Intervention is an intriguing and at times troublesome phenomenon. This book is meant for those already intrigued and those one hopes will become intrigued. The purpose is to sketch out fundamental problems that must be addressed in pursuing effective intervention. While the authors approach these problems from the perspective of psychology and education, they do so with an eclectic outlook and an emphasis on broad applications.

Specifically, they identify and describe essential facets of intentional intervention, explore how these facets relate to each other, and try to produce an outline picture of the whole. The presentation is structured around the view that intervention theory and practice must address four inextricably interrelated and fundamental topics: (1) the classification problem (i.e., differentiating phenomena--conceptually and methodologically--into relevant subgroups for purposes of planning, implementing, and evaluating intervention), (2) the underlying rationale problem (i.e., assumptions shaping intervention aims and means), (3) the planning and implementation problem (i.e., processes for optimizing intervention), and (4) the evaluation problem (i.e., describing, judging, and advancing intervention knowledge and practice). Each of these is discussed in sufficient detail to facilitate development of an agenda for improving practice through theory building, program development, and research.

Everyday, a wide range of learning, behavioural, physical, and emotional problems interfere with the ability of students to participate effectively and fully benefit from the instruction teachers provide. Such barriers to learning encompass both learning disabilities and special needs as well as a wide range of external factors stemming from restricted enrichment opportunities. This guide for school leaders, and its companion volume for site-based staff, emphasizes frameworks and strategies for dealing with the entire range of learning, behaviour, and emotional problems seen in schools within a context that emphasizes student and staff strengths, resilience, assets, and protective factors. The authors provide a four-pronged approach to addressing barriers to learning, emphasizing adopting an intervention framework that is comprehensive, multifaceted and cohesive; rethinking infrastructure and policy; and using a sophisticated approach to facilitating major systemic changes. Built on decades of research, and endorsed by more than 20 professional associations, the authors' approach provides specific tools and strategies for understanding and assessing the gap between what students need and what they are receiving, as well as creating the analyses and implementation frameworks that will lead to new and better directions for addressing barriers to learning. A series of orienting questions at the start of each chapter will help readers visualize how the content applies to their own specific schools and districts and can also be used to guide discussions with colleagues and community, and as a focus for staff development sessions. More than 75 figures, guides, and tools for analysis and capacity building are also included in the book, as are cartoons, quotations, and case studies.

'Offers in-depth understanding for a wide variety of barriers to student learning as well as a learned synthesis of the best thinking about student motivation and healthy development...Adelman and Taylor's book provides a perspective that helps practitioners understand all students who enter the classroom' - Linda Miller, Consultant, Iowa Department of Education 'As psychologists and support staff we read innumerable journal articles regarding responses to intervention, learning disabilities, differentiated instruction, and the like. The authors here effectively address the total child and offer research-based suggestions on how to help all children' - Sandra Screen, Director, Office of Psychological Services, Detroit, MI Ensure that every school has a comprehensive and adaptable system of learning support in the classroom and throughout the school! Every teacher knows about barriers to learning and teaching that interfere with student progress and academic achievement. These barriers to learning can hamper a student's ability to participate effectively and benefit fully from classroom instruction and other educational activities. For school improvement efforts to succeed in ways that truly improve student achievement, schools must provide students with learning support in a comprehensive, multidimensional and cohesive way. This innovative guide by Howard Adelman and Linda Taylor is designed to accompany their new School Leader's Guide to Student Learning Supports. Together, these two handbooks comprise a complete and adaptable system for addressing barriers to learning and teaching. The authors offer specific ideas, procedures, resources, tools, and guides for motivating students, personalizing instruction and curriculum, promoting development, building school and community partnerships, and closing the gap between the learning supports students need and the learning supports they are currently receiving. This unique guide for teachers, counselors, school administrators, and student support staff is based on an unparalleled New Directions for Student Support Initiative endorsed by more than 20 professional associations, including: The American School Counselors Association The American School Health Association The National Association of Pupil Services Administrators The National Association of School Nurses The National Association of School Psychologists The School Social Work Association of America And others!

