Books in the Advances in Learning and Behavioral Disabilities series

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.

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.

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.

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.

Research in learning and behavioral disabilities, employing a variety of methods and techniques, has provided information relevant to practitioners. This volume discusses, applies and evaluates different methodological approaches to learning and behavioral disorder research; and serves as a reference to educators, researchers, and others.

In this volume, recent advances in technological applications for individuals with learning and behavioural disabilities are described and discussed, in a collection that includes reviews of research, and original research reports.

Considers topics of relevance to secondary schools. Included in the volume are reviews of research on the efficacy of self-management techniques; the utility and efficacy of homework assignments; treatments for secondary students with autism; interventions on content-area learning, including English, science, math, and social studies; and more.

Addresses developments in areas relevant to the education of individuals with learning and behavioral disabilities. This work also includes a chapter on the research support for co-teaching as an educational intervention for promoting academic achievement and educational inclusion.

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.

Considers the role of cognition in learning and behavioral disorders, along with investigation of learning in diverse settings, including clinical, special class, and inclusive general education classrooms. This book is intended for those concerned with the issues of cognition and learning in a variety of instructional contexts.

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.

Deals with a variety of topics, such as developmental language disorders and attention deficit hyperactivity disorder, and self-regulated strategy development.

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 this volume, several topics of relevance to the issue of identification and assessment of learning and behavioural disabilities are discussed by leading scholars, in reviews of recent relevant research, policy analyses, and new investigations with original data.