicians, teachers, and researchers.

Teachers report being unprepared for the difficult behavior they encounter in classrooms, and administrators find themselves under increasing pressure to maintain safe and orderly schools. IDEA regulations have also resulted in ongoing confusion about how schools can and should discipline students with identified disabilities.