Systematic Instruction for Students with Moderate and Severe Disabilities

2. Auflage 2021
ISBN: 978-1-68125-438-8
Verlag: Brookes Publishing Company

Buch, Englisch, 240 Seiten, Paperback, Format (B × H): 213 mm x 277 mm, Gewicht: 820 g

This bestselling, reader-friendly textbook provides readers with comprehensive guidance on the why and how of systematic instruction (SI), a highly effective, evidence-based teaching approach rooted in applied behavior analysis (ABA). The second edition includes updated research to expand the evidence base for SI, fully revised chapters with a wealth of practical recommendations, detailed sample lesson plans, and robust online faculty materials, including test banks and PowerPoints. Systematic Instruction can be used as a stand-alone text for graduate and undergraduate teaching methods courses; supplemental text to larger, more comprehensive books on severe disabilities; and as a practical guide for in-service special educators.

Autoren/Hrsg.

Collins, Belva C

Fachgebiete

• Sozialwissenschaften Pädagogik Teildisziplinen der Pädagogik Sonderpädagogik, Heilpädagogik

Inhaltsverzeichnis

- About the Downloads
- About the Author
- Preface
- Foreword Erik Carter, Ph.D.
- Acknowledgments
- Section I Setting the Context for Systematic Instruction
- Chapter 1 Using Systematic Instruction When Teaching Standards in Inclusive Classrooms
- Chapter 2 Using Technology with Systematic Instruction
- Chapter 3 Involving Others in Implementing Systematic Instruction
- Chapter 4 Developing Data Sheets and Collecting Baseline Data
- Chapter 5 Using Effective Practices to Teach Learners with Moderate and Severe Disabilities
- Section II Delivering Systematic Instruction
- Chapter 6 Applying the Principles of ABA to Teach Learners with Moderate and Severe Disabilities
- Chapter 7 Using Response Prompting Strategies: Graduated Guidance, Most-to-Least Prompting, and System of Least Prompts
- Chapter 8 Using Response Prompting Strategies: Time Delay and Simultaneous Prompting Procedures
- Chapter 9 Increasing the Efficiency of Instruction
- Chapter 10 Facilitating Maintenance and Generalization
- Chapter 11 Making Instructional Decisions and Exercising Leadership
- Chapter 11 Appendix Flowchart for Designing Instructional Programs Using Response Prompting Procedures
- Appendix A Sample Programs Using Systematic Instruction
- Appendix B Glossary
- Index

Über Autor(innen)

Belva C. Collins, Ed.D., served as a professor and chair in the Department of Special Education and Child Development at the University of North Carolina at Charlotte and in the Department of Early Childhood, Special Education, and Counselor Education at the University of Kentucky. She now holds the title of Professor Emeritus at both institutions. Dr. Collins began her career as a teacher of students with intellectual disability in rural Southwestern Virginia before coming to the University of Kentucky to work as a research assistant on several federally funded grants to validate the use of response prompting strategies in special education. She continued this line of research throughout her career in higher education and was successful in guiding the applied research of her students in investigating variations of systematic instruction in classroom and community settings. This work provides the foundation for this text. In addition to disseminating her own scholarly writing, Dr. Collins served as the executive editor of Rural Special Education Quarterly, the primary publication of the American Council on Rural Special Education (ACRES). Recent awards include the ACRES Eagle Award for service to rural special education, the North Carolina Teacher Educator Award, and the TED-Pearson Award for excellence in teacher education. She now devotes her time to writing and presenting on the topics of systematic instruction and special education teacher leadership.