High Leverage Practices for Intensive Interventions  book cover
1st Edition

High Leverage Practices for Intensive Interventions




  • Available for pre-order on May 11, 2023. Item will ship after June 1, 2023
ISBN 9781032231068
June 1, 2023 Forthcoming by Routledge
360 Pages 54 B/W Illustrations

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Book Description

High Leverage Practices for Intensive Interventions provides special education teachers with descriptions and practical instructions on how to use High Leverage Practices (HLPs) to improve student outcomes. Since many students with disabilities spend their school day in inclusive general education classrooms, these intensive interventions are delivered in separate or tier 3 settings to meet the students’ individualized needs. Each chapter focuses on a specific High Leverage Practice with explanations of its purpose and essential components, accompanied by examples for use with small groups of students or the individual student. This accessible and comprehensive guide is key for pre-service teachers in special education programs or those who provide intensive interventions with students.

Table of Contents

Section I: Collaboration High Leverage Practices  1. Collaborate with Professionals to Iincrease Student Success  2. Organize and Facilitate Effective Meetings with Professionals and Families  3. Collaborate with Families to Support Student Learning and Secure Needed Services  Section II: Assessment High Leverage Practices  4. Use Multiple Sources of Information to Develop a Comprehensive Understanding of a Student’s Strengths and Needs  5. Interpret and Communicate Assessment Iinformation with Stakeholders to Collaboratively Design and Implement Educational Programs  6. Use Student Assessment Data, Analyze Instructional Practices, and Make Necessary Adjustments that Improve Student Outcomes  Section III: Social/Emotional/Behavioral High Leverage Practices  7. Establish a Consistent, Organized, Respectful Learning Environment  8. Provide Positive and Constructive Feedback to Guide Students’ Learning and Behavior  9. Teach Social Behaviors  10. Conduct Functional Behavioral Assessments to Develop Individual Student Behavior Support Plans  Section IV: Instruction High Leverage Practices  11. Identify and Prioritize Long- and Short-term Learning Goals  12. Systematically Design Instruction Toward a Specific Learning Goal  13. Adapt Curriculum Tasks and Materials for Specific Learning Goals  14. Teach Cognitive and Metacognitive Strategies to Support Learning and Independence  15. Provide Scaffolded Supports  16. Use Explicit Instruction  17. Use Flexible Grouping  18. Use Strategies to Promote Active Student Engagement  19. Use Assistive and Instructional Technologies  20. Provide Intensive Instruction  21. Teach Students to Maintain and Generalize New Learning Across Time and Settings  22. Provide Positive and Constructive Feedback to Guide Students’ Learning and Behavior  23. Learning to Use HLPs for Intensive Interventions: Reflections for Teachers, School Leaders, and Teacher Educators 

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Editor(s)

Biography

James McLeskey is Professor in the School of Special Education, School Psychology, and Early Childhood Studies at the University of Florida, and project staff member for the CEEDAR Center.

Lawrence Maheady is Professor and Horace Mann Endowed Chair in the Exceptional Education Department at SUNY Buffalo State.

Bonnie Billingsley is Professor of Teaching and Learning at Virginia Tech. She teaches in both the teacher preparation and doctoral programs at Virginia Tech.

Mary T. Brownell is a Distinguished Professor of Special Education at the University of Florida and Director of the Collaboration for Effective Educator Development, Accountability and Reform (CEEDAR) Center.

Timothy J. Lewis is Curators’ Distinguished Professor of Special Education, Director of the University of Missouri Center for School-wide Positive Behavior Support, and Co-director of the Center on Positive Behavioural Interventions and Supports (PBIS).