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Special Education and Teaching Commons™
Open Access. Powered by Scholars. Published by Universities.®
Educational Assessment, Evaluation, and Research
Communication Disorders & Special Education Faculty Publications
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- Behavior modification (2)
- AdHD (1)
- Aggression in children (1)
- Aggression in youth (1)
- Behavior disorders in adolescence (1)
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- Behavior disorders in children (1)
- Behavior modification research (1)
- Behavioral assessment (1)
- Children's conduct of life (1)
- Conduct disorders in children (1)
- Deviant behavior (1)
- Exceptional children (1)
- Executive function (1)
- Language disabilities (1)
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- School employees (1)
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- Special education research (1)
- Working memory (1)
Articles 1 - 3 of 3
Full-Text Articles in Special Education and Teaching
Perspectives On Attention Deficit Hyperactivity Disorder: Executive Functions, Working Memory, And Language Disabilities, Carol Westby, Silvana Watson
Perspectives On Attention Deficit Hyperactivity Disorder: Executive Functions, Working Memory, And Language Disabilities, Carol Westby, Silvana Watson
Communication Disorders & Special Education Faculty Publications
The conceptualization of the nature of attention deficit hyper-activity disorder (ADHD) has changed in the last decade. ADHD is now viewed as a neurologically based condition with primary deficits in executive functions and working memory (WM). Students with ADHD have deficits in discourse organization, inferring, and monitoring that are related to their executive function and WM deficits. A large number of students with ADHD also have comorbid reading and language disabilities that exist in addition to the deficits directly associated with the ADHD. Comprehensive evaluation of students with ADHD is essential to address their specific learning needs
Sometimes, Practice Makes Imperfect: Overcoming The Automaticity Of Challenging Behavior By Linking Intervention To Thoughts, Feelings, And Action, Robert A. Gable, Richard Van Acker
Sometimes, Practice Makes Imperfect: Overcoming The Automaticity Of Challenging Behavior By Linking Intervention To Thoughts, Feelings, And Action, Robert A. Gable, Richard Van Acker
Communication Disorders & Special Education Faculty Publications
In schools throughout the country, education personnel express concern over the aggressive and antisocial behavior of children and youth. The frequency and severity of these acts compel us to find more effective strategies for decreasing and eliminating these behaviors. In this article, we argue for a broader explanation of the nature and treatment of aggressive behavior, especially when it rises to what is essentially an automotive response level. We contend that both assessment and intervention must account for internal and external influences on behavior and that treatment should encompass cognitive, affective, and behavioral dimensions of the problem. Finally, we discuss …
Strategies For Maintaining Positive Behavior Change Stemming From Functional Behavioral Assessment In Schools, Robert A. Gable, Jo M. Hendrickson
Strategies For Maintaining Positive Behavior Change Stemming From Functional Behavioral Assessment In Schools, Robert A. Gable, Jo M. Hendrickson
Communication Disorders & Special Education Faculty Publications
Nationwide, schools are struggling to prepare IEP teams and other school personnel to conduct functional behavioral assessment and develop positive behavioral intervention plans and supports. While there is a growing evidence that functional behavioral assessment is effective in identifying the reason(s) behind student misbehavior, less is known about producing positive, long-term changes that are both functionally and socially relevant. Drawing upon the available research, we explore an emerging technology for promoting maintenance and generalization of behavior change. We discuss various strategies and procedures and offer recommendations to IEP teams regarding maintaining positive changes in student behavior that stem from functional …