'This resource gives the reader everything needed to design and implement a successful mental health program to benefit a diverse student population. The authors present a strong case for planning and delivering comprehensive integrated services. I commend the authors for their willingness to tackle the tough issues surrounding mental health services for all students' - Marian White-Hood, Director of Academics, Accountability, and Principal Support See Forever Foundation Necessary reading for anyone concerned with student wellness and effective schools! For many children, schools are the main or only providers of mental health services. In this visionary and comprehensive book, two nationally known experts describe a new approach to school-based mental health-one that better serves students, maximizes resources, and promotes academic performance. The authors describe how educators can effectively coordinate internal and external resources to support a healthy school environment and help at-risk students overcome barriers to learning. School leaders, psychologists, counsellors, and policy makers will find essential guidance, including: - An overview of the history and current state of school mental health programmes, discussing major issues confronting the field - Strategies for effective school-based initiatives, including addressing behaviour issues, introducing classroom-based activities, and coordinating with community resources - A call to action for higher-quality mental health programming across public schools-including how collaboration, research, and advocacy can make a difference Gain the knowledge you need to develop or improve your school's mental health programme to better serve both the academic and mental health needs of your students!

'Offers in-depth understanding for a wide variety of barriers to student learning as well as a learned synthesis of the best thinking about student motivation and healthy development...Adelman and Taylor's book provides a perspective that helps practitioners understand all students who enter the classroom' - Linda Miller, Consultant, Iowa Department of Education 'As psychologists and support staff we read innumerable journal articles regarding responses to intervention, learning disabilities, differentiated instruction, and the like. The authors here effectively address the total child and offer research-based suggestions on how to help all children' - Sandra Screen, Director, Office of Psychological Services, Detroit, MI Ensure that every school has a comprehensive and adaptable system of learning support in the classroom and throughout the school! Every teacher knows about barriers to learning and teaching that interfere with student progress and academic achievement. These barriers to learning can hamper a student's ability to participate effectively and benefit fully from classroom instruction and other educational activities. For school improvement efforts to succeed in ways that truly improve student achievement, schools must provide students with learning support in a comprehensive, multidimensional and cohesive way. This innovative guide by Howard Adelman and Linda Taylor is designed to accompany their new School Leader's Guide to Student Learning Supports. Together, these two handbooks comprise a complete and adaptable system for addressing barriers to learning and teaching. The authors offer specific ideas, procedures, resources, tools, and guides for motivating students, personalizing instruction and curriculum, promoting development, building school and community partnerships, and closing the gap between the learning supports students need and the learning supports they are currently receiving. This unique guide for teachers, counselors, school administrators, and student support staff is based on an unparalleled New Directions for Student Support Initiative endorsed by more than 20 professional associations, including: The American School Counselors Association The American School Health Association The National Association of Pupil Services Administrators The National Association of School Nurses The National Association of School Psychologists The School Social Work Association of America And others!

Everyday, a wide range of learning, behavioural, physical, and emotional problems interfere with the ability of students to participate effectively and fully benefit from the instruction teachers provide. Such barriers to learning encompass both learning disabilities and special needs as well as a wide range of external factors stemming from restricted enrichment opportunities. This guide for school leaders, and its companion volume for site-based staff, emphasizes frameworks and strategies for dealing with the entire range of learning, behaviour, and emotional problems seen in schools within a context that emphasizes student and staff strengths, resilience, assets, and protective factors. The authors provide a four-pronged approach to addressing barriers to learning, emphasizing adopting an intervention framework that is comprehensive, multifaceted and cohesive; rethinking infrastructure and policy; and using a sophisticated approach to facilitating major systemic changes. Built on decades of research, and endorsed by more than 20 professional associations, the authors' approach provides specific tools and strategies for understanding and assessing the gap between what students need and what they are receiving, as well as creating the analyses and implementation frameworks that will lead to new and better directions for addressing barriers to learning. A series of orienting questions at the start of each chapter will help readers visualize how the content applies to their own specific schools and districts and can also be used to guide discussions with colleagues and community, and as a focus for staff development sessions. More than 75 figures, guides, and tools for analysis and capacity building are also included in the book, as are cartoons, quotations, and case studies.