Advances in Learning and Behavioral Disabilities

ISSN: 0735-004X

Editor: Bryan G. Cook, Melody Tankersley & Timothy J. Landrum
Subject: Education (view other series in this subject area)
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** Call for Chapters for Advances in Early Education & Day Care, Volume 18 Call for Chapters for Volume 18 **

New Title published: Classroom Behavior, Contexts and Interventions

The focus of this book 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.

The book is intended to be of interest to clinicians, teachers, researchers, graduate students, and others who work with students with learning and behavioral disabilities.

Table of Contents online here: http://www.emeraldinsight.com/books.htm?issn=0735-004x&volume=25

Reviews:

"The chapters in this volume not only provide important current evidence-based practices related to classroom behavior, school contexts, and interventions but also do so in a way that would be of interest to an array of school professionals including teachers, administrators, school psychologists, school counselors and school social workers. In addition, university and college faculty would find this volume of great benefit for teaching graduate students."

Professor John W. Maag, University of Nebraska-Lincoln

"The editors of this volume have conceptualized it well. In a dozen chapters, it covers most, if not all, of the major issues in teaching and managing behavior in classroom contexts. This book will be invaluable to students, teachers, and researchers. Among the most valuable discussions, which often occur in multiple chapters, are those about targeting behavior, preventing problem behavior, identifying students who need special education, implementing interventions with fidelity, and preparing teachers. The chapter authors include senior, well-established researchers as well as advanced graduate students and professors with emerging reputations for sound research. The scope and quality of the research presented in this volume are testimony to the progress that has been made in measuring and intervening in problem behavior during the past several decades. My hat is off not only to Cook, Tankersley, and Landrum for their fine collection of chapters but to the contributing authors for their perspicacity in preparing needed, readable chapters."

Emeritus Professor James M. Kauffman, University of Virginia

Buy any volume of Advances in Learning and Behavioral Disabilities here

Editorial Objectives

The purpose of Advances in Learning and Behavioral Disabilities is to present reports of recent original research, integrative research reviews, theory formulation and policy analysis in the areas of learning disabilities and behavioral disorders. While these are considered essentially independent diagnostic constructs, they share a number of common characteristics, and for this reason are covered in the same series.

Topicality

In this series, learning and behavioral disabilities are defined broadly, so as not to exclude individuals whose disabilities are associated with intellectual or developmental disabilities, emotional disturbance, or physical disabilities.

Key Benefits

• The individual volumes that make up this series are organized around relevant themes; however, the intent of each is to further knowledge and understanding, with the aspiration that this will lead to practices which will help improve the life success of individuals with learning and behavioral disabilities.
• Internationally prominent authors discuss issues and advances in the field of learning and behavioral disorder research.
• The series serves as a practical reference to educators, researchers, psychologists, professionals and practitioners worldwide.

Key Audiences

Each volume represents a critical component of our understanding of learning and behavioral disabilities, and will be of interest to clinicians, teachers, administrators, researchers, and graduate students of psychology, education and special education.

Coverage

International contributions ensure global coverage of the subject matter. Previous volumes have covered a variety of topics including: literacy and learning; policy and practice; personal preparation; applications of research methodology; cognition and learning in diverse settings; research in secondary schools; technological applications; and educational interventions.

About the Editorial Team

Series Editors

Bryan G. Cook
University of Hawaii at Manoa
bgcook@hawaii.edu

Melody Tankersley
Kent State University
mtankers@kent.edu

Timothy J. Landrum
University of Louisville
t.landrum@louisville.edu

Development Editor
Thomas Dark
tdark@emeraldinsight.com

Volumes within this series

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Online table of contents

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