Schoolwide Prevention Models: Lessons Learned in Elementary Schools

-

ISBN 10: 1593858396 / ISBN 13: 9781593858391

Published by Guilford Press, 2008

About this Item

Schoolwide Prevention Models: Lessons Learned in Elementary Schools This book is in very good condition and will be shipped within 24 hours of ordering. The cover may have some limited signs of wear but the pages are clean, intact and the spine remains undamaged. This book has clearly been well maintained and looked after thus far. Money back guarantee if you are not satisfied. See all our books here, order more than 1 book and get discounted shipping. .

Seller Inventory # 7719-9781593858391

Bibliographic Details

• Title: Schoolwide Prevention Models: Lessons Learned in Elementary Schools
• Publisher: Guilford Press
• Publication Date: 2008
• Language: English
• ISBN 10: 1593858396
• ISBN 13: 9781593858391
• Binding: hardcover
• Condition: Very Good

About this title

Synopsis

Showcasing evidence-based models for schoolwide prevention of reading and behavior problems, this book is highly informative and grounded in research. Chapters first identify the core features of effective three-tier prevention models and explain their role within a response-to-intervention framework. In-depth case studies then illustrate the experience of implementing distinct models (targeting reading problems, behavior problems, or both) in actual schools across the country. The cases yield vital insights into the process of choosing the right prevention model for a particular school; coordinating faculty teams and building their skills; and making data-based decisions to improve student outcomes.

About the Author

Charles R. Greenwood, PhD, is Director, Juniper Gardens Children's Project; Senior Scientist, Schiefelbusch Institute for Life Span Studies; and Professor of Applied Behavioral Science and Special Education at the University of Kansas. Dr. Greenwood's research and over 100 publications focus on the development of evidence-based instructional and behavioral interventions as well as methods of progress-monitoring measurement and classroom behavior observation. His honors and awards include the Fred S. Keller Award from Division 25 of the American Psychological Association (APA) for his distinguished contributions to the field of education.

 

Thomas R. Kratochwill, PhD, is Sears-Bascom Professor, Director of the Educational and Psychological Training Center, and Co-Director of the Child and Adolescent Mental Health and Education Resource Center at the University of Wisconsin-Madison. He is the author of over 200 journal articles, book chapters, and monographs. Dr. Kratochwill's research contributions have been recognized with numerous awards, including the APA Award for Distinguished Career Contributions to Education and Training in Psychology.

 

Melissa Clements, PhD, is a Senior Associate with MGT of America, Inc., a research firm based in Tallahassee, Florida. Previously, she served as Co-Director of the Coordination, Consultation, and Evaluation Center at the University of Wisconsin-Madison, the coordination center for the Office of Special Education Programs K-3 Reading and Behavior Intervention Models Project. Her research interests include early child development, education, special education, contextual influences, and evaluation of prevention and intervention programs for high-risk populations.