The National Center for Leadership in Intensive Intervention (NCLII), a consortium funded by the Office of Special Education Programs (OSEP), prepares special education leaders to become experts in research on intensive intervention for students with disabilities who have persistent and severe academic (e.g., reading and math) and behavioral…

School communities in both urban and rural settings need trauma-informed (TI) supports; however, the adversities experienced and access to student supports may be unique to rural school communities. In addition, the contextual challenges experienced by rural schools and communities, as well as the strengths that can be drawn from them, will…

Intervention strategies for use with students with mild learning and behavior problems were rated by 232 teachers and were factor analyzed, resulting in 5 factors for intervention use (principal involvement, teacher intervention, special education, teacher consultation, and parent involvement) and 5 for reasonability (teacher intervention,…

The principle of "behavior traps" to change student behavior is explained, and examples of 25 such "traps" are suggested. The "traps" lure the child into a "success circle" of increasing positive knowledge and skills. Examples include incorporating student interests in heroes, special interests, and clubs into curricular activities; utilizing…

Discussion of school violence and student misbehavior reviews research showing that violent and unsafe student behaviors are the outcome of a predictable chain of events that begins with academic failure. The paper urges a greater emphasis on effective academic instruction in any efforts to prevent school violence and improve school safety.…

This book is a timely response to the research findings of the last decade. It focuses on the need to understand just how prevalent training is in the lives of our students, how it impacts the brain, subsequent learning, and behavior. This book also details what educators do not only to prevent further harm to our students, but also to intervene…

Presented are vignettes about six special children and how they were helped by their teachers. The children's problems included physical handicaps, learning disabilities, and interpersonal/emotional difficulties. (SJL)

This article on using mnemonics with students having learning and behavior problems first offers a case study of a 7th grade student and then describes the letter strategy, the keyword mnemonic method, and the pegword method. Seven steps for implementing mnemonic strategies are offered. An inset reviews the research literature on using mnemonic…

Major counseling techniques to be used with children identified with emotional handicaps are described in this article. Basic goals and methods of each approach, applicability for emotionally handicapped students, and training necessary for the practitioner are also discussed. (Author/DF)

This article highlights how instructional management differs from behavior management in terms of common practice, and demonstrates how an instructional strategy used to address persistent academic errors, called "precorrection," can be applied to change chronic problem behaviors. Seven basic correction and precorrection steps are…

Four approaches to services and intervention design for young children with learning and/or behavior problems are described, followed by a discussion of PASSKey (planned activity, systematic sampling, and keystone behavior), an ecobehavioral and naturalistic approach to intervention design. A case study illustrates the model. (Author/DB)

This paper reviews literature on methods of specifying target behaviors as a preliminary step in the provision of specialized instructional programming for low-performing, at-risk students. Careful specification of target behaviors can ensure that collaborating teachers in a consultation program have a shared understanding of the exact nature of…

Use of medications that target specific behaviors affecting learning and social development has been the most extensively studied form of intervention available to children with behavioral and learning problems. Drawing from extensive research literature spanning the past 30 years, this guide for psychologists and other professionals who work with…

Addresses the problems of the slow learner, the student who does not achieve at the higher levels of the class. Discusses reasons for student failures. Suggests that all students are talented, so teachers must find ways to bring out the best in each child. (SG)

Peer collaboration assumes that, given a systematic strategy for solving classroom problems, general education teachers working together can develop effective instructional and behavioral interventions for their students with mild learning or behavior problems. The article describes the four steps in the peer collaboration process, its…