“An awesome collection of very current best practice suggestions!”
Co-Author, A Guide to Co-Teaching
“This is the way that flesh'n'blood teachers talk to each other.”
Millie Gore, Chair, Special Education Department
Midwestern State University
“The greatest strengths of this book are its practicality and the fact that there is a tremendous need for it out there for teachers with no background in special education who are teaching students with special needs.”
J. David Smith
Author, In Search of Better Angels
Test-drive these research-based strategies in your inclusive classroom!
Bridging the gap between theory and practice, this book focuses on extending academic research to classroom practices that address the problems faced by teachers working with special needs students in inclusive classrooms.
Providing a convenient format that teachers, trainers, and administrators will find appealing, What Successful Teachers Do in Inclusive Classrooms packs 60 research-based strategies into one user-friendly guide that gives teachers the tools and confidence to engage their special needs learners. It masterfully deciphers the latest research and makes it accessible and applicable for day-to-day classroom practice.
Each one of the 60 teaching strategies covers:
A straightforward one-line action statement that encapsulates the “Strategy”; An easy-to-read synthesis of relevant educational, psychological, and sociological studies; Concrete and specific tactics for immediate application in the classroom; Pointers on how to identify and avoid potential pitfalls; Sources for further reading on the research/strategy outlined
This comprehensive guide outlines a full range of research-based methods that can be interwoven and tailored to create the best instructional plan for special learners, focusing on maximizing achievement in today's inclusive classroom.
Chapter 4: Classroom Management and Discipline
Classroom Management and Discipline
So many things are possible just as long as you don't know they're impossible.
Strategy 36: Consider Implementing a Self-Regulation Model of Behavior Management When Teaching a Student Diagnosed with ADHD
What the Research Says
A 1996 study of 52 third- and fourth-grade students from 17 schools in Valencia, Spain, examined the effects of a multicomponent approach to teaching students identified with ADHD (Miranda, 2001). The students were pretested using psychoeducational instruments, behavior rating scales, and classroom observations. Focusing [Page 78]on activity, impulse control, and attention, the researchers trained the teachers in specific intervention strategies. Students were then trained to use self-instruction and reinforced self-evaluation techniques to help them manage their own behavior. Using the “Think Aloud” procedure developed by Camp and Bush (1981), the students began to adapt their classroom behaviors.