Promoting social skills in the inclusive classroom / Kimber L. Wilkerson, Aaron B.T. Perzigian, Jill K. Schurr.Material type: TextLanguage: English Series: What works for special needs learners | What works for special-needs learnersPublication details: New York : The Guilford Press, 2014.Description: x, 190 pages ; 27 cmISBN:
- 371.904 23 WIL
|Item type||Current library||Collection||Call number||Status||Notes||Date due||Barcode|
|General Books||CUTN Central Library Social Sciences||Non-fiction||371.904 WIL (Browse shelf(Opens below))||Checked out to Poornima Rajendran (PA1802)||Transferred to Education Department (Poornima Rajendran)||20/05/2020||36518|
1. The Importance of Social Skills -- 2. The Wide and Varied Definitions of Social Competence -- 3. Schoolwide Approaches to Social Skills Development, with Catherine R. Lark -- 4. Classroom Approaches to Social Skills Development -- 5. Capitalizing on the Power of Peers -- 6. Assessment of Individual Skills and Progress, with Jennifer L. Schroeder -- 7. Developing and Implementing Individual Intervention Plans.
"This indispensable book presents evidence-based tools and strategies for improving the social skills of all members of the inclusive classroom (K-6), especially students experiencing difficulties in this area. The authors explain why social competence is critical to school success and describe interventions, curricula, and instructional approaches that have been shown to be effective at the schoolwide, classroom, and individual levels. Procedures for conducting assessments and developing individualized intervention plans are detailed. Reproducible forms can be downloaded and printed in a convenient 8 1/2" x 11" size. Subject Areas/Keywords: assessments, autism spectrum disorders, children, curricula, developmental, disabilities, disorders, friendship, inclusive classrooms, instructional approaches, interventions, peer rejection, peers, programs, relationships, social competence, social skills training, special education, teaching Audience: Special educators and classroom teachers in grades K-6; school psychologists; clinical psychologists and other practitioners who work with children with social disabilities"--
Includes bibliographical references (pages 175-186) and index.
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