This book assembles into one volume summaries of school-based
intervention research that relates to those who deal on a regular
basis with the growing body of students having high-incidence
learning disabilities and/or behavior disorders: special educators,
school psychologists, and clinical child psychologists. Chapter
authors begin with an overview of their topic followed by a brief
section on historical perspectives before moving on to the main
section a " a critical discussion of empirically based intervention
procedures. In those instances where evidence-based prescriptions
can legitimately be made, authors discuss best practices and the
conditions (e.g., classroom environment, teacher expertise) under
which these practices are most effective. A final section deals
with policy issues.
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