Solve serious behavior challenges in K-8 classrooms with this easy-to-use book, the first practical guide to the research-proven Prevent-Teach-Reinforce (PTR) model. Developed by some of the most respected authorities on positive behavior support, this innovative model gives school-based teams a five-step plan for reducing problems unresolved by…

Available resources and indicators of high quality inclusive practices are presented in this compilation. Assembling many different resources in one place allows for easy comparison of potential indicators of quality. Excerpts and adaptations of the resources are intended to provide some familiarity with the content of each resource and encourage…

This guide presents information and clinical tools to implement the Anger Coping Program, an empirically supported intervention for students in grades 3-6. Practitioners are taken step by step through setting up treatment groups, teaching vital skills for reducing aggression and disruptive behavior, and building strong partnerships with teachers…

Administrators should address such planning considerations as preexisting conditions, staff inservice, and preparation of regular students to ensure successful integration of disabled students. (Author/CL)

The article examines problems which teachers (particularly in preschool programs) have encountered in using behavioral checklists as a basis for curriculum planning. (SBH)

The L&J Software Analysis Checklist II was designed to assess the therapeutic value of software for educational and clinical utilization. Its three sections focus on program specifics, skill area components (such as sensory motor, cognitive, perceptual, psychosocial and life skills), and other information. Each of the skill area components is…

Addresses pitfalls in formulating individualized education program (IEP) goals and objectives for handicapped students as mandated by P.L. 94-142 (the Education for All Handicapped Children Act). Short-term objectives are subordinate to goals and should reflect a hierarchical relationship to goal. Some of the inadequacies of written objectives are…

This article discusses disability as one aspect of diversity in inclusive early childhood classrooms and offers a framework for evaluating children's books that address disability as a part of diversity. The nine criteria are explained and discussed: illustrations, story line, lifestyles, relationships, self-image, author/illustrator backgrounds,…

This article offers suggestions for incorporating cognitive principles into mathematics instruction for students with disabilities, such as identifying underlying concepts and relationships and teaching them explicitly, and presenting instruction from a problem-solving perspective. A checklist is provided for determining whether or not…

This program for reintegrating students with disabilities into the mainstream involves data-based decisions during the following phases: long-range planning, assessing the less restrictive setting, approximating new placement routines, assessing student readiness, the transition, followup, and evaluation. A checklist for assessing the less…

Discusses ways that the special education teacher can prepare the classroom teacher, the handicapped student, nonhandicapped peers, the parents of both types of students, and administrators for the mainstreaming experience. The author's advice is summarized in a one-page checklist. This article is part of a theme issue on mainstreaming. (SJL)

This article offers a systematically organized series of questions to identify funding sources for assistive technology for students with disabilities. A decision tree links the questions with funding sources. (DB)

This article discusses using movies to teach students about disabilities. It addresses considerations in choosing movies, gauging the accuracy of the portrayal, and identifying positive images and negative stereotypes. A checklist for evaluating positive and negative representations is provided, along with a format to assess disability portrayal…

This guide was developed to accompany a 43-minute video that introduces early intervention personnel to the transdisciplinary (TD) assessment process. The transdisciplinary team consists of the family and professionals from various disciplines, working together to share information and skills across disciplinary boundaries in assessment, program…

This study describes the development of a Learning Event Checklist and a running record of children's behavior to help in assessing and mainstreaming children with disabilities. The sample consisted of 138 children between the ages of 2 and 6 years, mostly males, in special education preschool programs. The running record was designed to assess…