Learning Disabilities and Challenging Behaviors A Guide to Intervention and Classroom Management

Why do children in grades K–12 struggle, and how can teachers help students develop the competence and confidence they need to succeed? This book had all the answers in 2001–and now the fully revised new edition shows teachers how to support children with learning disabilities and behavioral challenges in today's era of high-stakes testing and accountability. They'll have an innovative framework to help them understand the reasons why students in K-12 struggle.

Even more comprehensive and user-friendly than the popular previous edition, this text follows the same basic format:a detailed questionnaire pinpoints student strengths and needs, and the Building Blocks model targets 10 factors and abilities related to school success and gives teachers practical strategies for helping students succeed. With timely new material infused throughout the whole book, pre- and in-service educators will

• Keep up with the very latest knowledge on learning disabilities. Every chapter has been revised to reflect the tremendous amount of new research.
• Address a broader age range with more on the early childhood and elementary years
• Increase their understanding of how to help students with behavior challenges. An expanded chapter on behavior includes more on preventive approaches to discipline so teachers can address problems before they become severe.
• Help students with emotional difficulties. Examining emotions as separate from behavior, the authors give readers updated research on a wider range of emotional disorders and difficulties and more information on how to intervene.
• Teach more effectively in today's diverse classrooms with new information on English language learners and students from economically disadvantaged backgrounds

The reliable, up-to-date research makes this an essential textbook for any course focused on learning disabilities and behavior problems, and the practical advice and guidelines will be a lifeline to in-service teachers year after year. Sure to be a bestseller, this new edition will help educators effectively address variations in children's environments, abilities, needs, and learning styles—and ensure better outcomes for students who struggle.

Robert Brooks, Ph.D., is a faculty member at Harvard Medical School. He also has a part-time private practice and provides consultation to several educational institutions. His major professional activity is conducting workshops and presentations nationally and internationally to groups of educators, health care professionals, business people, community organizations, and parents. His works contain a message based on encouragement, hope, and resilience, and he is renowned for the warmth and humor he uses to bring his insights and anecdotes to life. He co-authored Raising Resilient Children: Fostering Strength, Hope, and Optimism in Your Child with Dr. Sam Goldstein (McGraw-Hill, 2001).

Sam Goldstein, Ph.D., is a member of the faculty at the University of Utah and works as a clinical neuropsychologist at his private practice at the Neurology, Learning and Behavior Center (NLBC) in Salt Lake City, Utah. He is on the staff at the Primary Children's Medical Center and the University Neuropsychiatric Institute. Dr. Goldstein speaks internationally on a wide range of child development topics. He has published articles and books on a wide range of subjects including genetics, depression, classroom consultation, learning disabilities, and attention-deficit/hyperactivity disorder. He co-authoredLearning Disabilities and Challenging Behaviors: A Guide to Intervention and Classroom Management with Dr. Nancy Mather (Paul H. Brookes Publishing Co., 2001) andRaising Resilient Children: Fostering Strength, Hope, and Optimism in Your Child with Dr. Robert Brooks (McGraw-Hill, 2001).

Nancy Mather, Ph.D., is an associate professor at the University of Arizona in the Department of Special Education, Rehabilitation, and School Psychology. She specializes in the areas of reading, writing, and learning disabilities. She received her doctorate from the University of Arizona in 1985 in learning disabilities with minor areas of study in reading and school psychology. Other professional interests include adapting special education strategies to help general education teachers accommodate student diversity. She has conducted numerous workshops nationally and internationally on assessment, instruction, and issues that affect service delivery for individuals with learning disabilities. She has written many articles on topical issues in the field of learning disabilities. Dr. Mather co-authored the Woodcock-Johnson III Complete Battery with Richard M. Woodcock and Kevin S. McGrew (Riverside Publishing, 2000). She has also co-authoredOvercoming Underachieving: An Action Guide for Helping Your Child Succeed in School with Sam Goldstein (John Wiley & Sons, 1998).